抄録
Objective: This study aimed to clarify the relationship between interprofessional self-evaluation and peer evaluation during interprofessional education (IPE) using team-based learning (TBL). We also aimed to clarify differences in interprofessional cooperation between students with high and low peer evaluation scores.
Methods: In total, 483 students (grades 3–5) from nine faculties at three universities participated in a TBL-based IPE program. The students completed five interprofessional self-evaluation domains (the modified Tsukuba IPE model) before and after IPE. Students also completed peer evaluation after IPE. Students were divided into three groups by peer evaluation scores (low, middle, high), and the post-class self-evaluation scores of these groups were compared using a Kruskal–Wallis test. Multiple regression analysis was also performed. Peer evaluation comments were analyzed using a qualitative inductive method.
Results: Students in the low peer evaluation group had significantly lower scores in the “Regarding participation in group work” domain than students in the high group (P<0.05). Students in the high group received positive comments, such as [good communication] and [working cooperatively], whereas students in the low group were required to improve in two areas: [speaking up more] and [need more communication].
Conclusions: There was a significant relationship between peer evaluation by team members and self-evaluation for “Regarding participation in group work.” Students with high peer evaluation scores participated with active attitudes, whereas students with low scores were considered passive. This study suggested that using peer evaluation may enhance students’ professional cooperation by improving their communication and attitudes toward active participation.
