Self, peer, and tutor assessments of MSN competencies using the PBL-evaluator

被引:25
作者
Chaves, JF
Baker, CM
Chaves, JA
Fisher, ML
机构
[1] Indiana Univ, Off Int Affairs, Indianapolis, IN 46202 USA
[2] SUNY Stony Brook, Sch Dent Med, Stony Brook, NY 11794 USA
[3] Open Data Grp, Oak Pk, IL USA
[4] Indiana Univ, Sch Nursing, Indianapolis, IN 46204 USA
关键词
D O I
10.3928/01484834-20060101-05
中图分类号
R47 [护理学];
学科分类号
1011 ;
摘要
Professional competencies are derived from formal, informal, and hidden curricula. Problem-based learning (PBL) is one pedagogy that addresses all three curricula types and facilitates the development of key professional competencies such as critical thinking, communication skills, interpersonal relations, and self-assessment. This article reports on a formative evaluation study completed by three cohorts of master's degree students and two nurse faculty-tutors who used the Web-based PBL-Evaluator after each of 10 PBL cases delivered over two semesters. Major findings included notable differences among self, peer, and tutor in rating the five domains; an increase in ratings by PBL case and evaluator type as the two semesters progressed; and substantial differences among evaluators in providing positive and negative feedback.
引用
收藏
页码:25 / 31
页数:7
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