Anonymous Peer Assessment of Medication Management Reviews
Open accessAbstract
Objectives To investigate whether pharmacy students' anonymous peer assessment of a medication management review (MMR) was constructive, consistent with the feedback provided by an expert tutor, and enhanced the students' learning experience.Design Fourth-year undergraduate pharmacy students were randomly and anonymously assigned to a partner and participated in an online peer assessment of their partner's MMR.Assessment An independent expert graded a randomly selected sample of the MMR's using a schedule developed for the study. A second expert evaluated the quality of the peer and expert feedback. Students also completed a questionnaire and participated in a focus group interview. Student peers gave significantly higher marks than an expert for the same MMR; however, no significant difference between the quality of written feedback between the students and expert was detected. The majority of students agreed that this activity was a useful learning experience.Conclusions Anonymous peer assessment is an effective means of providing additional constructive feedback on student performance on the medication review process. Exposure to other students' work and the giving and receiving of peer feedback were perceived as valuable by students.
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Students in the anonymous group perceived that they had learned more from peer feedback activities compared to other groups.
“some studies showed that students in the anonymous group (Lin, 2016, 2018a; Basheti et al., 2010), guided peer feedback (Noroozi & Mulder, 2017), and video peer assessment (Ge, 2019) perceived that they had learned more from peer feedback activities compared to other groups.”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Basheti et al., 2010
The Student Perceptions section (page unavailable) reports that most students found anonymous peer assessment a useful learning experience, and 78% said it deepened their understanding of medication management reviews. It does not report that these students perceived greater learning than another group; its comparison with the previous year's cohort concerns timely feedback, not learning. (LLM, conf=0.88)
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Self-citation
- Authors
- Basheti, I. A., Ryan, G., Woulfe, J., & Bartimote-Aufflick, K.
- Affiliations
- Applied Science Private University (JO)
- The University of Sydney (AU)
- Venue
- American Journal of Pharmaceutical Education
- Publisher
- Elsevier BV
- Published
- 2010-06
- Volume
- 74
- Issue
- 5
- Pages
- 77
- ISSN
- 0002-9459 (ISSN-L)
- PMC
- PMC2907842
- OpenAlex
- W1975755166
- Semantic Scholar
- 1b762adc65ac4b69319ae67f9f462018026cba30
- Cited by
- 37
- References
- 26
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 4 · 2021: 4 · 2020: 2 · 2019: 3 · 2018: 3 · 2017: 2 · 2016: 2 · 2015: 5 · 2014: 3 · 2013: 3 · 2012: 2
- FWCI
- 10.57
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- American Journal of Pharmaceutical Education (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Life Sciences › Pharmacology, Toxicology and Pharmaceutics › Pharmacology › Pharmacy and Medical Practices
- Keywords
- peer feedback, pharmacy students, constructive feedback, student learning experience, online peer assessment
- MeSH terms
- Education, Pharmacy, Educational Measurement, Humans, Peer Group, Medication Therapy Management
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