A Qualitative Analysis on the Effectiveness of Peer Feedback in Team-Based Learning
Introduction There is limited information on medical students’ perceptions of peer feedback in team-based learning (TBL), both in terms of its value and how it has affected them as they move forward in their careers. The primary goals of this study were to examine students’ perceptions about their p...
Saved in:
| Published in: | Medical science educator Vol. 33; no. 4; pp. 893 - 902 |
|---|---|
| Main Authors: | , , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
New York
Springer US
01.08.2023
|
| Subjects: | |
| ISSN: | 2156-8650, 2156-8650 |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Abstract | Introduction
There is limited information on medical students’ perceptions of peer feedback in team-based learning (TBL), both in terms of its value and how it has affected them as they move forward in their careers. The primary goals of this study were to examine students’ perceptions about their peer feedback experiences throughout medical school and into residency and to identify areas for improvement to develop a more valuable experience.
Materials and Methods
This study utilized exploratory qualitative research. A total of six focus group sessions were conducted, in which each group consisted of medical students or residents. All participants were asked for their thoughts about peer feedback using semi-structured interviews. The sessions were transcribed and thematic analysis of student responses was completed by independent reviewers.
Results
A total of 11 first-year, 12 second-year, 12 rising third-year, and 10 rising fourth-year medical students participated in the focus groups. In addition, three graduates participated in the study. Overall, four key themes were identified regarding the peer feedback experience. These included (1) preparation and training, (2) procedure and implementation, (3) evaluation of student feedback, and (4) student considerations.
Discussion
The participants indicated that the idea of providing and receiving effective peer feedback throughout the medical school curriculum was a valuable experience. This analysis raised awareness about several potential areas of difficulty for students in regard to the peer feedback process used in TBL. Quality improvement initiatives may include educating students about the use of constructive feedback, adding self-reflection, or using oral instead of written feedback. |
|---|---|
| AbstractList | There is limited information on medical students' perceptions of peer feedback in team-based learning (TBL), both in terms of its value and how it has affected them as they move forward in their careers. The primary goals of this study were to examine students' perceptions about their peer feedback experiences throughout medical school and into residency and to identify areas for improvement to develop a more valuable experience.
This study utilized exploratory qualitative research. A total of six focus group sessions were conducted, in which each group consisted of medical students or residents. All participants were asked for their thoughts about peer feedback using semi-structured interviews. The sessions were transcribed and thematic analysis of student responses was completed by independent reviewers.
A total of 11 first-year, 12 second-year, 12 rising third-year, and 10 rising fourth-year medical students participated in the focus groups. In addition, three graduates participated in the study. Overall, four key themes were identified regarding the peer feedback experience. These included (1) preparation and training, (2) procedure and implementation, (3) evaluation of student feedback, and (4) student considerations.
