Learning through multiple lenses: analysis of self, peer, near-peer, and faculty assessments of a clinical history-taking task in Australia
<|begin_of_text|><|start_header_id|>system<|end_header_id|> You are a research archivist expert in dataset metadata. Answer the question truthfully.  <|eot_id|><|start_header_id|>user<|end_header_id|> Here is the Description of a dataset. Description:'This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students’ attitudes towards marking by those various groups. A cross-sectional study design was utilized. Year 2 osteopathy students enrolled at Victoria University completed an assessment on history-taking skills during a simulated patient scenario and the students conducted a self-reflection on their performance, a task that they had been exposed to in the first year of their training, from February 2016 to November 2016' . Please return only a json list of at most 3 Keywords corresponding to the Description:.<|eot_id|><|start_header_id|>assistant<|end_header_id|> {"Answer" : ["Peer Review, Self-Assessment, Feedback, Educational Measurement, Osteopathic Medicine"]} <|eot_id|>
 Here is the Description of a dataset. Description:'This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students’ attitudes towards marking by those various groups. A cross-sectional study design was utilized. Year 2 osteopathy students enrolled at Victoria University completed an assessment on history-taking skills during a simulated patient scenario and the students conducted a self-reflection on their performance, a task that they had been exposed to in the first year of their training, from February 2016 to November 2016' . Please return only a json list of at most 3 Keywords corresponding to the Description:.
This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students’ attitudes towards marking by those various groups. A cross-sectional study design was utilized. Year 2 osteopathy students enrolled at Victoria University completed an assessment on history-taking skills during a simulated patient scenario and the students conducted a self-reflection on their performance, a task that they had been exposed to in the first year of their training, from February 2016 to November 2016
Peer Review, Self-Assessment, Feedback, Educational Measurement, Osteopathic Medicine