PharmD Students' Perceptions on Structured Peer Assessment Process within Problem Based Learning Sessions

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dc.contributor.authorFathi, Hind
dc.contributor.authorBukhatwa, Salma A.
dc.contributor.authorAmbarek, Mohamed S.
dc.contributor.authorElfakhri, Mustafa M.
dc.contributor.authorAl-Tawaty, Adel I.
dc.contributor.authorSenini, Ruwida M.
dc.contributor.authorKashbour, Aisha A.
dc.contributor.authorBograin, Amna R.
dc.contributor.authorSaleh, Maryam
dc.contributor.authorElnoor, Smah E.
dc.contributor.authorBuzariba, Elzahra S.
dc.contributor.authorHussin, Hanin F.
dc.contributor.authorElmahdi, Iman M.
dc.contributor.authorSharkasi, Adel M.
dc.date.accessioned2020-01-19T16:32:24Z
dc.date.available2020-01-19T16:32:24Z
dc.date.issued2020-01-19
dc.descriptionMedical education needs to prepare students with peer assessment skills.1 Peer assessment refers to the many ways in which students can share their creative work with peers for constructive feedback, and then use this feedback to revise and improve their work.2 Peer assessment process is an integral part of all Problem-Based Learning (PBL) and Team-Based Learning sessions attended by PharmD students at the Libyan International Medical University (LIMU). The aim of this study was to evaluate LIMU PharmD students’ perceptions towards peer assessment process within PBL sessions..en_US
dc.identifier.urihttp://repository.limu.edu.ly/handle/123456789/1275
dc.language.isoenen_US
dc.publisherFaculty of Pharmacyen_US
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.titlePharmD Students' Perceptions on Structured Peer Assessment Process within Problem Based Learning Sessionsen_US
dc.typeArticleen_US

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