The participants indicated that the idea of providing and receiving effective peer feedback throughout the medical school curriculum was a valuable experience. This analysis raised awareness about several potential areas of difficulty for students in regard to the peer feedback process used in TBL. Quality improvement initiatives may include educating students about the use of constructive feedback, adding self-reflection, or using oral instead of written feedback. There is limited information on medical students' perceptions of peer feedback in team-based learning (TBL), both in terms of its value and how it has affected them as they move forward in their careers. The primary goals of this study were to examine students' perceptions about their peer feedback experiences throughout medical school and into residency and to identify areas for improvement to develop a more valuable experience.IntroductionThere is limited information on medical students' perceptions of peer feedback in team-based learning (TBL), both in terms of its value and how it has affected them as they move forward in their careers. The primary goals of this study were to examine students' perceptions about their peer feedback experiences throughout medical school and into residency and to identify areas for improvement to develop a more valuable experience.This study utilized exploratory qualitative research. A total of six focus group sessions were conducted, in which each group consisted of medical students or residents. All participants were asked for their thoughts about peer feedback using semi-structured interviews. The sessions were transcribed and thematic analysis of student responses was completed by independent reviewers.Materials and MethodsThis study utilized exploratory qualitative research. A total of six focus group sessions were conducted, in which each group consisted of medical students or residents. All participants were asked for their thoughts about peer feedback using semi-structured interviews. The sessions were transcribed and thematic analysis of student responses was completed by independent reviewers.A total of 11 first-year, 12 second-year, 12 rising third-year, and 10 rising fourth-year medical students participated in the focus groups. In addition, three graduates participated in the study. Overall, four key themes were identified regarding the peer feedback experience. These included (1) preparation and training, (2) procedure and implementation, (3) evaluation of student feedback, and (4) student considerations.ResultsA total of 11 first-year, 12 second-year, 12 rising third-year, and 10 rising fourth-year medical students participated in the focus groups. In addition, three graduates participated in the study. Overall, four key themes were identified regarding the peer feedback experience. These included (1) preparation and training, (2) procedure and implementation, (3) evaluation of student feedback, and (4) student considerations.The participants indicated that the idea of providing and receiving effective peer feedback throughout the medical school curriculum was a valuable experience. This analysis raised awareness about several potential areas of difficulty for students in regard to the peer feedback process used in TBL. Quality improvement initiatives may include educating students about the use of constructive feedback, adding self-reflection, or using oral instead of written feedback.DiscussionThe