The Effects of Peer Assessment and Peer Feedback in Writing Education for Premedical Students.
10.12771/emj.2017.40.1.41
- Author:
Claire Junga KIM
1
Author Information
1. Department of Medical Education, Ewha Womans University School of Medicine, Seoul, Korea. clairejungakim@gmail.com
- Publication Type:Original Article
- Keywords:
Medical writing;
Thinking;
Medical education
- MeSH:
Education*;
Education, Medical;
Education, Premedical;
Humans;
Learning;
Logic;
Medical Writing;
Students, Premedical*;
Thinking;
Writing*
- From:The Ewha Medical Journal
2017;40(1):41-49
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
OBJECTIVES: There are several problems which hamper the successful teaching of writing in medical education. To deal with these problems, teachers should be conscious of two general questions; what to teach in writing class for premedical students; and how to utilize the writing class time. This paper examines the value of peer assessment and peer feedback in dealing with those questions. METHODS: This paper reviews a subject in premedical education, Logical Thinking and Writing, from the perspective of peer assessment and peer feedback. RESULTS: Students accomplished the learning objectives and they recognized the value of peer assessment and feedback. CONCLUSION: Peer assessment and peer feedback foster students' participation in class and accelerate the learning process. This strategy reminds students of the fact that they are writing an essay for an audience.
