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Kim: The Effects of Peer Assessment and Peer Feedback in Writing Education for Premedical Students
Original Article

The Ewha Medical Journal 2017; 40(1): 41-49.

Published online: 31 January 2017

DOI: https://doi.org/10.12771/emj.2017.40.1.41

The Effects of Peer Assessment and Peer Feedback in Writing Education for Premedical Students

Claire Junga Kim

Department of Medical Education, Ewha Womans University School of Medicine, Seoul, Korea.

Corresponding author: Claire Junga Kim. Department of Medical Education, Ewha Womans University School of Medicine, 52 Ewhayeodae-gil, Seodaemun-gu, Seoul 03760, Korea. Tel: 82-2-3277-1956, Fax: 82-2-3277-1954, clairejungakim@gmail.com

Received 27 October 2016       Accepted 18 January 2017

Copyright © 2017. Ewha Womans University School of Medicine

(open-access):

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Objectives

There are several problems which hamper the successful teaching of writing in medical education. To deal with these problems, teachers should be conscious of two general questions; what to teach in writing class for premedical students; and how to utilize the writing class time. This paper examines the value of peer assessment and peer feedback in dealing with those questions.

Methods

This paper reviews a subject in premedical education, Logical Thinking and Writing, from the perspective of peer assessment and peer feedback.

Results

Students accomplished the learning objectives and they recognized the value of peer assessment and feedback.

Conclusion

Peer assessment and peer feedback foster students' participation in class and accelerate the learning process. This strategy reminds students of the fact that they are writing an essay for an audience.

Keywords: Medical writing, Thinking, Medical education

Figures and Tables

Fig. 1

Process for writing an academic essay.

emj-40-41-g001
Table 1

Subjects of the students' essays (n=26)

emj-40-41-i001

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