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It facilitated higher level thinking and a self-reflection of students' own patient presentations. Most students felt that they received constructive feedback from peers (82%) that helped them improve their patient presentation skills (72%). However, students were more trusting of TAs' skills in assessing patient presentations (76% versus 93%, p less then 0.001). Some students were concerned about the specificity and criticalness of feedback they received from peers. SUMMARY Peer assessment is a useful pedagogical strategy for providing
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