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The Effect of Gender on Team-Based Learning Peer Assessment in a Psychiatry Clerkship

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Abstract

In team-based learning (TBL), peer evaluation is important, but also open to bias. We examined the relation between gender and summative peer feedback over 3 years in all 90 teams created in our psychiatry clerkship. Gender-equivalent (92.7 vs 88.1, p < 0.05) and majority-women (93.6 vs 88.1, p < 0.05) teams scored higher than majority-men in the first 2 years, as did women-majority teams in the third (98.3 vs 94.8, p < 0.05). Mean scores were little-affected by team size. These findings suggest TBL team gender balance can adversely affect peer evaluations. Instructors should consider team gender composition and the weight given to feedback scores.

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Authors and Affiliations

  1. Department of Psychiatry, Louisiana State University Health Sciences Center, 2020 Gravier Street, New Orleans, LA, 70112, USA

    Mark H. Townsend & Margaret Bishop Baier

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  1. Mark H. Townsend
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  2. Margaret Bishop Baier
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Correspondence to Mark H. Townsend.

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Townsend, M.H., Bishop Baier, M. The Effect of Gender on Team-Based Learning Peer Assessment in a Psychiatry Clerkship. Med.Sci.Educ. 30, 601–603 (2020). https://doi.org/10.1007/s40670-019-00819-w

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  • DOI: https://doi.org/10.1007/s40670-019-00819-w

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