Alessandra Geraci, Luca Surian, Marco Ferraro, Anna Cantagallo
Theory of Mind in patients with ventromedial or dorsolateral prefrontal lesions following traumatic brain injury
Brain injury
peer assessment pa health professions education encourages students develop critical attitude towards peers performance designed pa task assess students clinical skills including reasoning communication physical examination treatment skills roleplay simulated physical therapy pt practice students alternately performed role pt assessor patient oral facetoface feedback provided well written feedback scoresthis study aims explore impact pa improvement clinical performance undergraduate pt students pa task analyzed decomposed task elements qualitative approach used explore students perceptions task task elements semistructured interviews second year students conducted explore perceived impact task elements performance improvement students asked select elements perceived valuable rank highest lowest learning value motivate choices interviews transcribed verbatim analyzed using phenomenographical approach following template analysis guidelines quantitative approach used describe ranking results quantitative analyses showed perceived impact learning varied widely performing clinical task pt role assigned first place 1 followed receiving expert feedback 2 observing peer performance 3 receiving peer feedback perceived powerful task elementqualitative analyses resulted three emerging themes preperformance trueperformance postperformance triggers improvement theme contained three categories learning activities outcomes conditions learningintended learning activities reported transferring prior learning new application context unintended learning activities modelling peers performance outcomes related increased selfconfidence insight performance standards awareness improvement areas conditions learning referred quality peer feedback pa may powerful tool improve clinical performance although peer feedback perceived powerful element peer assessors undergraduate pt education use idiosyncratic strategies assess peers performance