An Analysis of the Relationship between Intragroup Peer Assessment Results and Self-Directed Learning Readiness in a Leadership Curriculum

Abstract

Purpose: This study examined to examine the relationship between intragroup peer evaluation and Self-Directed Learning Readiness (SDLR) in a leadership class that used a project learning method. Moreover, it identified the specific components of the SDLR that predicted the peer evaluation results.

Methods: The research subject pool comprised of 47 3rd year students. Each team was composed of 4~5 members, each of whom evaluated all other members on his or her team SDLR was measured by using SDLR-K-96.

Results: SDLR and peer assessment scores had a positive relationship, confirming that SDLR w as an important variable that could predict the peer evaluation scores. Among the SDLR factors, ‘openness to challenge’ was shown to have the highest predictive power for the peer assessment.

Conclusion: Medical schools should provide students with learning opportunities on leadership through diverse learning methods such as project learning. The ability to do self-directed learning in such a leadership course in medical education is important for successful team building.