Evaluation of the Effectiveness of Online Peer-based Formative Assessments (PeerWise) to Enhance Student Learning in Physiology: A Systematic Review Using PRISMA Guidelines

Ahmed Sayed Khashaba

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Abstract


Due to the emerging demands on shifting focus towards the development of more student-centered and engaging learning experiences, this systematic review elucidates the effectiveness of PeerWise introduction into the blended learning model in Physiology education based on the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Twenty electronic databases were utilized to access related studies between years 2010 to April 2020. A total of eight recent articles on PeerWise in physiology were analyzed. Three studies were conducted among medical students, and five studies were among other courses (i.e., Pharmacy, Biomedical Science, Optometry, and Human Physiology). Majority of the study designs were of cross-sectional quantitative and qualitative studies. Data extracted from the articles include (i) the pattern of PeerWise usage, (ii) the association between PeerWise and academic achievement, (iii) the level of student engagement, (iv) the quality of questions created and (v) students’ perceptions. Four emerging themes were identified among students' perceptions; (i) learning competency, (ii) fun learning experience, (iii) engagement with peers, and (iv) motivation. Methodological quality and risk of biased were assessed; and research gaps, limitations and recommendations were addressed. The present review serves as a guide for new authors to refine their knowledge and improve future research in the topic area.


Keywords


PeerWise, Physiology education, Academic performance, Students' perceptions

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References


Khashaba, A. S. (2020). Evaluation of the effectiveness of online peer-based formative assessments (PeerWise) to enhance student learning in Physiology: A systematic review using PRISMA guidelines. International Journal of Research in Education and Science (IJRES), 6(4), 613-628.




DOI: https://doi.org/10.46328/ijres.v6i4.1216

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Copyright (c) 2020 International Journal of Research in Education and Science

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International Journal of Research in Education and Science (IJRES)
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editor: I-Tsun Chiang, Taiwan

Place of Publication: Turkey & Name of Publisher: Ismail Sahin