Using Self and Peer Assessment in TBL Stacey A. Jackson, M.S. William C. Hamlett, Ph.D. Rudolph M. Navari, M.D., Ph.D. Indiana University School of Medicine – South Bend

Overview Institutional background Institutional background Purpose of self and peer assessment Purpose of self and peer assessment Implementation at IUSM-SB Implementation at IUSM-SB Lessons learned Lessons learned

Institutional Background One of eight regional campuses within the IUSM medical education statewide system. Responsible for first and second year medical education (move to Indianapolis for clinical years) Class sizes for years one and two are approximately 16 students per class out of the 280 matriculates in the entire system. IUSM-SB has a collaborative education and research relationship with the University of Notre Dame.

Purpose of Self/Peer Assessment To give effective and constructive feedback to colleagues to simulate healthcare team situation To give effective and constructive feedback to colleagues to simulate healthcare team situation To introduce students to self- awareness/reflection and how their behavior affects future patient care To introduce students to self- awareness/reflection and how their behavior affects future patient care

Implementation at IUSM-SB Selection of teams Selection of teams –Important to establish trust initially –Used criteria to establish initial teams –Made adjustments to group as necessary during year (re- establish group dynamics) TBL training session (TBL on TBL) TBL training session (TBL on TBL) –Students were mailed TBL materials to study prior to beginning of classes –Training session took place on second day of classes –Explained member selection process for teams –Completed IRAT/GRAT and application exercises (30/20/50) –Students voted on weight of each component for grade

Implementation cont… Determination of course grade Determination of course grade –TBL counted for 15% of entire course grade –Self/Peer assessment used only as grade modifier ANGEL technology to capture data ANGEL technology to capture data –Students completed assessments at end of course via course management software Feedback to students Feedback to students –Data aggregated and displayed over time/course –Reviewed comments for any inappropriate language –Example of improvement

Evaluation Process Before taking evaluations discussed Endes article on Feedback in Clinical Medical Education Before taking evaluations discussed Endes article on Feedback in Clinical Medical Education Students completed self assessment one time at end of first block (Histology) Students completed self assessment one time at end of first block (Histology) Completed peer assessments at end of each course offering TBL Completed peer assessments at end of each course offering TBL Domains included: Domains included: –Cooperative learning skills –Self-directed learning –Interpersonal skills

Technology and Sample Evaluation

Sample Feedback to Students

Lessons Learned IUSM-SB IUSM-SB –Configuration of groups essential –Training session before first TBL Thoughts from other schools? Thoughts from other schools?