The peer evaluation scores in our course correlated positively with other, largely "knowledge-based" student performance scores, suggesting that students value teammates for the same qualities that help them to perform well on the wards and on cognitive tests. However, the correlations were modest in magnitude. A possible explanation for this, supported by the findings of our qualitative analysis of students’ rationales, is that there are other, "noncognitive" qualities that are also important factors in peer evaluation. These noncognitive qualities may be the most important components of peer evaluation, since they are most likely to be correlated with interpersonal and professional skills. As we improve our methods of helping students to assess these skills in each other, we believe we will come closer to our goal of promoting professionalism.