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Year : 2020  |  Volume : 33  |  Issue : 3  |  Page : 108-113

Is peer assessment an effective learning tool in an internationally and educationally heterogeneous cohort of students?

Department of Peripheral Nerve Injuries, Stanmore Royal National Orthopaedic Hospital, Stanmore, England, UK

Correspondence Address:
Chang Park
Department of Peripheral Nerve Injuries, Stanmore Royal National Orthopaedic Hospital, Stanmore HA7 4LP, England
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/efh.EfH_230_18

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Background: Peer assessment is a well-established tool in peer-assisted learning, however there is little work in its use across a multidisciplinary cohort. Twenty-two students of a variety of undergraduate backgrounds from different nationalities attended a 3-week university summer school on the topic of peripheral nerve injuries. Methods: Peer assessment of an oral presentation made up an aspect of the formative assessment of the course. Students were surveyed using a Likert score on their impression of peer assessment as a learning and assessment tool. Results: Fourteen (64%) students agreed that the peer assessment process improved the learning process and 5 (23%) strongly agreed. Thirteen (59%) students agreed and nine (41%) strongly agreed that it improved the engagement with their peers' presentation. Seventeen (77%) students either agreed or strongly agreed that it was appropriate to use as a method of formative assessment. Discussion: Students agreed that peer assessment improved learning and engagement and is an appropriate assessment tool. Whereas peer assessment has been proven to be an effective method for assessment and reflective learning within a homogenous group, this study demonstrates that this remains true in a heterogeneous cohort of international undergraduates where expertise, underlying knowledge base, and learning approaches may vary.

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