How are we assessing near-peer teaching in undergraduate health professional education? A systematic review

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• 作者：Susan Irvine^a ; ^{susan.irvine@monash.edu} ; Brett Williams^b ; ^{brett.williams@monash.edu} ; Lisa McKenna^a ; ^{lisa.mckenna@monash.edu}
• 关键词：Systematic review ; Peer teaching ; Assessment ; Undergraduate ; Health professional students
• 刊名：Nurse Education Today
• 出版年：2017
• 出版时间：March 2017
• 年：2017
• 卷：50
• 期：Complete
• 页码：42-50
• 全文大小：370 K
• 卷排序：50

文摘

The synthesis of evidence provides a foundation for future pedagogical approaches to NPT. Affective behaviours and metacognition are not objectively assessed in NPT. Inconsistencies in learning outcomes are related to lack of theory and methodological quality. Inconsistent terminology related to NPT impacts the research process. Further research is required to assess quality of understanding in assessing performance in NPT.