Peer assessment of professional competence

Background Current assessment formats for medical students reliably test core knowledge and basic skills. Methods for assessing other important domains of competence, such as interpersonal skills, humanism and teamwork skills, are less well developed. This study describes the development, implement...

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Published in	Medical education Vol. 39; no. 7; pp. 713 - 722
Main Authors	Dannefer, Elaine F, Henson, Lindsey C, Bierer, S Beth, Grady-Weliky, Tana A, Meldrum, Sean, Nofziger, Anne C, Barclay, Craig, Epstein, Ronald M
Format	Journal Article
Language	English
Published	Oxford, UK Blackwell Science Ltd 01.07.2005 Blackwell Wiley Subscription Services, Inc
Subjects	Attitude of Health Personnel Clinical Competence - standards Curriculum subjects: programmes and methods Data Collection Decision Making education Education, Medical, Undergraduate - standards Educational Measurement - standards Educational sciences Humans medical Medical and paramedical education Peer Review Professional Competence - standards reproducibility of results students Teaching methods undergraduate/standards Evaluation Skill medical Achievement Measurement education medical; reproducibility of results Attitude Medical staff undergraduate/ standards; educational measurement/ standards; professional competence/ standards; attitude of health personnel; peer review; students
Online Access	Get full text
ISSN	0308-0110 1365-2923
DOI	10.1111/j.1365-2929.2005.02193.x

