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首页> 美国卫生研究院文献>Journal of Medical Education and Curricular Development >Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs
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Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs

机译：小组学习评估是健康专业课程基础科学课程中实施新的对等学习教学法的重要考虑因素

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摘要

Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.
机译：受到卫生专业教育文献中成功成果报道的启发，同伴学习逐渐发展成为卫生专业课程的基本特征。但是，许多研究本质上都是轶事或哲学的，特别是在同伴学习的背景下评估评估的有效性时。该评论概述了在卫生专业课程的基础科学课程中使用小组评估的基本原理，并强调了在这种情况下与实施小组评估相关的挑战。缺乏衡量团队过程的适当手段表明，需要更清晰地定义专业协作能力。建议同伴学习教育者加深他们对社会心理学研究的理解，以便在为同伴学习制定适当的小组评估中实施最佳实践。

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