Peer review as an educational strategy to improve academic work: An interdisciplinary collaboration between communication disorders and nursing

Abstract

BACKGROUND:The Communication Disorders and Nursing Programs conducted a pilot study to examine the value of peer review as an educational strategy to improve graduate student writing and understanding of course assignments. PARTICIPANTS: Graduate students enrolled in a communication disorders diagnostic process course, a health policy course, or a philosophical foundations course (N = 120). METHODS: Students participated as a peer reviewer for their final assignment. The reviewer read the draft assignment and provided comments. Additionally, nursing students read their papers out loud to the peer reviewer. Students submitted their draft assignment to their professor. The nursing drafts were graded. Students revised and submitted the final assignment for a grade. Students completed a questionnaire at the end of the course to provide feedback about the value of peer review. RESULTS: A 65% response rate was obtained. Students (89.9%) felt that the draft was helpful, the partner was helpful (70.9%), and 78.5% incorporated the suggestions of the peer reviewer. Overall, grades improved from the draft version to the final version for each assignment. CONCLUSION: The pilot study showed that peer review was an effective educational strategy to improve student grades and conceptual understanding of the material.

Asynchronous Peer Review Feedback in an Undergraduate Nursing Course

“…Neilsen 5 and Chaktsiris and Southworth 11 point to peer review's limitations in prompting revision but conclude peer review can support other valuable aspects of learning and development such as self-assessment, time management, organization, and peer connection. Schlisselberg and Moscou 12 connect peer review to improvements in final grade and writing quality.…”

“…These studies indicate that peer review can improve self-assessment, time management, connection, final grades in courses, and writing quality. 5,11,12 The literature raises the importance of continuing to explore the potential of peer review, especially when delivered online.…”

“…Although most of these studies discuss in-person peer review, Kastman Breuch13 and Neal et al14 highlight the distinct advantages of conducting peer review online: more flexible reviewing environment, individualized timing, and increased accessibility for students with neurodiversities, such as anxiety and processing disorders. These studies indicate that peer review can improve self-assessment, time management, connection, final grades in courses, and writing quality 5,11,12. The literature raises the importance of continuing to explore the potential of peer review, especially when delivered online.…”