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首页> 外文期刊>Advances in health sciences education: theory and practice >The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education
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The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education

机译：同伴辅助学习在建立评价判断中的作用：临床医学教育中的机会

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This study explored the contribution of peer-assisted learning (PAL) in the development of evaluative judgement capacity; the ability to understand work quality and apply those standards to appraising performance. The study employed a mixed methods approach, collecting self-reported survey data, observations of, and reflective interviews with, the medical students observed. Participants were in their first year of clinical placements. Data were thematically analysed. Students indicated that PAL contributed to both the comprehension of notions of quality, and the practice of making comparisons between a given performance and the standards. Emergent themes included peer story-telling, direct observation of performance, and peer-based feedback, all of which helped students to define 'work quality'. By participating in PAL, students were required to make comparisons, therefore using the standards of practice and gaining a deeper understanding of them. The data revealed tensions in that peers were seen as less threatening than supervisors with the advantage of increasing learners' appetites for thoughtful 'intellectual risk taking'. Despite this reported advantage of peer engagement, learners still expressed a preference for feedback from senior teachers as more trusted sources of clinical knowledge. While this study suggests that PAL already contributes to the development of evaluative judgement, further steps could be taken to formalise PAL in clinical placements to improve learners' capacity to make accurate judgements on the performance of self and others. Further experimental studies are necessary to confirm the best methods of using PAL to develop evaluative judgement. This may include both students and educators as instigators of PAL in the workplace.
机译：这项研究探讨了同伴辅助学习（PAL）在评估判断能力发展中的贡献。了解工作质量并将这些标准应用于绩效评估的能力。该研究采用了一种混合方法的方法，收集了自我报告的调查数据，对所观察的医学生的观察和反思性采访。参加者是第一年的临床实习。对数据进行专题分析。学生指出，PAL有助于理解质量概念，并有助于在给定性能和标准之间进行比较。新兴主题包括同peer讲故事，直接观察绩效以及同peer反馈，所有这些都帮助学生定义了“工作质量”。通过参加PAL，要求学生进行比较，因此要使用实践标准并加深对它们的了解。数据显示，与同龄人相比，同伴之间的紧张关系受到威胁的威胁要小，其优点是增加了学习者对周到的“智力冒险”的胃口。尽管据报道同伴参与具有这种优势，但学习者仍然表示希望从高级教师那里获得反馈，这是临床知识更值得信赖的来源。虽然这项研究表明PAL已经为评估性判断的发展做出了贡献，但可以采取进一步的措施来将PAL正式纳入临床工作，以提高学习者对自己和他人的表现做出准确判断的能力。为了确定使用PAL进行评估判断的最佳方法，还需要进行进一步的实验研究。这可能包括在工作场所中作为PAL倡导者的学生和教育者。

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