Peer Assessment of Professionalism: A Five-Year Experience in Medical Clerkship

Kovach, Regina; Resch, David S.; Verhulst, Steven J.

doi:10.1007/s11606-009-0961-5

Cited by 43 publications

(39 citation statements)

References 14 publications

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“…For functioning as a future doctor, only the OSCE was identified as a significant predictor ( percentage correctly predicted was 45%). Using the extremes 'poor' and 'good' only (omitting the middle classification), these percentages were, respectively, 87% (only progress test predictor significant) and 87% (OSCE only) Kovach et al (2009) Two domains (knowledge, interpersonal relationships) Predictive validity: peer knowledge ratings were highly predictive for performance on the NBME, whereas peer ratings on the relationship factor were not statistically significant as predictors. In the case of final grades in surgery, both peer ratings on knowledge and relationships were highly related, thus, good predictors Lurie et al (2006a) Second year medical students over a period of 2 years (two consecutive classes: Each student evaluated all peers in group.…”

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confidence: 99%

“…Most studies considered professional behaviour as the main subject of assessment (Bryan et al 2005;Cottrell et al 2006;Kovach et al 2009), whereas other studies focused on topics such as leadership capacities (Chen et al 2009), interview skills (Rudy et al 2001;Perera et al 2010) or problem-based performance (Sullivan et al 1999;Papinczak et al 2007a,b;Amato & Novales-Castro 2009). The majority of the studies used peer assessment mainly as an assessment tool.…”

Section: General Descriptionmentioning

confidence: 99%

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Reliability and validity of student peer assessment in medical education: A systematic review

et al. 2011

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Background: Peer assessment has been demonstrated to be an effective educational intervention for health science students. Aims: This study aims to give an overview of all instruments or questionnaires for peer assessments used in medical and allied health professional educational settings and their psychometric characteristics as described in literature. Methods: A systematic literature search was carried out using the electronic databases Pubmed, Embase, ERIC, PsycINFO and Web of Science, including all available inclusion dates up to May 2010. Results: Out of 2899 hits, 28 studies were included, describing 22 different instruments for peer assessment in mainly medical educational settings. Although most studies considered professional behaviour as a main subject of assessment and described peer assessment usually as an assessment tool, great diversity was found in educational settings and application of peer assessment, dimensions or constructs as well as number of items and scoring system per questionnaire, and in psychometric characteristics. Conclusions: Although quite a few instruments of peer assessment have been identified, many questionnaires did not provide sufficient psychometric data. Still, the final choice of an instrument for educational purposes can only be justified by its sufficient reliability and validity as well as the discriminative and evaluative purposes of the assessment.

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confidence: 99%

Section: General Descriptionmentioning

confidence: 99%

Reliability and validity of student peer assessment in medical education: A systematic review

et al. 2011

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“…These divergent perspectives called for further studies beyond the Western frameworks. Existing research on medical professionalism also relies heavily on the perspectives of physicians or medical students in determining the attributes that define professionalism (Campbell et al 2007;Kovach et al 2009;Borgstrom et al 2010). Some studies have expanded their samples to include medical school faculty (Ginsburg et al 2008), but few have sought to encompass the full spectrum of professions affected by the medical field and their perspectives on how doctors can best fulfill the needs of those they serve.…”

Section: Practice Pointsmentioning

confidence: 99%

Building a professionalism framework for healthcare providers in China: A nominal group technique study

et al. 2013

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Background: Medical professionalism is valued globally. However, Western frameworks of medical professionalism may not resonate with the cultural values of non-Western countries. Aims: This study aims to formulate a professionalism framework for healthcare providers at Peking Union Medical College (PUMC) in China. Methods: This study was conducted using nominal group technique (NGT) in a convenient sample of 97 participants at PUMC in November and December, 2011. Participants were sorted into 13 occupational groups, each discussing and ranking categories of medical professionalism. The authors compared the results of each group's ranked categories and analyzed meeting transcripts. Results: A pre-existing framework provided eight categories: clinical competence, communication, ethics, humanism, excellence, accountability, altruism, and integrity. Participants created four categories: teamwork, self-management, health promotion, and economic considerations. Clinical competence and communication ranked highly among most groups. Only hospital volunteers and resident physicians included self-management in their top-ranked items. Only public health experts prioritized health promotion. Standardized patients were unique in mentioning ''economic considerations.'' Medical students and attending physicians both referenced Chinese traditional values. Conclusions: Our study was able to document effects of East Asian cultural influences and conflicts between Western ideologies and Asian traditions that led to divergent interpretations of medical professionalism.

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“…Peer assessment of professional behaviors has proven to be an effective mechanism for measuring professional behaviors 28. As medical students interact with each other frequently and know each other well, they are in a unique position to provide valid assessments of behavior 29. A focus group interview conducted among 30 medical students in the United Kingdom showed that peer assessment can offer valuable feedback on professional behaviors, as part of a formative refection process 28.…”

Section: Discussionmentioning

confidence: 99%

Gender-based education during clerkships: a focus group study

Leerdam¹,

L²,

Teunissen³

et al. 2014

AMEP

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ObjectivesOne of the goals of the medical master’s degree is for a student to become a gender-sensitive doctor by applying knowledge of gender differences in practice. This study aims to investigate, from the students’ perspective, whether gender medicine has been taught in daily practice during clerkship.MethodsA focus group study was conducted among 29 medical students from Radboud University, Nijmegen, The Netherlands, who had just finished either their internal medicine or surgical clerkships. Data were analyzed in line with the principles of constant comparative analysis.ResultsFour focus groups were conducted with 29 participating students. Clinical teachers barely discuss gender differences during students’ clerkships. The students mentioned three main explanatory themes: insufficient knowledge; unawareness; and minor impact. As a result, students feel that they have insufficient competencies to become gender-sensitive doctors.ConclusionMedical students at our institution perceive that they have received limited exposure to gender-based education after completing two key clinical clerkships. All students feel that they have insufficient knowledge to become gender-sensitive doctors. They suppose that their clinical teachers have insufficient knowledge regarding gender sensitivity, are unaware of gender differences, and the students had the impression that gender is not regarded as an important issue. We suggest that the medical faculty should encourage clinical teachers to improve their knowledge and awareness of gender issues.

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Peer Assessment of Professionalism: A Five-Year Experience in Medical Clerkship

Cited by 43 publications

References 14 publications

Reliability and validity of student peer assessment in medical education: A systematic review

Reliability and validity of student peer assessment in medical education: A systematic review

Building a professionalism framework for healthcare providers in China: A nominal group technique study

Gender-based education during clerkships: a focus group study

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