Improved patient notes from medical students during web-based teaching using faculty-calibrated peer review and self-assessment.

Background This study examines the effectiveness of Calibrated Peer Review™ (CPR), a Webbased 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 into 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 facultycalibrated standards, students evaluated their peers’ notes and their own notes. Trained faculty, blinded to author, order, and group, also graded student notes.