Michele Groves

TL;DR: It is shown that self-assessment of process is not an accurate measure, in line with the majority of research in this domain, but has an important role to play in supporting the development of skills in reflection and self-awareness.

TL;DR: It is concluded that OSCEs can be used most effectively in nurse undergraduate curricula to assess safe practice in terms of performance of psychomotor skills, as well as the declarative and schematic knowledge associated with their application.

TL;DR: A qualitative study of students’ attitudes to, and perceptions of, peer assessment with first-year medical students at the University of Queensland indicated the existence of six main themes: increased responsibility for others, improved learning, lack of relevancy, challenges, discomfort, and effects on the PBL process.

TL;DR: A substantial shift towards a surface learning approach brings into question previous conclusions that PBL curricula foster a deep approach to learning, and suggests that other factors, such as work load, may be more determinants of learning approach than curriculum type.

TL;DR: A substantial swing towards surface learning raises questions about the perceived capacity of PBL curricula to promote deep approaches to learning in dense curricula, and reinforces the importance of personal and contextual factors, such as study habits, workload and assessment, in determining individual approaches and idiosyncratic responses to learning situations.