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Peer evaluations of group work in different years of medical school and academic achievement: how are they related?
http://hdl.handle.net/10076/00021055
http://hdl.handle.net/10076/000210558305ca80-827b-4bc0-9170-73fe5e2bbe70
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
2022DM0912 (977.4 kB)
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| Item type | 学位論文 / Thesis or Dissertation(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-28 | |||||||
| タイトル | ||||||||
| タイトル | Peer evaluations of group work in different years of medical school and academic achievement: how are they related? | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Academic achievement | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Book review sessions | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Groupwork | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Liberal arts education | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Medical education | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Peer evaluation | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Problem-based learning | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Teamwork | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_db06 | |||||||
| 資源タイプ | doctoral thesis | |||||||
| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| 著者 |
LINN, ZAYAR
× LINN, ZAYAR
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| 著者（ヨミ） | ||||||||
| 姓名 | リン, ゼィヤ | |||||||
| 言語 | ja | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | Background: To develop the skills needed in health care teams, training communication and teamwork skills are important in medical education. Small group collaborative learning is one of the methods utilized in such trainings, and peer evaluation is suggested to be useful in reinforcing the effectiveness of group learning activities. In Mie University Faculty of Medicine, group work consisting of book review sessions of liberal arts education in the first grade and problem-based learning (PBL) sessions in preclinical years were conducted using the same peer evaluation system that included three domains: degree of prior learning, contribution to group discussion, and cooperative attitude. This study was conducted to determine the relationships among behaviors during group work and the academic achievement of medical students. Methods: With the data from a cohort of medical students in three consecutive academic years (n = 340), peer evaluation scores in groupworks of book review sessions, those in PBL sessions and paper test scores of preclinical years were analyzed. The correlations were analyzed with Spearman’s correlation coefficient, and the respective scores were compared by using the Wilcoxon signed-ranked test. Results: Significant correlations were observed among the evaluation scores of respective domains in group work and paper test scores. The degree of prior learning had the strongest relationship among the three domains (rs = 0.355, p < 0.001 between book review sessions and PBL; rs= 0.338, p < 0.001 between book review sessions and paper test score; rs= 0.551, p < 0.001 between PBL and paper test score). Peer evaluation scores of respective domains were found to be significantly higher in PBL. Conclusion: Medical students maintained their groupwork behaviors to some extent from early school to preclinical years. Those behaviors were positively related to their academic achievement in the later years of the medical education curriculum. Our study highlighted the importance of the early introduction of group work. The results will be useful to motivate medical students to put more effort into group work. |
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| 言語 | en | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | 本文/Department of Medical Education, Mie University Graduate School of Medicine, 2‑174, Edobashi, Tsu city, Mie prefecture 514‑8507, Japan | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | 9p | |||||||
| 書誌情報 |
発行日 2022-09-21 |
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| DOI | ||||||||
| 識別子タイプ | DOI | |||||||
| 関連識別子 | 10.1186/s12909-022-03165-5 | |||||||
| フォーマット | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | application/pdf | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| 出版者 | ||||||||
| 出版者 | 三重大学 | |||||||
| 出版者（ヨミ） | ||||||||
| 値 | ミエダイガク | |||||||
| 学位名 | ||||||||
| 学位名 | 博士(医学) | |||||||
| 学位授与機関 | ||||||||
| 学位授与機関識別子Scheme | kakenhi | |||||||
| 学位授与機関識別子 | 14101 | |||||||
| 学位授与機関名 | 三重大学 | |||||||
| 学位授与年月日 | ||||||||
| 学位授与年月日 | 2022-09-21 | |||||||
| 学位授与番号 | ||||||||
| 学位授与番号 | 甲医学第2152号 | |||||||
| ノート | ||||||||
| 値 | BMC Medical Education (2022) 22:102に掲載 | |||||||
| 資源タイプ（三重大） | ||||||||
| 値 | Doctoral Dissertation / 博士論文 | |||||||
