At a Glance


  • Health science

Instructional Level

  • College & CEGEP


  • Interventions in vascular and respiratory conditions 144-551 DW

Tasks in Workflow

Social Plane(s)

  • Group
  • Whole Class

Type of Tasks

  • Reading
  • Writing
  • Analyzing
  • Reviewing & assessing peers

Technical Details

Useful Technologies

  • Online collaborative platform (Google Doc or Teams)

Class size

  • Very small (< 20)
  • Small (20-49)


  • Single class period (< 90 mins)

Instructional Purpose

  • Application & knowledge building
  • Consolidation & metacognition
  • Assessment & knowledge refinement


This workshop was used for a Reverse case study assignment for lung pathologies. Students were asked to evaluate their own and their peers’ work against guidelines & standards, a checklist and rubric through guided self-evaluation and peer feedback. As presented, it was used as part of a multi-stage group assignment as an opportunity for students to improve the quality of their work prior to submission, but also to hone their meta-cognitive skills through cognitive apprenticeship.

This activity can be done individually or be paired with DIY case building: Reverse cases for lung pathologies and Mock data collection and role play for health disciplines in-lab practice.

Instructional Objectives

  1. Students will evaluate their own work and their colleagues’ work against a set of guidelines, a completion checklist, and a qualitative rubric.
  2. Students will compare and contrast elements of their work against that of their colleagues in order to identify main differences and similarities in clinical presentation and rehabilitation management of different types of lung conditions.

Workflow & Materials


Activity Workflow

View on CourseFlow

Contributor's Notes

Cathy Roy

Cathy Roy

Dawson College, Montreal


Sharpens students metacognitive skills (self & peer evaluation), deepens treatment planning and clinical reasoning abilities (analytic/evaluative), helps students integrate knowledge into holistic understanding of a client. For teacher, reduces quantity of grading and feedback through use of mastery learning principles. Students do much more of the feedback process themselves and just hand in better work.


I struggled with the quality of peer feedback (not resulting in adequate improvement in quality of work). This has resulted in the construction of the various scaffolds included in the materials section, and increased guidance before, during, and after the activity to ensure students get the maximum benefit from it. It is still a work in progress, but it gets better with implementation each year.

  1. Thorough teacher guidance both synchronous (just in time teaching style) and asynchronous (in the form of scaffold, guidelines, instructions, rubric, etc.)
  2. Only use activity with students who are higher level or increase scaffolding.

Applied Strategies

Related Activities

Health science

DIY Case Building: Reverse Cases for Lung Pathologies

Students build a client "chart" based on a set of basic pathophysiology and contextual elements

Health science

Mock Data Collection and Role Play for Health Disciplines In-Lab Practice

Students play the role of a client in a simulated clinical intervention to provide a more authentic context for lab practice