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Background: This study examines the effectiveness of Calibrated Peer Review (TM) (CPR), a Web-based writing development program, to teach and assess medical students' patient note-writing skills in a standardized fashion. Method: At the end of the clerkship year, 67 medical students were divided inot three groups, introduced to CPR, and instructed in patient note-writing. Students then wrote notes for three clinical cases, presented in different order to each group. After training on faculty-calibrated standards, students evaluated their peers; notes and tehir own notes. Trained faculty, blinded to author, order, and group, also graded student notes. Results: Faculty gave lower scores than students, but both groups found students' scores improved significantly from the first to the third note writteb, Conclusions: Student-written pateint notes improved in quality while using CPR. The program uses approaches valued in medicine (accurate peer review and self-reflection) to enhance performance"""

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Academic Medicine

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University of New Mexico School of Medicine


Calibrated Peer Review, self assessment, medical students