Team-based assessment of professional behavior in medical students

Introducrion: self and peer assessment provides important information aboutthe individual’s performance and behavior in all aspects of their professionalenvironment work. the aim of this study is to evaluate the professional behaviorand performance in medical students in the form of team based assessment.methods: in a cross-sectional study, 100 medical students in the 7th yearof education were randomly selected and enrolled; for each student fivequestionnaires were filled out, including one self-assessment, two peerassessments and two residents assessment. the scoring system of thequestionnaires was based on seven point likert scale. after filling out thequestions in the questionnaire, numerical data and written commentsprovided to the students were collected, analyzed and discussed. internalconsistency (cronbach’s alpha) of the questionnaires was assessed. a p < 0.05was considered as significant.results: internal consistency was acceptable (cronbach’s alpha 0.83). interviewsrevealed that the majority of students and assessors interviewed found themethod acceptable. the range of scores was 1-6 (mean+sd=4.39+0.57) for theresidents' assessment, 2-6 (mean+sd=4.49+0.53) for peer assessment, and 3-7(mean+sd=5.04+0.32) for self-assessment there was a significant differencebetween self assessment and other methods of assessment.conclusions: this study demonstrates that a team-based assessment is anacceptable and feasible method for peer and self-assessment of medicalstudents’ learning in a clinical clerkship, and has some advantages overtraditional assessment methods. further studies are needed to focus on thestrengths and weaknesses.