Advancing Critical Skills and Academic Success Through Structured Self and Peer Evaluation in Undergraduate Health Care Ethics and Law Course
Self and peer assessment are increasingly recognized as valuable pedagogical tools in higher education. However, their relationship to academic performance and critical skill development in healthcare ethics education remains under-explored. This study aimed to evaluate the effectiveness of structured assessment methods in healthcare ethics education by examining their relationship with academic achievement, peer and self-evaluations, student demographics, and the development of critical thinking skills. A prospective longitudinal study was conducted on 348 third-year undergraduate medical stu
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