The Effects of Self and Peer-Assessment on Basic Communication Skills Achievement

Yıl 2008, Cilt: 27 Sayı: 27, 27 - 39, 01.01.2008

Sema Özan İrfan Yurdabakan

Öz

Background: Alternative assessment methods are used to improve medical students' ability to cope with problems they may encounter in future professional life, and to improve their ability to identify their learning needs and deficiencies. It is known that self- and peerassessment, besides many other positive effects, also increases student achievement. The purpose of the research is to argue the effects of self-assessment and peer-assessment used in the basic communication skills educational program on basic communication skills. Methods: A pre-test and post-test model with control group was used in this research. The research was carried out with Year I students (N=79) at Dokuz Eylul University School of Medicine. The experimental and control groups participated in the same basic communication skills educational program. In both groups, pre-test and post-test were applied. The students in the experimental group used self- and peerassessment as experimental transaction. Two-way variance analysis for repeated measurements, Paired samples t-test and Pearson product moment correlation coefficient was used for analysing of data. Results: Basic Communication Skills achievement scores of both groups’ students after the training were significantly higher (F: 251.57, p

Anahtar Kelimeler

Self-assessment, peer-assessment, basic communication skills, group dynamics, medical education

ÖZ VE AKRAN DEĞERLENDİRMENİN TEMEL İLETİŞİM BECERİLERİ BAŞARISI ÜZERİNDEKİ ETKİLERİ

Öz

Amaç: Tıp öğrencilerinin meslek yaşamlarında karşılaşacakları sorunlarla baş edebilmelerinin, kendi eksiklerini ve öğrenme gereksinimlerini saptayabilmelerinin geliştirilmesinde alternatif değerlendirme yöntemlerinden yararlanılmaktadır. Bu yöntemlerden öz ve akran değerlendirmelerinin, birçok katkısı yanında öğrencilerin başarılarını da artırdığı bildirilmektedir. Araştırmanın amacı, tıp öğrencilerinde temel iletişim becerileri eğitimi programında kullanılan öz ve akran değerlendirme uygulamalarının, temel iletişim becerileri başarısı üzerine etkilerinin araştırılmasıdır. Gereç ve Yöntem: Araştırmada, öntest–sontest kontrol gruplu deneme modeli kullanılmıştır. Dokuz Eylül Üniversitesi Tıp Fakültesi’nde 79 Dönem I öğrencisi ile çalışılmıştır. Deney ve kontrol grubu öğrencileri aynı temel iletişim becerileri eğitimine katılmışlar, her iki grupta da öntest, sontest uygulanmıştır. Deney grubu öğrencilerinde denel işlem olarak öz ve akran değerlendirmeleri kullanılmıştır. Verilerin çözümlenmesinde tekrarlı ölçümler için iki yönlü varyans analizi, pearson momentler çarpımı korelasyon katsayısı analizi, bağımlı gruplarda t test kullanılmıştır. Bulgular: Her iki gruptaki öğrencilerin eğitim sonrası temel iletişim becerilerindeki başarılarının anlamlı düzeyde arttığı (F: 251,57; p

Anahtar Kelimeler

Özdeğerlendirme, akran değerlendirme, temel iletişim becerileri, grup dinamikleri, tıp eğitimi

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