Peer Review

Tornwall, Joni; McGaughy, Melinda; Schubert, Carolyn

doi:10.1097/nne.0000000000001043

Cited by 5 publications

(4 citation statements)

References 15 publications

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“…During ongoing training, PAS and peer discussions about performance can complement teachers' feedback. 16 Teachers should be aware that the scores high achieving students give themselves will likely align with faculty scores. Part of the reason for the high achievement of these students may be due to their realistic evaluation of their own skills as they do not consider themselves prematurely competent.…”

Section: Discussionmentioning

confidence: 99%

“…These findings have implications for the design of student‐centred learning and assessment activities for preclinical fixed prosthodontics courses. During ongoing training, PAS and peer discussions about performance can complement teachers' feedback 16 . Teachers should be aware that the scores high achieving students give themselves will likely align with faculty scores.…”

Section: Discussionmentioning

confidence: 99%

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Self‐assessment and peer‐assessment of the psychomotor skills in preclinical prosthodontics: A prospective study

Ellakany

Tantawi

AlEraky

et al. 2022

Eur J Dental Education

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Introduction Students' self‐assessment and peer assessments are essential to understand the rubrics criteria and improve their psychomotor skills. The purpose of this study was to assess the impact of self‐assessment score (SAS), peer‐assessment score (PAS) and teacher assessment score (TAS) on the final scores of the psychomotor skills of dental students in a preclinical fixed prosthodontics course. Materials and Methods A prospective study included D2 students in a preclinical fixed prosthodontics course for two consecutive academic years from September 2017 to May 2019. Students' performance of various procedures over 14 sessions was assessed by SAS, PAS and TAS. Repeated‐measures ANOVA was used to assess differences between the three scores and control charts showed their change over time. Multivariable linear regression was used to assess the association between two outcome variables: TAS and the total preclinical score and the explanatory variables: SAS, PAS, TAS, gender and GPA. The significance level was set at 5%. Results SAS had a significantly higher mean (80.21) than TAS (79.32) and PAS (78.58). SAS reached higher levels earlier than TAS and PAS. PAS had a stronger association with TAS than SAS (partial eta squared, η2 = 0.17 and 0.13), whereas SAS significantly predicted total preclinical score (p < .0001). Conclusions PAS helped develop the skills of dental students during training, while SAS had an impact on their total preclinical score. Different student‐centred activities are needed to support students' preclinical training in fixed prosthodontics courses.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Self‐assessment and peer‐assessment of the psychomotor skills in preclinical prosthodontics: A prospective study

Ellakany

Tantawi

AlEraky

et al. 2022

Eur J Dental Education

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“…The first year of doctoral study is an optimal time for faculty to begin building resiliency before students embark on independent research activities. Similar to Tornwall et al (2022), time was noted as a main barrier to participating in peer review. We found students did not make the time to initiate the Critical Friends protocol outside course requirements.…”

Section: Cultivate Student Resiliency For Accepting Critical Feedbackmentioning

confidence: 94%

“…Yet, many students report a lack of comfort with their ability to provide feedback to others (Sethares and Morris, 2016; Woodhouse and Wood, 2020). Lack of time and fear of negative impacts on peers have also been identified as demotivating factors for participating in peer review (Tornwall et al , 2022). To lessen students’ hesitancy of participation, faculty should consider mentoring strategies (Kumar and Aitchison, 2018; Xu et al , 2016), the use of specific guidelines (Sethares and Morris, 2016) and time in class for peer-review activities (Adachi et al , 2018; Tornwall et al , 2022).…”

Section: Introductionmentioning

confidence: 99%

Good critical friends are hard to find: promoting peer review among doctoral students

Tyndall

Powell

2023

SGPE

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Purpose This study aims to examine entry-level PhD students’ experiences with participating in Critical Friends, a peer review protocol, used to support learning the threshold concept of literature review. It also sought to determine if, and how, students used the peer review protocol electively during their first year of doctoral study. Design/methodology/approach The authors used a sequential, QUAL-qual mixed-method design to guide the study. Reflective learning journals, surveys and interviews were collected from three cohorts of PhD students (N = 18). Findings Thematic analysis revealed that giving and receiving writing critique was uncomfortable for these novice peer reviewers and many described emotional disciplining associated with vulnerability. Critical Friends offered a safe space to begin mastery of the literature review and begin transforming new researcher and writer identities. While Critical Friends was a positive experience for students, they struggled implementing the protocol on their own following the course. Practical implications These findings support the need for faculty to embed peer review opportunities in courses during the first year to facilitate role modeling and mentoring. The findings also demonstrate the need to engage students with peer review early in the program to increase comfort, cultivate student resiliency for accepting critical feedback and build capacity for students to learn with and from others. Originality/value This paper advocates for the use of peer review practices early in the doctoral study to promote the development of researcher identity and positioning within the research community.

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Nursing students' experiences and perception of peer feedback: A qualitative systematic review

Wong

Shorey

2022

Nurse Education Today

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Peer Review

Cited by 5 publications

References 15 publications

Self‐assessment and peer‐assessment of the psychomotor skills in preclinical prosthodontics: A prospective study

Self‐assessment and peer‐assessment of the psychomotor skills in preclinical prosthodontics: A prospective study

Good critical friends are hard to find: promoting peer review among doctoral students

Nursing students' experiences and perception of peer feedback: A qualitative systematic review

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