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
|