Using Self and Peer Assessment in TBL

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Using Self and Peer Assessment in TBL
Indiana University School of Medicine South Bend

• Stacey A. Jackson, M.S.
• William C. Hamlett, Ph.D.
• Rudolph M. Navari, M.D., Ph.D.

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Overview

• Institutional background
• Purpose of self and peer assessment
• Implementation at IUSM-SB
• Lessons learned

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Institutional Background

• One of eight regional campuses within the IUSM
  medical education statewide system.
• Responsible for first and second year medical
  education (move to Indianapolis for clinical
  years)
• Class sizes for years one and two are
  approximately 16 students per class out of the
  280 matriculates in the entire system.
• IUSM-SB has a collaborative education and
  research relationship with the University of
  Notre Dame.

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Purpose of Self/Peer Assessment

• To give effective and constructive feedback to
  colleagues to simulate healthcare team situation
• To introduce students to self-awareness/reflection
  and how their behavior affects future patient
  care

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Implementation at IUSM-SB

• Selection of teams
• Important to establish trust initially
• Used criteria to establish initial teams
• Made adjustments to group as necessary during
  year (re-establish group dynamics)
• TBL training session (TBL on TBL)
• Students were mailed TBL materials to study prior
  to beginning of classes
• Training session took place on second day of
  classes
• Explained member selection process for teams
• Completed IRAT/GRAT and application exercises
  (30/20/50)
• Students voted on weight of each component for
  grade

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Implementation cont

• Determination of course grade
• TBL counted for 15 of entire course grade
• Self/Peer assessment used only as grade modifier
• ANGEL technology to capture data
• Students completed assessments at end of course
  via course management software
• Feedback to students
• Data aggregated and displayed over time/course
• Reviewed comments for any inappropriate language
• Example of improvement

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Evaluation Process

• Before taking evaluations discussed Endes
  article on Feedback in Clinical Medical Education
• Students completed self assessment one time at
  end of first block (Histology)
• Completed peer assessments at end of each course
  offering TBL
• Domains included
• Cooperative learning skills
• Self-directed learning
• Interpersonal skills

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Technology and Sample Evaluation
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Sample Feedback to Students
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Lessons Learned

• IUSM-SB
• Configuration of groups essential
• Training session before first TBL
• Thoughts from other schools?