1 Medical School, Shiraz University of Medical Sciences,Shiraz,Iran

2 Quality Improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran

3 Health information and management school, Shiraz University of Medical Sciences, Shiraz, Iran


Introducrion: Self and peer assessment provides important information about the individual’s performance and behavior in all aspects of their professional environment work. The aim of this study is to evaluate the professional behavior and performance in medical students in the form of team based assessment.Methods: In a cross-sectional study, 100 medical students in the 7th yearof education were randomly selected and enrolled; for each student fivequestionnaires were filled out, including one self-assessment, two peerassessments and two residents assessment. The scoring system of thequestionnaires was based on seven point Likert scale. After filling out thequestions in the questionnaire, numerical data and written commentsprovided to the students were collected, analyzed and discussed. Internalconsistency (Cronbach’s alpha) of the questionnaires was assessed. A p<0.05 was considered as significant.Results: Internal consistency was acceptable (Cronbach’s alpha 0.83). Interviews revealed that the majority of students and assessors interviewed found the method acceptable. The range of scores was 1-6 (Mean+SD=4.39+0.57) for the residents' assessment, 2-6 (Mean+SD=4.49+0.53) for peer assessment, and 3-7 (Mean+SD=5.04+0.32) for self-assessment There was a significant difference between self assessment and other methods of assessment.Conclusions: This study demonstrates that a team-based assessment is anacceptable and feasible method for peer and self-assessment of medicalstudents’ learning in a clinical clerkship, and has some advantages overtraditional assessment methods. Further studies are needed to focus on thestrengths and weaknesses.Keywords: Assessment, Students, Professional, Behavior