Web-based Peer Evaluation by Medical Students

Freedman, Joan A.; Lehmann, Harold P.; Ogborn, C. Jean

doi:10.1097/00001888-200005000-00066

Cited by 11 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another method that has been gathering support is student peer review 41 . Peer evaluations have the potential to add value to the importance of teamwork and help train students in evaluation and feedback skills.…”

Section: Tools For Assessing Professionalismmentioning

confidence: 99%

Fostering professionalism in medical education

2004

View full text Add to dashboard Cite

Increasing attention has been focused on developing professionalism in medical school graduates. Unfortunately, the culture of academic medical centers and the behaviors that faculty model are often incongruent with our image of professionalism. The need for improved role modeling, better assessment of student behavior, and focused faculty development is reviewed. We propose that the incentive structure be adjusted to reward professional behavior in both students and faculty. The third-year medicine clerkship provides an ideal opportunity for clinician-educators to play a leading role in evaluating, rewarding, and ultimately fostering professionalism in medical school graduates.

show abstract

Section: Tools For Assessing Professionalismmentioning

confidence: 99%

Fostering professionalism in medical education

2004

View full text Add to dashboard Cite

show abstract

“…Medical students as evaluators of other medical students have been studied in various contexts in medical school. Medical students have been shown to be similar to faculty staff in rating lectures and written papers on the history of medicine 5,6 . In the clinical setting, Arnold et al.…”

Section: Introductionmentioning

confidence: 99%

“…Medical students have been shown to be similar to faculty staff in rating lectures and written papers on the history of medicine. 5,6 In the clinical setting, Arnold et al 7 found that peer ratings during an internal medicine rotation were internally consistent, unbiased and valid. In the OSCE setting, Chenot et al evaluated student-tutors' ability to perform as OSCE examiners on history-taking stations.…”

Section: Introductionmentioning

confidence: 99%

Comparison of student examiner to faculty examiner scoring and feedback in an OSCE

et al. 2010

View full text Add to dashboard Cite

OBJECTIVES To help reduce pressure on faculty staff, medical students have been used as raters in objective structured clinical examinations (OSCEs). There are few studies regarding their ability to complete checklists and global rating scales, and a paucity of data on their ability to provide feedback to junior colleagues. The objectives of this study were: (i) to compare expert faculty examiner (FE) and student-examiner (SE) assessment of students' (candidates') performances on a formative OSCE; (ii) to assess SE feedback provided to candidates, and (iii) to seek opinion regarding acceptability from all participants.METHODS Year 2 medical students (candidates, n = 66) participated in a nine-station formative OSCE. Year 4 students (n = 27) acted as SEs and teaching doctors (n = 27) served as FEs. In each station, SEs and FEs independently scored the candidates using checklists and global rating scales. The SEs provided feedback to candidates after each encounter. The FEs evaluated SEs on the feedback provided using a standardised rating scale (1 = strongly disagree, 5 = strongly agree) for several categories, according to whether the feedback was: balanced; specific; accurate; appropriate; professional, and similar to feedback the FE would have provided. All participants completed questionnaires exploring perceptions and acceptability.RESULTS There was a high correlation on the checklist items between raters on each station, ranging from 0.56 to 0.86. Correlations on the global rating for each station ranged from 0.23 to 0.78. Faculty examiners rated SE feedback highly, with mean scores ranging from 4.02 to 4.44 for all categories. There was a high degree of acceptability on the part of candidates and examiners.CONCLUSIONS Student-examiners appear to be a viable alternative to FEs in a formative OSCE in terms of their ability to both complete checklists and provide feedback.

show abstract

“…Stereolithography is another additive method and has been described by one of its developers as a “system for generating three‐dimensional objects by creating a cross‐sectional pattern of the object to be formed.” The word stereolithography comes from stereo and greek for “writing with light.” Also known as resin printing or photo‐solidification, this technique uses a laser or ultra‐violet light to harden a resin using photopolymerization. Once the photo‐polymeric resin layer is hardened, the resin level is raised and a new layer hardened on the first.…”

Section: Introductionmentioning

confidence: 99%

A practical guide to cardiovascular 3D printing in clinical practice: Overview and examples

Abudayyeh

Gordon

Ansari

et al. 2017

J Interven Cardiology

View full text Add to dashboard Cite

The advent of more advanced 3D image processing, reconstruction, and a variety of three-dimensional (3D) printing technologies using different materials has made rapid and fairly affordable anatomically accurate models much more achievable. These models show great promise in facilitating procedural and surgical planning for complex congenital and structural heart disease. Refinements in 3D printing technology lend itself to advanced applications in the fields of bio-printing, hemodynamic modeling, and implantable devices. As a novel technology with a large variability in software, processing tools and printing techniques, there is not a standardized method by which a clinician can go from an imaging data-set to a complete model. Furthermore, anatomy of interest and how the model is used can determine the most appropriate technology. In this over-view we discuss, from the standpoint of a clinical professional, image acquisition, processing, and segmentation by which a printable file is created. We then review the various printing technologies, advantages and disadvantages when printing the completed model file, and describe clinical scenarios where 3D printing can be utilized to address therapeutic challenges.

show abstract

Web-based Peer Evaluation by Medical Students

Cited by 11 publications

References 0 publications

Fostering professionalism in medical education

Fostering professionalism in medical education

Comparison of student examiner to faculty examiner scoring and feedback in an OSCE

A practical guide to cardiovascular 3D printing in clinical practice: Overview and examples

Contact Info

Product

Resources

About