participants indicated that the idea of providing and receiving effective peer feedback throughout the medical school curriculum was a valuable experience. This analysis raised awareness about several potential areas of difficulty for students in regard to the peer feedback process used in TBL. Quality improvement initiatives may include educating students about the use of constructive feedback, adding self-reflection, or using oral instead of written feedback. Introduction There is limited information on medical students’ perceptions of peer feedback in team-based learning (TBL), both in terms of its value and how it has affected them as they move forward in their careers. The primary goals of this study were to examine students’ perceptions about their peer feedback experiences throughout medical school and into residency and to identify areas for improvement to develop a more valuable experience. Materials and Methods This study utilized exploratory qualitative research. A total of six focus group sessions were conducted, in which each group consisted of medical students or residents. All participants were asked for their thoughts about peer feedback using semi-structured interviews. The sessions were transcribed and thematic analysis of student responses was completed by independent reviewers. Results A total of 11 first-year, 12 second-year, 12 rising third-year, and 10 rising fourth-year medical students participated in the focus groups. In addition, three graduates participated in the study. Overall, four key themes were identified regarding the peer feedback experience. These included (1) preparation and training, (2) procedure and implementation, (3) evaluation of student feedback, and (4) student considerations. Discussion The participants indicated that the idea of providing and receiving effective peer feedback throughout the medical school curriculum was a valuable experience. This analysis raised awareness about several potential areas of difficulty for students in regard to the peer feedback process used in TBL. Quality improvement initiatives may include educating students about the use of constructive feedback, adding self-reflection, or using oral instead of written feedback. |
| Author | Patino, Gustavo Loftus, Stephen Kamel-ElSayed, Suzan Lerchenfeldt, Sarah Thomas, David M. |
| Author_xml | – sequence: 1 givenname: Sarah orcidid: 0000-0002-1383-4456 surname: Lerchenfeldt fullname: Lerchenfeldt, Sarah email: lerchenfeldt@oakland.edu organization: Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine – sequence: 2 givenname: Suzan orcidid: 0000-0002-5534-5685 surname: Kamel-ElSayed fullname: Kamel-ElSayed, Suzan organization: Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine – sequence: 3 givenname: Gustavo orcidid: 0000-0003-1866-5572 surname: Patino fullname: Patino, Gustavo organization: Department of Medical Education, Western Michigan University Homer Stryker MD School of Medicine – sequence: 4 givenname: Stephen orcidid: 0000-0003-3059-6813 surname: Loftus fullname: Loftus, Stephen organization: Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine – sequence: 5 givenname: David M. orcidid: 0000-0002-9845-5892 surname: Thomas fullname: Thomas, David M. organization: Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/37546199$$D View this record in MEDLINE/PubMed |
