The effect of midterm peer feedback on student functioning in problem-based tutorials

Rachelle J. A. Kamp*, Diana H. J. M. Dolmans, Henk J. M. Van Berkel, Henk G. Schmidt

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

18 Citations (Web of Science)


Within Problem-Based Learning successful learning depends on the quality of cognitive, social and motivational contributions students make to the tutorial group. But at the same time, not all students in PBL automatically contribute in a high quality manner, which might impede successful group functioning. This study investigated whether peer process feedback combined with goal setting can be used to improve the quality of students' individual contributions. A mixed-methods explanatory design, in which 74 second-year Health Sciences students participated, combined a pre- and posttest with a focus group. The results indicated that the quality of the contributions only increased for students with a below average score on the pre-test. The qualitative data confirmed that the impact of the feedback could be increased by combining individual reflection by means of goal setting with face-to-face discussion. Another suggestion is to investigate whether midterm peer process feedback is more effective for first year students, because they are still developing their tutorial behavior, as opposed to second year students.
Original languageEnglish
Pages (from-to)199-213
JournalAdvances in Health Sciences Education
Issue number2
Publication statusPublished - May 2013


  • Problem-Based Learning
  • Peer feedback
  • Mixed-methods exploratory design
  • Effectiveness
  • Process feedback
  • Student functioning

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