Relationship between peer evaluation and interprofessional self-evaluation in a joint healthcare team-based learning class involving three universities

Objective: This study aimed to clarify the relationship between interprofessional self-evaluation and peer evaluation during interprofessional education (IPE) using team-based learning (TBL). We also aimed to clarify differences in interprofessional cooperation between students with high and low peer evaluation scores.Methods: In total, 483 students (grades 3–5) from nine faculties at three universities participated in a TBL-based IPE program. The students completed five interprofessional self-evaluation domains (the modified Tsukuba IPE model) before and after IPE. Students also completed peer evaluation after IPE. Students were divided into three groups by peer evaluation scores (low, middle, high), and the post-class self-evaluation scores of these groups were compared using a Kruskal–Wallis test. Multiple regression analysis was also performed. Peer evaluation comments were analyzed using a qualitative inductive method.Results: Students in the low peer evaluation group had significantly lower scores in the “Regarding participation in group work” domain than students in the high group (P