| BookMark | eNp9kU9PHSEUxUljU__UL9BFw7KbURiYYWbVvBptm7ykNdo1uQOXJ3YeWJgx0U9fnk-N7UI2EO75nZPcs092QgxIyAfOjjhj6jhL1ipWsVpUjHdcVPdvyF7Nm7bq2obtvHjvksOcr1k5jey4ZO_IrlCNbHnf75GLBT2fYfQTTP4W6SLAeJd9pjHQ6QrpqXNoNpOAuXw6-hMx0TNEO4D5TX2glwjr6gtktHSJkIIPq_fkrYMx4-HjfUB-nZ1ennyrlj--fj9ZLCsjpZqq2gjXqGYYpEIn6wF744CD62VjG9MrcHVrLXI7iJqBlL2xRgC3nVQSjRrEAfm89b2ZhzVag2FKMOqb5NeQ7nQEr_-dBH-lV_FWcyaZkEoUh0-PDin-mTFPeu2zwXGEgHHOui5ZQgohuiL9-DLsOeVplUXQbQUmxZwTOm0etho32X4soXpTnN4Wp0tx-qE4fV_Q-j_0yf1VSGyhXMRhhUlfxzmV_vJr1F90V6x8 |
| CitedBy_id | crossref_primary_10_1007_s40670_023_01844_6 crossref_primary_10_1155_2024_1271802 |
| Cites_doi | 10.1080/0260293970220402 10.1016/j.chb.2015.06.019 10.1080/03075079912331379935 10.1191/1478088706qp063oa 10.3402/meo.v19.25141 10.3109/0142159X.2012.651179 10.1080/713611428 10.1002/tl.334 10.1046/j.1525-1497.1998.00049.x 10.3109/0142159X.2012.687120 10.1186/s12909-021-02821-6 10.1097/NNE.0000000000000227 10.1641/00063568(2002)052[0824:PRITC]2.0.CO;2 10.1080/07294360.2020.1798889 10.2147/AMEP.S250761 10.5858/arpa.2018-0058-RA 10.1186/s12909-019-1755-z |
| ContentType | Journal Article |
| Copyright | The Author(s) 2023 The Author(s) 2023. |
| Copyright_xml | – notice: The Author(s) 2023 – notice: The Author(s) 2023. |
| DBID | C6C AAYXX CITATION NPM 7X8 5PM |
| DOI | 10.1007/s40670-023-01813-z |
| DatabaseName | Springer Nature OA Free Journals CrossRef PubMed MEDLINE - Academic PubMed Central (Full Participant titles) |
| DatabaseTitle | CrossRef PubMed MEDLINE - Academic |
| DatabaseTitleList | PubMed MEDLINE - Academic |
| Database_xml | – sequence: 1 dbid: NPM name: PubMed url: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 2 dbid: 7X8 name: MEDLINE - Academic url: https://search.proquest.com/medline sourceTypes: Aggregation Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Medicine Education |
| EISSN | 2156-8650 |
| EndPage | 902 |
| ExternalDocumentID | PMC10403473 37546199 10_1007_s40670_023_01813_z |
| Genre | Journal Article |
| GrantInformation_xml | – fundername: Team Based Learning Collaborative (TBLC) – fundername: ; |
| GroupedDBID | -EM 0R~ 203 406 96X AAAVM AACDK AAHNG AAIAL AAJBT AAJKR AANZL AARTL AASML AATNV AATVU AAUYE AAWCG AAYIU AAYQN AAYTO AAZMS ABAKF ABDZT ABECU ABFTV ABJNI ABJOX ABKCH ABMQK ABQBU ABTEG ABTKH ABTMW ABXPI ACAOD ACDTI ACGFS ACHSB ACKNC ACMLO ACOKC ACPIV ACZOJ ADHHG ADINQ ADKNI ADKPE ADURQ ADYFF ADZKW AEBTG AEFQL AEGNC AEJHL AEJRE AEMSY AEOHA AEPYU AESKC AETCA AEVLU AEXYK AFBBN AFQWF AFZKB AGAYW AGDGC AGMZJ AGQEE AGQMX AGRTI AGWZB AGYKE AHAVH AHBYD AHSBF AIAKS AIGIU AILAN AITGF AJBLW AJRNO AJZVZ AKLTO ALFXC ALMA_UNASSIGNED_HOLDINGS AMKLP AMXSW AMYLF AMYQR ASPBG AUKKA AVXWI AXYYD AYQZM BGNMA C6C CSCUP DNIVK DPUIP EBLON EBS EIOEI EJD ESBYG FERAY FIGPU FINBP FNLPD FRRFC FSGXE FYJPI GGCAI GGRSB GJIRD HRMNR IKXTQ ITM IWAJR J-C JBSCW JZLTJ KOV LLZTM M4Y NPVJJ NQJWS NU0 O9J OK1 PT4 RLLFE ROL RPM RSV SHX SISQX SJYHP SNE SNPRN SNX SOHCF SOJ SPISZ SRMVM SSLCW STPWE TSG UG4 UOJIU UTJUX UZXMN VFIZW W48 ZMTXR AAYXX ABBRH ABDBE ABFSG ABRTQ ACSTC AEZWR AFDZB AFHIU AFOHR AHPBZ AHWEU AIXLP ATHPR AYFIA CITATION NPM 7X8 5PM |
| ID | FETCH-LOGICAL-c447t-2c3f575bb47ef42be9cfa1af945d5c97af26dde1db320a449cdc3a1d8474ec7b3 |
| IEDL.DBID | RSV |
| ISICitedReferencesCount | 7 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001015486700003&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 2156-8650 |
| IngestDate | Thu Aug 21 18:41:58 EDT 2025 Fri Sep 05 13:28:40 EDT 2025 Wed Feb 19 02:22:59 EST 2025 Sat Nov 29 02:30:00 EST 2025 Tue Nov 18 21:38:42 EST 2025 Fri Feb 21 02:42:28 EST 2025 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 4 |
| Keywords | Peer assessment Medical education Peer feedback Team-based learning (TBL) |
| Language | English |
