Skip to main content
SpringerLink
Log in

A Synergy Between Peer Evaluation and Student Coaching in Team-Based Learning: Coach Review of Peer Evaluations Improves Student Acceptance

  • Short Communication
  • Published:
Medical Science Educator Aims and scope Submit manuscript

Abstract

Peer assessment is an integral component of team-based learning (TBL) and provides a method to foster accountability and team performance. Traditionally, peer assessment in TBL contributes to the final course grade. We assessed the impact of replacing course grading with student’s faculty coach review. As a result of this intervention, student self-reported evaluation truthfulness improved from 44 to 76% of the population surveyed. In addition, student self-reported incorporation of peer feedback increased from 18 to 38%. The data suggest that the combination of student coaching and longitudinal review of peer feedback may improve overall effectiveness of the process.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

References

  1. Michaelsen LK, Sweet M. Chapter 5 - Team-based learning. In: New directions for teaching & learning, vol. 128. Hoboken: Wiley Periodicals; 2011. p. 41–51. https://doi.org/10.1002/tl.467. Accessed 2 April 2019.

    Chapter  Google Scholar 

  2. Cestone CM, Levine RE, Lane DR. Chapter 5 - Peer assessment and evaluation in team-based learning. In: New directions for teaching & learning, vol. 116. Hoboken: Wiley Periodicals; 2008. p. 69–78. https://doi.org/10.1002/tl.334. Accessed 2 April 2019.

    Chapter  Google Scholar 

  3. Levine RE. Chapter 9 - Peer evaluation in team-based learning. In: Michaelsen L, Parmelee D, McMahon K, Levine R, editors. Team-based learning for health professions education. Stylus Publishing, LLC; 2008. p. 103–11.

    Google Scholar 

  4. Chen JY. Why peer evaluation by students should be part of the medical school learning environment. Medical Teacher. 2012;34:603–6.

    Article  Google Scholar 

  5. Parmelee DX, DeStephen D, Borges NJ. Medical students’ attitudes about team-based learning in a pre-clinical curriculum. Medical Education Online. 2009;14(1):4503. https://doi.org/10.3402/meo.v14i.4503 Accessed 24 April 2019.

    Article  Google Scholar 

  6. Deiorio NM, Carney PA, Kahl EK, Bonura EM, Juve AM. Coaching: a new model for academic and career achievement. Med Educ Online. 2016;21:33480. https://doi.org/10.3402/meo.v21.33480 Accessed 10 April 2019.

    Article  Google Scholar 

Download references

Acknowledgments

The authors would like to thank Dr. Min Jung Kim for assistance in statistical analysis and review.

Author information

Authors and Affiliations

  1. Department of Medicine, University of Connecticut School of Medicine, 263 Farmington Avenue, Farmington, CT, 06030-8230, USA

    Thomas Manger

  2. Department of Family Medicine, University of Connecticut School of Medicine, 263 Farmington Avenue, Farmington, CT, 06030-8230, USA

    Christine Thatcher

Authors
  1. Thomas Manger
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Christine Thatcher
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Thomas Manger.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

Due to the nature of the project regarding curricular improvement, IRB exempt status was granted.

Informed Consent

NA

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Manger, T., Thatcher, C. A Synergy Between Peer Evaluation and Student Coaching in Team-Based Learning: Coach Review of Peer Evaluations Improves Student Acceptance. Med.Sci.Educ. 30, 597–600 (2020). https://doi.org/10.1007/s40670-019-00818-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40670-019-00818-x

Keywords

Search

Navigation