Author (Year) | Country | Type of Course | Participants | Sample Size | Type of Collaborative Learning | Impact/Outcome of Peer Feedback Evaluated | Colthart et al. | Kirkpatrick (from Steinert et al.) |
---|---|---|---|---|---|---|---|---|
Ambercrombie (2015) [18] | USA | Not well described | Third-year medical students | 137 | Not described | Significant relationship between medical students’ performance-approach goals and perceptions of grading fairness in Calibrated Peer Review | Grade 2 | Level 2 |
Bryan (2005) [19] | USA | Basic sciences | First-year medical students | 213 | Dissection groups | Mixed outcomes for student learning and positive outcomes for assessment of and development of professionalism | Grade 2 | Levels 1 and 2 |
Chen (2009) [1] | USA | Basic sciences | First-year medical students | 49 | Learning teams for course blocks | Inconclusive outcomes for the assessment of professionalism | Grade 3 | Level 1 |
Cottrell (2006) [20] | USA | Basic sciences | First-year medical students | 111 | PBL | Positive outcomes for the assessment of professionalism | Grade 4 | Level 1 |
Cushing (2011) [21] | UK | Not well described | First-year medical students and nursing students | 93 | OSCE groups | Positive outcomes for the development of professionalism | Grade 1 | Levels 1 and 2 |
Dannefer (2005) [22] | USA | Not well described | Second-year medical students | 97 | PBL; small group learning | Positive outcomes for the assessment and development of professionalism | Grade 1 | Level 2b |
Dannefer (2013) [23] | USA | Not well described | First-year medical students | 32 | PBL | Positive outcomes for the assessment of professionalism | Grade 2 | Level 3 |
Emke (2015) [24] | USA | Not well described | Second-year medical students | Not described | TBL | Positive outcomes for the assessment of professionalism | Grade 2 | Levels 1 and 2a |
Emke (2017) [25] | USA | Not well described | Second-year medical students | 246 | TBL | Positive outcomes for the assessment of professionalism | Grade 2 | Level 2 |
Garner (2010) [26] | UK | Not well described | First-year medical students | 30 | PBL | Positive outcomes for the assessment of professionalism | Grade 1 | Level 2a |
Kamp (2013) [27] | Netherlands | Not well described | Second-year medical students | 87 | PBL | Mixed outcomes for student learning and positive outcomes for team dynamics; impact of the feedback could be increased with individual reflection, goal setting, and face-to-face clarification | Grade 2 | Levels 2 and 3 |
Kamp (2014) [28] | Netherlands | Basic sciences | First-year medical students | 242 | PBL | Mixed outcomes for student learning | Grade 3 | Levels 1 and 2b |
Machado (2008) [29] | Brazil | Not well described | First-year medical students | 349 | PBL | Negative outcomes in student learning (no improvement) | Grade 2 | Level 1 |
Nieder [2005) [30] | USA | Basic sciences | First-year medical students | 97 | TBL | Inconclusive outcomes for student learning | Grade 2 | Level 2b |
Nofziger (2010) [31] | USA | Not well described | Second and fourth-year medical students | 138 | PBL; interviewing groups; lab groups; clinical teams | Positive outcomes for the development of professionalism | Grade 2 | Levels 1 and 2a |
Parikh (2001) [4] | Canada | Not well described | Fourth-year medical students | 103 | PBL | Students find peer feedback as a helpful feedback modality; schools would like increase their use of peer feedback | Grade 3 | Levels 2a and 3 |
Parmelee (2009) [32] | USA | Not well described | First-year medical students (also surveyed in their second-year) | 180 | TBL | Student satisfaction with peer evaluation declined from the first year to the second year | Grade 3 | Level 2a |
Papinczak (2007a) [6] | Australia | Basic sciences | First-year medical students | 165 | PBL | Positive outcomes for student learning and development of professionalism | Grade 2 | Level 1 |
Papinczak (2007b) [33] | Australia | Not well described | First-year medical students | 125 | PBL | Peer assessment is more accurate than self-assessment; Correlation between peer and tutor feedback scores improved with iterations | Grade 1 | Level 2a |
Pocock (2010) [34] | UK | Not well described | Second-year medical students | 180 (groups) | PBL | Positive outcomes for team dynamics | Grade 1 | Level 2a |
Reiter (2002) [35] | Canada | Not well described | First-year medical students | 36 | PBL | Poor correlations between peer assessment compared to assessments from self and tutors | Grade 2 | Level 1 |
Renko (2002) [36] | Finland | Not well described | Fifth-year medical students | 49 | PBL | Peer observers provided feedback based on analysis of skills used to solve a problem; learned value of careful listening as an outside analyzer | Grade 1 | Level 1 |
Roberts (2017) [37] | Australia | Not well described | First and second-year medical students | 633 | PBL | Mixed outcomes for the assessment of professionalism; First year students’ ratings provided more reliable than second year students’ ratings | Grade 3 | Level 1 |
Rudy (2001) [38] | USA | Not well described | First-year medical students | 97 | Interview course groups | Inconclusive outcomes for student learning and positive outcomes for assessment of professionalism | Grade 1 | Level 2b |
Schönrock-Adema (2007) [39] | Netherlands | Not well described | First-year medical students | 278 (1st semester); 272 (2nd semester) | Tutorial groups | Mixed outcomes for the assessment and development of professionalism | Grade 2 | Level 3 |
Sullivan (1999) [5] | USA | Clerkships | Third-year medical students | 154 | PBL | Compared associations between self, peer, and faculty evaluations and found a moderate correlation between peer and tutor ratings | Grade 1 | Level 1 |
Tayem (2015) [40] | Bahrain | Not well described | Fourth-year medical students | 55 | PBL | Positive outcomes for student learning, development of professionalism, and team dynamics | Grade 1 | Level 1 |
van Mook (2012) [41] | Netherlands | Not well described | Second-year medical students | 307 | PBL | Negative outcomes for team dynamics and the assessment of professionalism | Grade 2 | Level 3 |
Vasan (2009) [42] | USA | Basic sciences | First-year medical students | 355 | TBL | Positive outcomes for student learning and negative outcomes for team dynamics | Grade 1 | Level 1 |
White (2012) [43] | Canada | Clerkships | Third-year medical students | 116 | Clinical teams | Peers provided more feedback on the “team member” (i.e. work ethic, communication, leadership) and “person” (i.e. compassion, respect, humor) domains of clinical performance compared to other assessors | Grade 1 | Level 2a |
Zgheib (2016) [44] | Lebanon | Not well described | First and second-year medical students | 102 | TBL | Positive outcomes for student learning, team dynamics and development of professionalism | Grade 2 | Levels 2 and 3 |