The implementation of problem-based learning (PBL) group peer assessment during the COVID-19 pandemic
Medical education was tremendously affected following the outbreak of the COVID-19 pandemic. As a result of the lockdown restriction, the Problem-Based Learning (PBL) sessions were migrated to the online platform. However, it is difficult to monitor the participation of medical students in online PB...
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my.um.eprints.352562022-10-14T01:25:42Z http://eprints.um.edu.my/35256/ The implementation of problem-based learning (PBL) group peer assessment during the COVID-19 pandemic Aziz, Che Rafidah An, Jie Lye Chan, Choong Foong Vadivelu, Jamuna R Medicine (General) Medical education was tremendously affected following the outbreak of the COVID-19 pandemic. As a result of the lockdown restriction, the Problem-Based Learning (PBL) sessions were migrated to the online platform. However, it is difficult to monitor the participation of medical students in online PBL as compared to physical PBL sessions. An example of the uncertainties was students did not turn on the camera and they were being silent. Therefore, the Group Peer Assessment was implemented to monitor the participation of medical students in online PBL as we believed students can give better feedback to their peers when they work together in groups. Conference or Workshop Item PeerReviewed text en http://eprints.um.edu.my/35256/1/Puan%20Che%20Rafidah%20binti%20Aziz.pdf Aziz, Che Rafidah and An, Jie Lye and Chan, Choong Foong and Vadivelu, Jamuna The implementation of problem-based learning (PBL) group peer assessment during the COVID-19 pandemic. In: International Conference on Post-Covid Healthcare, Medical Research and Education 2022, 29-31 March 2022, Selangor, Malaysia. (Submitted) |
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R Medicine (General) Aziz, Che Rafidah An, Jie Lye Chan, Choong Foong Vadivelu, Jamuna The implementation of problem-based learning (PBL) group peer assessment during the COVID-19 pandemic |
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Medical education was tremendously affected following the outbreak of the COVID-19 pandemic. As a result of the lockdown restriction, the Problem-Based Learning (PBL) sessions were migrated to the online platform. However, it is difficult to monitor the participation of medical students in online PBL as compared to physical PBL sessions. An example of the uncertainties was students did not turn on the camera and they were being silent. Therefore, the Group Peer Assessment was implemented to monitor the participation of medical students in online PBL as we believed students can give better feedback to their peers when they work together in groups. |
format |
Conference or Workshop Item |
author |
Aziz, Che Rafidah An, Jie Lye Chan, Choong Foong Vadivelu, Jamuna |
author_facet |
Aziz, Che Rafidah An, Jie Lye Chan, Choong Foong Vadivelu, Jamuna |
author_sort |
Aziz, Che Rafidah |
title |
The implementation of problem-based learning (PBL) group peer assessment during the COVID-19 pandemic |
title_short |
The implementation of problem-based learning (PBL) group peer assessment during the COVID-19 pandemic |
title_full |
The implementation of problem-based learning (PBL) group peer assessment during the COVID-19 pandemic |
title_fullStr |
The implementation of problem-based learning (PBL) group peer assessment during the COVID-19 pandemic |
title_full_unstemmed |
The implementation of problem-based learning (PBL) group peer assessment during the COVID-19 pandemic |
title_sort |
implementation of problem-based learning (pbl) group peer assessment during the covid-19 pandemic |
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http://eprints.um.edu.my/35256/1/Puan%20Che%20Rafidah%20binti%20Aziz.pdf http://eprints.um.edu.my/35256/ |
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