Peer-Assisted Learning & Peer Review in Team-Based Learning (TBL) Peggy Mohr, PT, PhD Russell Kauffman, MPAS, PA-C Jay Metzger, MPAS, PA-C

Practice Presentation Objectives Describe examples of peer review and peer-assisted learning activities Discuss the use of peer-assisted activities as formative and summative evaluations Identify potential barriers and facilitating factors to implementing peer-assisted learning activities

Literature review: Perspectives on Peer Assessments Pros Cons Improve motivation and engagement Stimulate a sense of autonomy and responsibility Promote critical thinking Contribute to lifelong learning Improved ability to evaluate own work and that of others Enhance self-regulation, metacognition Face-to-Face vs Online Whole team evaluation scores Biased Assessments “Free-riding” students “Friendship marking” Influence on social relationships Withholding negative feedback

Literature review: Meta-analysis Comparing Peer and Teacher Ratings (Li H, Xiong Y, Zang X, et al.- 2015) Peer and teacher ratings agreement = moderately high level (r=.63) Higher correlation of peer reviews and teacher ratings Graduate vs undergraduate level Voluntary rather than compulsory Individual rather than group work was evaluated Both scores and qualitative comments provided Peer assessment was non-anonymous Peer raters were involved in developing rating criteria Peer assessment in the digital age: a meta-analysis comparing peer and teaching ratings( 2015)

Literature review: Impact of Peer Assessment Professional Development (Nofziger, Naumberg, Davis et al. – 2010) Credible and regular feedback necessary Feedback was more useful when Specific Themes repeated by multiple raters Source was credible Opportunities to discuss feedback. Reported personal transformations (65%, n- 194) Students’ Reflective Practice Students may have difficulty making valid judgments May be unable to define the quality of their performances relative to the standards

Designing Peer-Assisted Activities Essential for effective feedback: (Sadler, 1989): Students understand the standard of reference for the goal behaviors/skills Students understand how to compare current behaviors/skills with the goal behaviors Students have the ability to develop the actions steps to transition toward goal behaviors/skills Purposefully Designed Peer Assisted and Review Activities: Reinforce the “Gold Standard” (goal behaviors/skills) Practice evaluative skills for self-monitoring Allow for faculty guidance for students’ subsequent action steps Promote students’ ability to evaluate their future professional performances and effectively implement professional peer reviews Peer – Assisted Learning Focal Problems Lab (demonstration) Mock Practical Activity (green) Peer Review Process Scholarly Project Peer Review (Yellow) TBL Peer Review: Qualtric TBL Peer Review ( Blue) Summative & Formative Software Programs: I Peer CATME TEAMMATES SPARK Plus ThinkSpace.org Google Forms

Peer Assisted Activities In Team-Based Learning (TBL) Purposeful Organization of Teams Accountability Pre-Reading Assignments Readiness Assurance Tests Team Application Activities Peer Reviews Peer Assisted Activities In Team-Based Learning (TBL)

Peer-Assisted Learning Readiness Assurance Tests Individual (IRATs) Team Tests (TRATs) IF-AT Scratch Off Sheets

Independent preparation facilitated the ability to function as team members (74.5%) Causal Factors Intervening Conditions Outcomes/Actions Taken Preparation required to contribute to team process and for personal success Study Guides: “Need to Know” versus “Nice to Know” perceived helpful Individual preparation for required assignment occurred Required the use of the textbook Perceived individual & team accountability motivated preparation Team debates (friendly/lively) promoted understanding and critical thinking   Structured learning more focused and manageable, less intimidating Did more of assigned readings than customary practice Guided preparation improved ability to cover the material and retention Benefits from sharing of different perspectives on reading assignments

Student Outcome Data Student Perspective: TRATS: Comparison of answers promoted critical thinking & peer teaching enhanced learning (78.43%) Causal Factors Intervening Conditions Outcomes/Actions Taken Peers knowledge was considered helpful Team success was enjoyable and motivating Learned from peers Discussion of multiple viewpoints and rationale   Promoted critical thinking skills and activity Accountability to the team Gained knowledge about problem-solving methods Peers explanations illustrated different thought processes Increased understanding with peer explanations over independent study of textbook Immediate feedback increased learning Team collaboration enhanced learning Student Outcome Data Student Perspective: 96% indicated peer teaching enhanced learning

Immediate feedback with “scratch-off” sheets enhanced understanding (80.39%) Causal Factors Intervening Conditions Outcomes/Actions Taken Scratch off sheet feedback was given when material was “fresh” Team discussions were enjoyable Made team members think before selecting an answer (enhanced critical thinking)   Team discussed right and wrong answer options Feedback promoted correction of errors Feedback reinforced learning

Structured Learning Activities: TBL 4-S Application Format Significant Problem Application of concept with a problem important in “real- life” scenarios Specific Choice Must make a choice and provide rationale supporting decision Same Problem Promotes intra & inter team discussions Simulatenous Reporting Differences in team conclusions discussed

Formative Peer-Assisted Activities Assessment of Psychomotor Skills Mock Practical Examination Assessment of Clinical Skills Focal Problem Solving Lab Demonstration Mock Practical Designed to: Reinforce the “Gold Standard” of performance Learn how faculty rated performances Familiar with the process Provide and receive feedback about performance

Examples of Peer- Assisted Learning Activities You Have Used? How Did You Evaluated the Activities?

Peer Reviews Team-Based Learning Mid-Term Formative Peer Review Assist students to assess their contributions and interpersonal skills Allow for adaptation of behaviors Summative Peer Review Scores factored into grades Ensured accountability to their team/class Reflective of professional employment practices Qualtics Survey: Sample – Blue Scholarly Project Peer Review – Yellow

Peer Review Directions: Evaluate peers based on: Preparation Peer Review Directions: Evaluate peers based on: Preparation Were they prepared when they came to class? Contribution Did they contribute productively to the team discussion and work? Respect for other’s ideas Did they encourage others to contribute their ideas? Flexibility Were they flexible and able to compromise when disagreements occurred?   Distribute 100 points among your team members. Include comments – contributions this person makes to the team; the single most important way this person could alter their behavior to more effectively help the team.

Peer Review Software Options

Dealing with barriers to using a peer review process? Alden, Jay – National Defense University Assessment of Individual Student Performance in Online Team Projects: Peer Assessment – favored for face – to- face classes Online: - Faculty review preferred. Peer assessment- questions on validity, time consuming, anonymous?, etc. Time consuming Validity Questions

Lessons Learned Peer-Assisted Learning Peer Review Importance of Accountability Value of Peer Teaching Peer Review Formative Review - Team Consistency Efficient Process for Peer Review (Faculty Survival Skill!)

Questions? Contact Information: peggy.mohr@med.und.edu russell.kauffman@med.und.edu