| License | The Author(s) 2023. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c447t-2c3f575bb47ef42be9cfa1af945d5c97af26dde1db320a449cdc3a1d8474ec7b3 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
| ORCID | 0000-0002-9845-5892 0000-0003-1866-5572 0000-0002-5534-5685 0000-0003-3059-6813 0000-0002-1383-4456 |
| OpenAccessLink | https://link.springer.com/10.1007/s40670-023-01813-z |
| PMID | 37546199 |
| PQID | 2847343338 |
| PQPubID | 23479 |
| PageCount | 10 |
| ParticipantIDs | pubmedcentral_primary_oai_pubmedcentral_nih_gov_10403473 proquest_miscellaneous_2847343338 pubmed_primary_37546199 crossref_citationtrail_10_1007_s40670_023_01813_z crossref_primary_10_1007_s40670_023_01813_z springer_journals_10_1007_s40670_023_01813_z |
| PublicationCentury | 2000 |
| PublicationDate | 2023-08-01 |
| PublicationDateYYYYMMDD | 2023-08-01 |
| PublicationDate_xml | – month: 08 year: 2023 text: 2023-08-01 day: 01 |
| PublicationDecade | 2020 |
| PublicationPlace | New York |
| PublicationPlace_xml | – name: New York – name: United States |
| PublicationTitle | Medical science educator |
| PublicationTitleAbbrev | Med.Sci.Educ |
| PublicationTitleAlternate | Med Sci Educ |
| PublicationYear | 2023 |
| Publisher | Springer US |
| Publisher_xml | – name: Springer US |
| References | Cestone, Levine, Lane (CR5) 2008; 116 Vygotsky, Cole (CR12) 1978 Lerchenfeldt, Taylor (CR15) 2020; 11 Braun, Clarke (CR14) 2006; 3 Gielen, De Wever (CR19) 2015; 1 Elnicki, Layne, Ogden, Morris (CR21) 1998; 13 Altmiller (CR18) 2016; 41 Van Buren (CR11) 2016 Topping, Smith, Swanson, Elliot (CR9) 2000; 25 Schillings, Roebertsen, Savelberg, van Dijk, Dolmans (CR20) 2021; 40 Kaufman, Swanwick, Forrest, O’Brien (CR3) 2019 Jug, Jiang, Bean (CR17) 2019; 143 Mohanna, Chambers, Cottrell, Wall (CR2) 2011 Dochy, Segers, Sluijsmans (CR8) 1999; 24 Burgess, Roberts, Lane, Haq, Clark, Kalman (CR13) 2021; 21 Levine, Michaelsen, Parmalee, McMahon, Levine (CR10) 2008 Hrynchak, Batty (CR1) 2012; 34 Lerchenfeldt, Mi, Eng (CR22) 2019; 19 Searby, Ewers (CR6) 1997; 22 Liu, Pysarchik, Taylor (CR7) 2002; 52 Parmelee, Michaelsen, Cook, Hudes (CR4) 2012; 34 Algiraigri (CR16) 2014; 19 J Liu (1813_CR7) 2002; 52 RE Levine (1813_CR10) 2008 M Gielen (1813_CR19) 2015; 1 M Schillings (1813_CR20) 2021; 40 S Lerchenfeldt (1813_CR22) 2019; 19 S Lerchenfeldt (1813_CR15) 2020; 11 G Altmiller (1813_CR18) 2016; 41 DM Kaufman (1813_CR3) 2019 DM Elnicki (1813_CR21) 1998; 13 A Burgess (1813_CR13) 2021; 21 M Van Buren (1813_CR11) 2016 Adult learning and self-directed learners (1813_CR2) 2011 LS Vygotsky (1813_CR12) 1978 D Parmelee (1813_CR4) 2012; 34 KJ Topping (1813_CR9) 2000; 25 M Searby (1813_CR6) 1997; 22 AH Algiraigri (1813_CR16) 2014; 19 V Braun (1813_CR14) 2006; 3 F Dochy (1813_CR8) 1999; 24 CM Cestone (1813_CR5) 2008; 116 R Jug (1813_CR17) 2019; 143 P Hrynchak (1813_CR1) 2012; 34 |
| References_xml | – volume: 22 start-page: 371 issue: 4 year: 1997 end-page: 383 ident: CR6 article-title: An evaluation of the use of peer assessment in higher education: a case study in the School of Music, Kingston University publication-title: Assess Eval High Educ doi: 10.1080/0260293970220402 – volume: 1 start-page: 315 issue: 52 year: 2015 end-page: 325 ident: CR19 article-title: Structuring peer assessment: comparing the impact of the degree of structure on peer feedback content publication-title: Comput Hum Behav doi: 10.1016/j.chb.2015.06.019 – volume: 24 start-page: 331 issue: 3 year: 1999 end-page: 350 ident: CR8 article-title: The use of self-, peer and co-assessment in higher education: a review publication-title: Stud High Educ doi: 10.1080/03075079912331379935 – volume: 3 