Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education.
Med Teach
; 46(8): 1027-1034, 2024 Aug.
Article
in En
| MEDLINE
| ID: mdl-38277134
ABSTRACT
Peer-led assessment (PLA) has gained increasing prominence within health professions education as an effective means of engaging learners in the process of assessment writing and practice. Involving students in various stages of the assessment lifecycle, including item writing, quality assurance, and feedback, not only facilitates the creation of high-quality item banks with minimal faculty input but also promotes the development of students' assessment literacy and fosters their growth as teachers. The advantages of involving students in the generation of assessments are evident from a pedagogical standpoint, benefiting both students and faculty. However, faculty members may face uncertainty when it comes to implementing such approaches effectively. To address this concern, this paper presents twelve tips that offer guidance on important considerations for the successful implementation of peer-led assessment schemes in the context of health professions education.
Key words
Full text:
1
Collection:
01-internacional
Database:
MEDLINE
Main subject:
Peer Group
/
Writing
/
Educational Measurement
/
Health Occupations
Type of study:
Guideline
Limits:
Humans
Language:
En
Journal:
Med Teach
Year:
2024
Document type:
Article
Affiliation country:
United kingdom