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The utilization of peer feedback during collaborative learning in undergraduate medical education: a systematic review

机译：在大学医学教育中协作学习过程中同伴反馈的利用：系统综述

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Peer evaluation can provide valuable feedback to medical students, and increase student confidence and quality of work. The objective of this systematic review was to examine the utilization, effectiveness, and quality of peer feedback during collaborative learning in medical education. The PRISMA statement for reporting in systematic reviews and meta-analysis was used to guide the process of conducting the systematic review. Evaluation of level of evidence (Colthart) and types of outcomes (Kirkpatrick) were used. Two main authors reviewed articles with a third deciding on conflicting results. The final review included 31 studies. Problem-based learning and team-based learning were the most common collaborative learning settings. Eleven studies reported that students received instruction on how to provide appropriate peer feedback. No studies provided descriptions on whether or not the quality of feedback was evaluated by faculty. Seventeen studies evaluated the effect of peer feedback on professionalism; 12 of those studies evaluated its effectiveness for assessing professionalism and eight evaluated the use of peer feedback for professional behavior development. Ten studies examined the effect of peer feedback on student learning. Six studies examined the role of peer feedback on team dynamics. This systematic review indicates that peer feedback in a collaborative learning environment may be a reliable assessment for professionalism and may aid in the development of professional behavior. The review suggests implications for further research on the impact of peer feedback, including the effectiveness of providing instruction on how to provide appropriate peer feedback.
机译：同行评估可以为医学生提供有价值的反馈，并提高学生的自信心和工作质量。该系统评价的目的是检验医学教育中协作学习过程中同伴反馈的利用，有效性和质量。用于系统评价和荟萃分析的PRISMA声明用于指导进行系统评价的过程。使用证据水平（Colthart）和结局类型（Kirkpatrick）评估。两位主要作者审阅了文章，其中第三位决定了结果冲突。最终审查包括31项研究。基于问题的学习和基于团队的学习是最常见的协作学习设置。十一项研究报告说，学生接受了有关如何提供适当的同龄人反馈的指导。没有研究提供关于教师是否评估反馈质量的描述。十七项研究评估了同伴反馈对专业精神的影响;这些研究中的12项评估了其评估专业水平的有效性，八项评估了使用同伴反馈进行职业行为发展的情况。十项研究检查了同伴反馈对学生学习的影响。六项研究考察了同伴反馈在团队动态方面的作用。该系统评价表明，协作学习环境中的同伴反馈可能是对职业素养的可靠评估，并可能有助于职业行为的发展。该评论提出了对同of反馈影响的进一步研究的启示，包括就如何提供适当的同feedback反馈提供指导的有效性。

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