Student-led peer review of an online teaching file: perspectives after 2 years

Abstract

Problem: Opportunities for self-directed learning were missing from our medical school curriculum in general and on our radiology electives specifically. Our objective was to explore the feasibility and benefits of using medical students in the development of our studentcreated teaching files. Approach: In 2018, a website was developed at our institution to support medical student radiology education and create a repository for the online publication of student-developed teaching cases. Students participating in radiology clerkships at our institution had an opportunity to submit case presentations for publication to our online teaching file following peer review. The medical students participated in the peer review process facilitated by the faculty director of radiology undergraduate medical education. The faculty member oversaw the training of new student editors and the development of a peer review guide. Outcomes: The peer review guide included goals of the teaching file project and direction regarding the peer review process. Student editors were trained using the peer review guide in conjunction with individual meetings with the faculty mentor. At twenty-four months, 82 student-developed cases had been published to the online teaching file following medical student peer review. The teaching file had garnered 3884 page views. Next Steps: The medical student-led peer review process meets core competencies in selfdirected learning. The authors plan to explore the application of peer-assisted learning theories to the editing and peer-review process.

Capacity Building in Peer-Review: a Student-led Journal Experience

“…Regarding our report, reviewers improved their communication and writing skills, including formality and cordiality, when outlining comments and feedback to authors (31). Moreover, re ning students' ability to provide high-quality feedback increases the potential for their involvement in the medical curriculum by enhancing self-directed learning, leadership ability, and intellectual knowledge improvement (32)(33)(34). By incorporating students into the center of the publishing process, preconceptions about who can participate in research and knowledge sharing are challenged.…”

Capacity Building in Peer Review: a Student-led Journal Experience

“…Regarding our report, reviewers could develop communication skills, including formality and cordiality, when elaborating comments to authors (31). Moreover, improving students' feedback quality potentializes their involvement in the medical curriculum, enhancing self-directed learning, leadership ability, and intellectual content (32)(33)(34). Such student proactiveness drove BMS reviewing and editing, beginning with the initiative to build the peer review model by self-teaching in the topic and required technological resources.…”

Near-Peer Teaching in Radiology Symposia: A Success Story in Residents as Teachers

“…2 It has been relatively unstudied in radiology, other than a few examples of fourth-year medical students and radiologists teaching anatomy to first-year students, 3,4 and an example of medical student participation in teaching file development. 5 Because radiology program director surveys list medical student and resident teaching and case conference preparation and presentations as frequent resident responsibilities, 6 near-peer teaching seems beneficial.…”