Page 180 - KNJIGA SAŽETAKA

INOVACIJE I IZAZOVI U OBRAZOVANJU I SESTRINSKOJ SKRBI - KNJIGA SAŽETAKA

Peer Assessment of Students' Skills in Performance

Evaluation in a Simulation Environment

Evaluation is a systematic and objective assessment that can be carried out as a self-evaluation,
peer evaluation or teacher evaluation. The evaluation carried out by the teacher is structured,
predetermined with clear criteria and as objective as possible. Collegial assessment of skills
between students, i.e. peer assessment is performed daily when practicing skills in the cabinet
and in the clinical environment. The observation is not structured or defined, but happens
mostly spontaneously in such a way that the students observe the interventions of their
colleagues during their work, which they either imitate or warn them about the need to correct
the intervention. Teachers often use video recording of the intervention during the simulation
in order to later evaluate the success of the procedure with the students. Collegial assessment
or peer assessment are formative forms of assessment.
The development of structured forms of collegial assessment of skills among students
contributes to better observation, quality feedback and more successful learning of skills. Adult
learning theory supported the development of a model of peer assessment of peer skills. In
addition, peer learning in clinical skills education is based on self-regulated learning. It
empowers students to develop a more responsible approach to their education. Some authors in
their paper on the implementation and evaluation of the collegial assessment of clinical skills
conclude that the peer assessment of clinical skills (PACS) model is successful. Calling this
model the PACS scheme, they conclude that it has proven to be a valuable tool for promoting
skill learning, teamwork, communication and the ability to give and receive constructive
feedback. Research has shown that students believe that such a model has a positive impact on
their learning skills. Students identified giving and receiving feedback from fellow students as
particularly valuable in learning clinical skills. One of the results of the research was increased
confidence and the ability to correct mistakes during repeated practice in a simulation
environment for skill development.

Key words: teacher, learning, research

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