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Background: •Effective interprofessional teamwork is essential for quality patient care , and within-team feedback improves team performance . •Learners trained to assess peers are more confident and skilled at evaluating others and better prepared to provide meaningful feedback to their colleagues when they enter the workforce [3,4]. •This is particularly important in interprofessional teams where tensions between professional groups can create unique challenges .
1.Donaldson, M. S., Corrigan, J. M., & Kohn, L. T. (2000). To err is human: Building a safer health system National Academies Press.2.Blickensderfer, E., Cannon-Bowers, J. A., & Salas, E. (1997). Theoretical bases for team self-correction: Fostering shared mental models. Advances in Interdisciplinary Studies of Work Teams, 4(1), 249-279. 3.Brutus, S., Donia, M. B. L., & Ronen, S. (2013). Can business students learn to evaluate better? Evidence from repeated exposure to a peer-evaluation system. Academy of Management Learning and Education, 12(1), 28-31. 4.Maas, M. J., Sluijsmans, D. M., van der Wees, Philip J, Heerkens, Y. F., Nijhuis-van der Sanden, Maria WG, & van der Vleuten, Cees PM. (2014). Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: A mixed methods design. BMC Medical Education, 14(1), 117. 5.Hudson, B. (2002). Interprofessionality in health and social care: The achilles' heel of partnership? Journal of Interprofessional Care, 16(1), 7-17. 6.Levett-Jones T, McCoy M, Lapkin S, Noble D, Hoffman K, Dempsey J, Arthur C, Roche J. The development and psychometric testing of the Satisfaction with Simulation Experience Scale. Nurse Education Today. 2011 Oct 1;31(7):705-10.
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