start-page: 77 issue: 2 year: 2006 end-page: 101 ident: CR14 article-title: Using thematic analysis in psychology publication-title: Qual Res Psychol doi: 10.1191/1478088706qp063oa – volume: 19 start-page: 25141 year: 2014 ident: CR16 article-title: Ten tips for receiving feedback effectively in clinical practice publication-title: Med Educ Online doi: 10.3402/meo.v19.25141 – volume: 34 start-page: e275 issue: 5 year: 2012 end-page: e287 ident: CR4 article-title: Team-based learning: a practical guide: AMEE guide no. 65 publication-title: Med Teach doi: 10.3109/0142159X.2012.651179 – volume: 25 start-page: 149 issue: 2 year: 2000 end-page: 169 ident: CR9 article-title: Formative peer assessment of academic writing between postgraduate students publication-title: Assess Eval High Educ doi: 10.1080/713611428 – year: 2016 ident: CR11 publication-title: Phenomenology of practice: meaning-giving methods in phenomenological research and writing – volume: 116 start-page: 69 year: 2008 end-page: 78 ident: CR5 article-title: Peer assessment and evaluation in team-based learning publication-title: New Dir Teach Learn doi: 10.1002/tl.334 – start-page: 37 year: 2019 end-page: 70 ident: CR3 article-title: Teaching and learning in medical education: how theory can inform practice publication-title: Understanding medical education: evidence, theory, and practice – volume: 13 start-page: 155 issue: 3 year: 1998 end-page: 158 ident: CR21 article-title: Oral versus written feedback in medical clinic publication-title: J Gen Intern Med doi: 10.1046/j.1525-1497.1998.00049.x – volume: 34 start-page: 796 issue: 10 year: 2012 end-page: 801 ident: CR1 article-title: The educational theory basis of team-based learning publication-title: Med Teach doi: 10.3109/0142159X.2012.687120 – volume: 21 start-page: 426 issue: 1 year: 2021 ident: CR13 article-title: Peer review in team-based learning: influencing feedback literacy publication-title: BMC Med Educ doi: 10.1186/s12909-021-02821-6 – volume: 41 start-page: 118 issue: 3 year: 2016 end-page: 119 ident: CR18 article-title: Strategies for providing constructive feedback to students publication-title: Nurse Educ doi: 10.1097/NNE.0000000000000227 – start-page: 59 year: 2011 end-page: 70 ident: CR2 publication-title: Teaching made easy: a manual for health professionals – volume: 52 start-page: 824 issue: 9 year: 2002 end-page: 829 ident: CR7 article-title: Peer review in the classroom publication-title: Bioscience doi: 10.1641/00063568(2002)052[0824:PRITC]2.0.CO;2 – start-page: 103 year: 2008 end-page: 116 ident: CR10 article-title: Peer assessment in team-based learning publication-title: Team-based learning for health professions education – year: 1978 ident: CR12 publication-title: Mind in society: development of higher psychological processes – volume: 40 start-page: 1100 issue: 5 year: 2021 end-page: 1116 ident: CR20 article-title: Improving the understanding of written peer feedback through face-to-face peer dialogue: students’ perspective publication-title: High Educ Res Dev doi: 10.1080/07294360.2020.1798889 – volume: 11 start-page: 571 year: 2020 end-page: 578 ident: CR15 article-title: Best practices in peer assessment: training tomorrow’s physicians to obtain and provide quality feedback publication-title: Adv Med Educ Pract doi: 10.2147/AMEP.S250761 – volume: 143 start-page: 244 issue: 2 year: 2019 end-page: 250 ident: CR17 article-title: Giving and receiving effective feedback: a review article and how-to guide publication-title: Arch Pathol Lab Med doi: 10.5858/arpa.2018-0058-RA – volume: 19 start-page: 