Learning through multiple lenses: analysis of self, peer, near-peer, and faculty assessments of a clinical history-taking task in Australia

This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students’ attitudes towards marking by those various groups. A cross-sectional study design was utilized. Year 2 osteopathy students enrolled at Victoria University completed an assessment on history-taking skills during a simulated patient scenario and the students conducted a self-reflection on their performance, a task that they had been exposed to in the first year of their training, from February 2016 to November 2016