ცაგარეიშვილი პაატა

დეკანის მოადგილე, დოქტორანტი, სამედიცინო სკოლა "აიეტი", სამედიცინო განათლების ცენტრი, დავით ტვილდიანის სამედიცინო უნივერსიტეტი, თბილისი, საქართველო

თალაკვაძე თამარ

ხელმძღვანელი, ხარისხის უზრუნველყოფის სამსახური, დავით ტვილდიანის სამედიცინო უნივერსიტეტი, თბილისი, საქართველო

თაბაგარი ნინო

დეკანი; დირექტორი, სამედიცინო სკოლა "აიეტი", სამედიცინო განათლების ცენტრი, დავით ტვილდიანის სამედიცინო უნივერსიტეტი, თბილისი, საქართველო

სტუდენტთა თვითშეფასება პრობლემურ სწავლებაზე დაფუძნებული მეთოდის (PBL) გამოყენების დროს: მასწავლებელთა შეფასებასთან თავსებადობა და მომავალი პროფესიული განვითარება


Self- and Peers-Assessment of Students in PBL: Comparability with Tutors Assessment and Benefit for the Future Professional Progress.

(თანამედროვე გამოწვევები სამედიცინო განათლებაში)


Introduction and aim: “Assessment”, as well as implementation of assessment system being “adequate” to the educational programs are among modern actual issues in education generally and especially, due to known reason, in medical education. The “reasons” are various: rapid development of MD programs, their enrichment with educational strategies, teaching systems, new themes, approaches, tools etc. during recent decades, also providing at first sight simple requirement for students assessment system in MD curricula: “should be based on formative and summative assessment”, though its implementation is quite difficult, both at “curricular” as well as “individual” (teacher, student) levels. Generally, student`s assessment has its aims, including (though all others are equally important) opportunity for students to observe and monitor their own learning. Professional associations worldwide, consider self-reflection, self-regulation and self-monitoring as crucial issues of continual professional development. While lifelong learning requires individuals to be capable of not only independent performance, but also for evaluation of own potentials and self-assessment of their progress. Accordingly, MD education is “expected” to “train” students in self-assessment and development skills for self-regulation and self-monitoring of their behavior.

Research methodology: Present research studies extent of student’s capabilities for self-assessment of performed `work` and its concordance with faculty assessment. In the framework of the study special questionnaire was developed for the students of DTMU MD ePBL program, by which they evaluated their own and peers ‘performance in all those categories by which each of them was assessed by PBL tutors:

(1) Preparation for PBL;

(2) Contribution to PBL and

(3) Attitude towards peers and tutor.

Results and implications: Research results showed that, during the research period, students` exactingness towards self- and peers assessment increased compared to Tutor`s Assessment in all categories, therewith self-assessment remains high in “Preparation for PBL” category, also students become more self-critical and aware of their responsibility towards team-work and their contribution to each other’s knowledge.

Conclusion: The study shows dynamics of changes in self-assessment and peers-assessment of students during the study period. More studies are required to determine influence of students` “over-estimated” or “under-estimated” self-assessment on their educational strategies, as well as what impact could above-mentioned have on their future clinical decision-making.

Keywords: medical education, PBL session, self-assessment, peers-assessment, tutors assessment, students’ development