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

Abstract

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.

Training Future Nurse Scientists to Become Peer Reviewers

“…In collaboration with a reference librarian, we searched for literature on how to integrate the review process into the classroom and found a dearth of information. Three articles were identified that addressed the methodological approaches to incorporating the peer-review process into PhD curriculum (Sethares & Morris, 2016;Tyndall & Powell, 2023;Xu et al, 2016). These articles identified the need to incorporate peer-review training and education into the PhD curriculum.…”

A holistic model of resources to enhance the doctoral student's well-being

“…Instrumental, informational and emotional support from the peer (Mason and Hickman, 2019) and family (Boone et al ., 2020) helps in trust-building, mutual empowering, program completion, program satisfaction, development of students' doctoral competency at individual level. The sharing of emotional experiences with a critical friend in the form of a peer is a powerful tool that provides mutual empowerment, a shared understanding of their doctoral journey, support for the scholar during role transitions and a sense of belonging for both students (Gregory and Burbage, 2022; Tyndall and Powell, 2023; Schwoerer et al ., 2021).…”