321 issue: 1 year: 2019 ident: CR22 article-title: The utilization of peer feedback during collaborative learning in undergraduate medical education: a systematic review publication-title: BMC Med Educ doi: 10.1186/s12909-019-1755-z – volume: 11 start-page: 571 year: 2020 ident: 1813_CR15 publication-title: Adv Med Educ Pract doi: 10.2147/AMEP.S250761 – volume: 143 start-page: 244 issue: 2 year: 2019 ident: 1813_CR17 publication-title: Arch Pathol Lab Med doi: 10.5858/arpa.2018-0058-RA – volume: 22 start-page: 371 issue: 4 year: 1997 ident: 1813_CR6 publication-title: Assess Eval High Educ doi: 10.1080/0260293970220402 – volume: 52 start-page: 824 issue: 9 year: 2002 ident: 1813_CR7 publication-title: Bioscience doi: 10.1641/00063568(2002)052[0824:PRITC]2.0.CO;2 – volume: 19 start-page: 321 issue: 1 year: 2019 ident: 1813_CR22 publication-title: BMC Med Educ doi: 10.1186/s12909-019-1755-z – volume-title: Mind in society: development of higher psychological processes year: 1978 ident: 1813_CR12 – volume: 3 start-page: 77 issue: 2 year: 2006 ident: 1813_CR14 publication-title: Qual Res Psychol doi: 10.1191/1478088706qp063oa – volume-title: Phenomenology of practice: meaning-giving methods in phenomenological research and writing year: 2016 ident: 1813_CR11 – volume: 19 start-page: 25141 year: 2014 ident: 1813_CR16 publication-title: Med Educ Online doi: 10.3402/meo.v19.25141 – volume: 116 start-page: 69 year: 2008 ident: 1813_CR5 publication-title: New Dir Teach Learn doi: 10.1002/tl.334 – volume: 41 start-page: 118 issue: 3 year: 2016 ident: 1813_CR18 publication-title: Nurse Educ doi: 10.1097/NNE.0000000000000227 – start-page: 103 volume-title: Team-based learning for health professions education year: 2008 ident: 1813_CR10 – start-page: 37 volume-title: Understanding medical education: evidence, theory, and practice year: 2019 ident: 1813_CR3 – volume: 34 start-page: e275 issue: 5 year: 2012 ident: 1813_CR4 publication-title: Med Teach doi: 10.3109/0142159X.2012.651179 – volume: 24 start-page: 331 issue: 3 year: 1999 ident: 1813_CR8 publication-title: Stud High Educ doi: 10.1080/03075079912331379935 – volume: 1 start-page: 315 issue: 52 year: 2015 ident: 1813_CR19 publication-title: Comput Hum Behav doi: 10.1016/j.chb.2015.06.019 – volume: 34 start-page: 796 issue: 10 year: 2012 ident: 1813_CR1 publication-title: Med Teach doi: 10.3109/0142159X.2012.687120 – start-page: 59 volume-title: Teaching made easy: a manual for health professionals year: 2011 ident: 1813_CR2 – volume: 25 start-page: 149 issue: 2 year: 2000 ident: 1813_CR9 publication-title: Assess Eval High Educ doi: 10.1080/713611428 – volume: 21 start-page: 426 issue: 1 year: 2021 ident: 1813_CR13 publication-title: BMC Med Educ doi: 10.1186/s12909-021-02821-6 – volume: 40 start-page: 1100 issue: 5 year: 2021 ident: 1813_CR20 publication-title: High Educ Res Dev doi: 10.1080/07294360.2020.1798889 – volume: 13 start-page: 155 issue: 3 year: 1998 ident: 1813_CR21 publication-title: J Gen Intern Med doi: 10.1046/j.1525-1497.1998.00049.x |
| SSID | ssj0000548140 |
| Score | 2.280907 |
| Snippet | Introduction
There is limited information on medical students’ perceptions of peer feedback in team-based learning (TBL), both in terms of its value and how it... There is limited information on medical students' perceptions of peer feedback in team-based learning (TBL), both in terms of its value and how it has affected... |
| SourceID | pubmedcentral proquest pubmed crossref springer |
| SourceType | Open Access Repository Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 893 |
