title: Peer and self assessment during problem-based tutorials.
abstract: BACKGROUND
  Peer and self assessment may contribute a unique and insightful perspective to a students' performance. This study investigates the association between self, peer, and faculty evaluations in the intimate setting of a problem-based tutorial group.
  
  
  METHODS
  Third-year medical students participating in the required third-year surgical clerkship during the 1996-97 academic year (n = 154) were randomly assigned to problem-based learning groups and completed self and peer evaluations at the end of the last tutorial. These evaluations were compared with expert tutor ratings using Pearson correlation coefficients.
  
  
  RESULTS
  A moderate correlation was found between peer and tutor ratings. There was very little correlation between self and tutor ratings.
  
  
  CONCLUSIONS
  The results of this study suggest that peer and self ratings in the setting of a tutorial group may provide additional valuable information regarding medical student performance during a surgery clerkship.
authors.affiliation: Department of Surgery, University of Southern California School of Medicine, Los Angeles, USA.
authors.forename: M E
authors.initials: ME
authors.lastname: Sullivan
authors.forename: M A
authors.initials: MA
authors.lastname: Hitchcock
authors.forename: G L
authors.initials: GL
authors.lastname: Dunnington
mesh_terms: D002982:Clinical Clerkship; D005180:Faculty, Medical; D005500:Follow-Up Studies; D006801:Humans; D007398:Interpersonal Relations; D010379:Peer Group; D018794:Problem-Based Learning / Q000592:standards*; D012189:Retrospective Studies; D012647:Self-Assessment; D013337:Students, Medical / Q000523:psychology*