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Abstract	Background Current assessment formats for medical students reliably test core knowledge and basic skills. Methods for assessing other important domains of competence, such as interpersonal skills, humanism and teamwork skills, are less well developed. This study describes the development, implementation and results of peer assessment as a measure of professional competence of medical students to be used for formative purposes. Methods Year 2 medical students assessed the professional competence of their peers using an online assessment instrument. Fifteen randomly selected classmates were assigned to assess each student. The responses were analysed to determine the reliability and validity of the scores and to explore relationships between peer assessments and other assessment measures. Results Factor analyses suggest a 2‐dimensional conceptualisation of professional competence: 1 factor represents Work Habits, such as preparedness and initiative, and the other factor represents Interpersonal Habits, including respect and trustworthiness. The Work Habits factor had moderate, yet statistically significant correlations ranging from 0.21 to 0.53 with all other performance measures that were part of a comprehensive assessment of professional competence. Approximately 6 peer raters were needed to achieve a generalisability coefficient of 0.70. Conclusions Our findings suggest that it is possible to introduce peer assessment for formative purposes in an undergraduate medical school programme that provides multiple opportunities to interact with and observe peers.
AbstractList	Background Current assessment formats for medical students reliably test core knowledge and basic skills. Methods for assessing other important domains of competence, such as interpersonal skills, humanism and teamwork skills, are less well developed. This study describes the development, implementation and results of peer assessment as a measure of professional competence of medical students to be used for formative purposes. Methods Year 2 medical students assessed the professional competence of their peers using an online assessment instrument. Fifteen randomly selected classmates were assigned to assess each student. The responses were analysed to determine the reliability and validity of the scores and to explore relationships between peer assessments and other assessment measures. Results Factor analyses suggest a 2‐dimensional conceptualisation of professional competence: 1 factor represents Work Habits, such as preparedness and initiative, and the other factor represents Interpersonal Habits, including respect and trustworthiness. The Work Habits factor had moderate, yet statistically significant correlations ranging from 0.21 to 0.53 with all other performance measures that were part of a comprehensive assessment of professional competence. Approximately 6 peer raters were needed to achieve a generalisability coefficient of 0.70. Conclusions Our findings suggest that it is possible to introduce peer assessment for formative purposes in an undergraduate medical school programme that provides multiple opportunities to interact with and observe peers. Current assessment formats for medical students reliably test core knowledge and basic skills. Methods for assessing other important domains of competence, such as interpersonal skills, humanism and teamwork skills, are less well developed. This study describes the development, implementation and results of peer assessment as a measure of professional competence of medical students to be used for formative purposes.BACKGROUNDCurrent assessment formats for medical students reliably test core knowledge and basic skills. Methods for assessing other important domains of competence, such as interpersonal skills, humanism and teamwork skills, are less well developed. This study describes the development, implementation and results of peer assessment as a measure of professional competence of medical students to be used for formative purposes.Year 2 medical students assessed the professional competence of their peers using an online assessment instrument. Fifteen randomly selected classmates were assigned to assess each student. The responses were analysed to determine the reliability and validity of the scores and to explore relationships between peer assessments and other assessment measures.METHODSYear 2 medical students assessed the professional competence of their peers using an online assessment instrument. Fifteen randomly selected classmates were assigned to assess each student. The responses were analysed to determine the reliability and validity of the scores and to explore relationships between peer assessments and other assessment measures.Factor analyses suggest a 2-dimensional conceptualisation of professional competence: 1 factor represents Work Habits, such as preparedness and initiative, and the other factor represents Interpersonal Habits, including respect and trustworthiness. The Work Habits factor had moderate, yet statistically significant correlations ranging from 0.21 to 0.53 with all other performance measures that were part of a comprehensive assessment of professional competence. Approximately 6 peer raters were needed to achieve a generalisability coefficient of 0.70.RESULTSFactor analyses suggest a 2-dimensional conceptualisation of professional competence: 1 factor represents Work Habits, such as preparedness and initiative, and the other factor represents Interpersonal Habits, including respect and trustworthiness. The Work Habits factor had moderate, yet statistically significant correlations ranging from 0.21 to 0.53 with all other performance measures that were part of a comprehensive assessment of professional competence. Approximately 6 peer raters were needed to achieve a generalisability coefficient of 0.70.Our findings suggest that it is possible to introduce peer assessment for formative purposes in an undergraduate medical school programme that provides multiple opportunities to interact with and observe peers.CONCLUSIONSOur findings suggest that it is possible to introduce peer assessment for formative purposes in an undergraduate medical school programme that provides multiple opportunities to interact with and observe peers. Current assessment formats for medical students reliably test core knowledge and basic skills. Methods for assessing other important domains of competence, such as interpersonal skills, humanism and teamwork skills, are less well developed. This study describes the development, implementation and results of peer assessment as a measure of professional competence of medical students to be used for formative purposes. Year 2 medical students assessed the professional competence of their peers using an online assessment instrument. Fifteen randomly selected classmates were assigned to assess each student. The responses were analysed to determine the reliability and validity of the scores and to explore relationships between peer assessments and other assessment measures. Factor analyses suggest a 2-dimensional conceptualisation of professional competence: 1 factor represents Work Habits, such as preparedness and initiative, and the other factor represents Interpersonal Habits, including respect and trustworthiness. The Work Habits factor had moderate, yet statistically significant correlations ranging from 0.21 to 0.53 with all other performance measures that were part of a comprehensive assessment of professional competence. Approximately 6 peer raters were needed to achieve a generalisability coefficient of 0.70. Our findings suggest that it is possible to introduce peer assessment for formative purposes in an undergraduate medical school programme that provides multiple opportunities to interact with and observe peers.
Author	Henson, Lindsey C Barclay, Craig Nofziger, Anne C Bierer, S Beth Meldrum, Sean Epstein, Ronald M Dannefer, Elaine F Grady-Weliky, Tana A
Author_xml	– sequence: 1 givenname: Elaine F surname: Dannefer fullname: Dannefer, Elaine F organization: Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA – sequence: 2 givenname: Lindsey C surname: Henson fullname: Henson, Lindsey C organization: Department of Anaesthesiology, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio, USA – sequence: 3 givenname: S Beth surname: Bierer fullname: Bierer, S Beth organization: Cleveland Clinic Center for Medical Education Research and Development, Cleveland, Ohio, USA – sequence: 4 givenname: Tana A surname: Grady-Weliky fullname: Grady-Weliky, Tana A organization: Department of Psychiatry, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA – sequence: 5 givenname: Sean surname: Meldrum fullname: Meldrum, Sean organization: Department of Family Medicine and Rochester Center to Improve Communication in Health Care, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA – sequence: 6 givenname: Anne C surname: Nofziger fullname: Nofziger, Anne C organization: Department of Family Medicine and Rochester Center to Improve Communication in Health Care, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA – sequence: 7 givenname: Craig surname: Barclay fullname: Barclay, Craig organization: Warner Graduate School of Education, University of Rochester, Rochester, New York, USA – sequence: 8 givenname: Ronald M surname: Epstein fullname: Epstein, Ronald M organization: Department of Family Medicine and Rochester Center to Improve Communication in Health Care, University of Rochester School of Medicine and Dentistry, Rochester, New York, USA
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Snippet	Background Current assessment formats for medical students reliably test core knowledge and basic skills. Methods for assessing other important domains of... Current assessment formats for medical students reliably test core knowledge and basic skills. Methods for assessing other important domains of competence,...
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SubjectTerms	Attitude of Health Personnel Clinical Competence - standards Curriculum subjects: programmes and methods Data Collection Decision Making education Education, Medical, Undergraduate - standards Educational Measurement - standards Educational sciences Humans medical Medical and paramedical education Peer Review Professional Competence - standards reproducibility of results students Teaching methods undergraduate/standards
Title	Peer assessment of professional competence
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