| SubjectTerms | Education Medical Education Original Research |
| Title | A Qualitative Analysis on the Effectiveness of Peer Feedback in Team-Based Learning |
| URI | https://link.springer.com/article/10.1007/s40670-023-01813-z https://www.ncbi.nlm.nih.gov/pubmed/37546199 https://www.proquest.com/docview/2847343338 https://pubmed.ncbi.nlm.nih.gov/PMC10403473 |
| Volume | 33 |
| WOSCitedRecordID | wos001015486700003&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVAVX databaseName: SpringerLINK Contemporary 1997-Present customDbUrl: eissn: 2156-8650 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0000548140 issn: 2156-8650 databaseCode: RSV dateStart: 20110301 isFulltext: true titleUrlDefault: https://link.springer.com/search?facet-content-type=%22Journal%22 providerName: Springer Nature |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1LT9wwEB4VWlVcoKUFQilypd5aSxvbWTtHqFj1UoQKrfYW-ZWyArJoHxz49YwdJ9KWComeY1uW5_GNM55vAD77WirjVEFtrSUVknFaFqWgImdaGY0xOjex2YQ8PVXjcXmWisLm3Wv3LiUZPXVf7CZCSQlFjKGBZIrT-zV4iXCngjn-PP_d_1nBICTQOKUKmX9PXUWhR6Hl4xeSf6VJI_qMtv5v329gM0Wb5KhVj7fwwjfboVFzetSxDa9_pNz6Ozg_Ii2hRqQCJx1bCZk2BINE0tIcJ99IpjU5835GRgh-RtsrMmnIhdc39BhR0ZHE2vrnPfwanVx8-05TywVqhZALyiyvMYAzRkhfC2Z8iTLMdV2KwhW2lLpmQ3SIuTOcDbQQpXWW69whxglvpeE7sN5MG78HJFdK13IwZMx5wY3UjnlXCLRKMzToNzLIOxFUNvGRh7YY11XPpBxPrsKTq-LJVfcZfOnn3LZsHE-O_tRJtkKjCZkQ3fjpcl4FTOaC4_U8g91W0v16oScw3irLDNSKDvQDAiH36pdmchmJufFqO-C4cgZfO1WokkuYP7HP_ecN_wAbLGpTeIV4AOuL2dJ_hFf2bjGZzw5hTY7VYbSIBzrtBtA |
| linkProvider | Springer Nature |
| linkToHtml | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3dTxQxEJ8gGuUFFT9YRK2Jb9rktu1edx-BeMEIFyKn4a3p18oF3TN3hw_89U673U1OCIk8b9s0nen8pjszvwF472tZGlcW1NZaUiEZp1VRCSpypkuj0UfnJjabkONxeXZWnaSisEWX7d6FJKOl7ovdRCgpoYgxNJBMcXp1D-4LRKyQyPf19Hv_ZwWdkEDjlCpkbp66ikLXXMvrGZL_hEkj-owe323fT2AzeZtkr1WPp7Dmm63QqDkldWzBw-MUW38Gp3ukJdSIVOCkYyshs4agk0hamuNkG8msJifez8kIwc9oe0GmDZl4_YvuIyo6klhbfzyHb6NPk4NDmlouUCuEXFJmeY0OnDFC-low4yuUYa7rShSusJXUNRuiQcyd4Wyghaiss1znDjFOeCsNfwHrzazx20DystS1HAwZc15wI7Vj3hUCb6UZGrQbGeSdCJRNfOShLcZP1TMpx5NTeHIqnpy6yuBDP-d3y8Zx6-h3nWQVXpoQCdGNn10uVMBkLjg-zzN42Uq6Xy_0BMZXZZVBuaID_YBAyL36pZmeR2JufNoOOK6cwcdOFVQyCYtb9rnzf8PfwqPDyfGROvo8_vIKNljUrJCRuAvry_mlfw0P7J_ldDF_E-_FX2K1CMw |
| linkToPdf | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1Lb9QwEB5BQRUXHoWW8DQSN7C6sZ11ciyPFQhYrdSCerP8hFUhW-1uOfTXM3aciKWoEuIc20o878zMNwDPfZC1cXVFbdCSCsk4bapGUFEyXRuNPjo3adiEnE7r4-Nm9lsXf6p271OSXU9DRGlq1_unLuwPjW8itpdQtDc0Ak5xen4Vrok4NCjG64dfhr8s6JBESKfcLfP3rZsW6YKbebFa8o-UabJEk1v__w234Wb2QslBxzZ34Ipvd-IA51zssQPbn3LO_S4cHpAOaCNBhJMexYQsWoLOI-ngj7POJItAZt4vyQSNotH2hMxbcuT1D_oKraUjGc316z34PHl79PodzaMYqBVCrimzPKBjZ4yQPghmfIO0LXVoROUq20gd2BgVZekMZyMtRGOd5bp0aPuEt9LwXdhqF62_D6Ssax3kaMyY84IbqR3zrhIorWZsUJ8UUPbkUDbjlMdxGd_VgLCcbk7hzal0c-q8gBfDntMOpePS1c96KisUppgh0a1fnK1UtNVccAzbC9jrqD6cF2cFY7TZFFBv8MOwIAJ1bz5p598SYDeGvCOOJxfwsmcLlVXF6pL3fPBvy5_C9uzNRH18P_3wEG6wxFixUPERbK2XZ_4xXLc_1_PV8kkSkV_ENxGw |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=A+Qualitative+Analysis+on+the+Effectiveness+of+Peer+Feedback+in+Team-Based+Learning&rft.jtitle=Medical+science+educator&rft.au=Lerchenfeldt%2C+Sarah&rft.au=Kamel-ElSayed%2C+Suzan&rft.au=Patino%2C+Gustavo&rft.au=Loftus%2C+Stephen&rft.date=2023-08-01&rft.issn=2156-8650&rft.eissn=2156-8650&rft.volume=33&rft.issue=4&rft.spage=893&rft_id=info:doi/10.1007%2Fs40670-023-01813-z&rft.externalDBID=NO_FULL_TEXT |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=2156-8650&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=2156-8650&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=2156-8650&client=summon |