alexa Self and Peer Assessment at Problem-Based Learning (PBL) Sessions at the Faculty of Medicine, King Abdulaziz University (FOM-KAU), KSA: Students Perception| Abstract

ISSN: 2375-4516

Intellectual Property Rights: Open Access

  • Research Article   
  • Intel Prop Rights 2014, Vol 2(3): 118
  • DOI: 10.4172/2375-4516.1000118

Self and Peer Assessment at Problem-Based Learning (PBL) Sessions at the Faculty of Medicine, King Abdulaziz University (FOM-KAU), KSA: Students Perception

Hani S Atwa1,2* and Al Rabia MW3
1Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia
2Suez Canal University, Egypt
3Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
*Corresponding Author : Hani S Atwa, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia, Tel: 201224576171, 966593763061, Email: [email protected]

Received Date: Apr 22, 2014 / Accepted Date: May 15, 2014 / Published Date: May 23, 2014

Abstract

Introduction: In 2007, the Faculty of Medicine, King Abdulaziz University (FOM-KAU) has introduced PBL into its integrated, systems-based curriculum to encourage the development of important skills. Among such skills are problem-solving skills, verbal and written communication skills, leadership skills, teamwork skills, and self- and peerassessment skills.
Purpose: The purpose of this research work was to investigate whether self- and peer-assessment are done or neglected in PBL sessions at FOM-KAU, and how students perceive them in terms of their benefit.
Material and Methods: This is a descriptive study that has been performed at the FOM-KAU on a random sample of students in Year 3 (n=60). A self-administered questionnaire (survey) was developed and administered to the students at the end of the debriefing session of a PBL case to investigate their perception of self- and peerassessment and whether they are done or not. Descriptive statistics were used, as frequency distribution and comparisons.
Results: Nearly all of the students in our sample positively perceive the importance and merits of self- and peer assessment. Also, most of the students (83%) said they do self-assessment after PBL sessions, while only 55% of them said they do peer-assessment after PBL sessions.
Conclusion: Self- and peer-assessment are done in FOM-KAU with different percentages, where self-assessment is done more frequently. Based on their importance, they are positively perceived by the majority of the students in our sample, which provides a good ground for implementing and monitoring a sound strategy for selfand peer-assessment based on pre-determined criteria.

Keywords: Self-assessment; Peer-assessment; PBL; Curriculum

Citation: Atwa HS, Al Rabia MW (2014) Self and Peer Assessment at Problem-Based Learning (PBL) Sessions at the Faculty of Medicine, King Abdulaziz University (FOM-KAU), KSA: Students Perception. Intel Prop Rights 2: 118. Doi: 10.4172/2375-4516.1000118

Copyright: ©2014 Atwa HS, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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