Intergroup Peer Assessment in Problem-Based Learning Tutorials for Undergraduate Pharmacy Students

American Association of Colleges of Pharmacy
Publication Type:
Journal Article
American Journal of Pharmaceutical Education, 2011, 75 (4), pp. Article 73 - Article 73
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Objective: To develop, implement, and evaluate a process of intergroup peer assessment and feedback using problem-based learning (PBL) tutorials. A peer-assessment process was used in a PBL tutorial setting for an integrated pharmacy practice course in which small groups of students graded each others' PBL case presentations and provided feedback in conjunction with facilitator assessment.
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