ArticleCureus2024
Reflecting on Peer Feedback in Problem-Based Learning: Implementing a Group Function Tool.
Article in Cureus, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
5 authors.
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Abstract
Introduction Self-directed peer feedback is integral to the problem-based learning (PBL) process, but poorly scaffolded feedback processes can be inefficient and ineffective and there is little guidance on how students should structure these processes. This study aims to identify implementation considerations for a group function reflection tool and explore group feedback behaviours around the operationalization of the tool. Methods We conducted a qualitative study informed by direct content analysis using the group function reflection tool and conducted semi-structured focus groups in 2024 with 24 medical students and two tutors participating in a PBL curriculum. Students conducted peer feedback using the tool over four weeks, submitted feedback through an online form, and reflected on their experiences in focus groups. We analyzed feedback responses and transcripts in a staged approach, sensitized by three frameworks: the Human Factors Framework, the Task-Gap-Action model of feedback, and
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