Peer group reflection on student ratings stimulates clinical teachers to generate plans to improve their teaching

Lierop, Marion van; Jonge, Laury de; Metsemakers, Job; Dolmans, Diana

doi:10.1080/0142159x.2017.1406903

Cited by 9 publications

(6 citation statements)

References 24 publications

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“…Furthermore, this study found that interaction with others was crucial for secondary school students to engage in critical reflection. On the one hand, this study confirmed that interaction with peers can help young learners reflect critically and come up with more alternative plans [54,55]. The different opinions of their peers led the students to re-examine their own learning process and perspectives.…”

Section: Perceptions Of Integrating Critical Reflection Into Ct Educationsupporting

confidence: 67%

Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection

Wang

et al. 2021

Sustainability

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As computer science has become a vital power in facilitating the rapid and sustainable development of various fields, equipping everyone with computational thinking (CT) has been recognized as one of the core pillars supporting the sustainable development of individuals and our digital world. However, it remains challenging for secondary school students to assimilate CT. Recently, critical reflection has been proposed as a useful metacognitive strategy for regulating students’ thinking to solve current and future problems. In this study, a quasi-experiment was conducted to investigate the role of critical reflection in advancing eighth-grade students’ CT. The participants were 95 eighth-grade students, comprising an experimental group (n = 49) and a control group (n = 46). The students’ CT was evaluated based on their learning performance in computational concepts, computational practices, and computational perspectives. The results showed that critical reflection, compared with traditional instruction from teachers, could significantly advance eighth-grade students’ CT. Interestingly, the two groups showed significantly different learning performance in computational practices during the learning process. Furthermore, interaction with peers and instructors played an essential role in helping students engage as active agents in critical reflection. The results of this study emphasize the need to develop students’ CT by practicing critical reflection in eighth-grade education.

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Section: Perceptions Of Integrating Critical Reflection Into Ct Educationsupporting

confidence: 67%

Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection

Wang

et al. 2021

Sustainability

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“…Thus, future iterations of the course will include individual and group assessments for self-reflection and to incentivize student participation in the team activities ( Jacobs et al. , 2013 ; van Lierop et al. , 2018 ; Carrasco et al.…”

Section: Discussionmentioning

confidence: 99%

Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course

Dulai

Kranzfelder

Signorini

et al. 2022

LSE

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“…17 Several authors have indicated that peers can be viewed as instructional resources for one another as they share learning intentions and criteria for success. [18][19][20][21] Finally, sharing personal reflections with colleagues could improve the quality of collegial relationships and increase the chance of real performance improvement. 15 The question arises whether and how group sessions are helpful for physicians to reflect on their professional performance and contribute to their development.…”

Section: Discussionmentioning

confidence: 99%

“…17 Several authors have indicated that peers can be viewed as instructional resources for one another as they share learning intentions and criteria for success. 18–21 Finally, sharing personal reflections with colleagues could improve the quality of collegial relationships and increase the chance of real performance improvement. 15…”

mentioning

confidence: 99%

Sharing Reflections on Multisource Feedback in a Peer Group Setting: Stimulating Physicians’ Professional Performance and Development

Bindels¹,

Goor²,

Scherpbier³

et al. 2021

Academic Medicine

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PurposeReflecting on and using feedback are important for physicians' continuous professional development (CPD). A common format is the discussion of multisource feedback (MSF) in a oneon-one session with a trusted peer or coach. A new approach is to discuss MSF during a peer group session moderated by a professional facilitator. This qualitative study explored how physicians experience participation in these peer group sessions in the context of their CPD. MethodBetween March and July 2018, 26 physicians were interviewed about their experiences in a peer group session. These physicians represented 13 monospecialty physician groups from 5 general hospitals in the Netherlands.

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Peer group reflection on student ratings stimulates clinical teachers to generate plans to improve their teaching

Abstract: Peer group reflection on student ratings shows promise as tool to assist clinical teachers in generating plans for improvement. Future research should focus on whether teaching indeed improves with the introduction of peer group reflection.

Cited by 9 publications

References 24 publications

Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection

Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection

Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course

Sharing Reflections on Multisource Feedback in a Peer Group Setting: Stimulating Physicians’ Professional Performance and Development

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