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Collaborative peer review process as an informal interprofessional learning tool: Findings from an exploratory study.

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A new collaborative peer review process (CPRP) offers informal interprofessional learning for students. This method enhances skills in constructive feedback and negotiation, proving valuable for diverse health professions.

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Area of Science:

  • Health Professions Education
  • Interprofessional Learning
  • Qualitative Research

Background:

  • Formal interprofessional education (IPE) is widely studied, yet informal IPE opportunities receive less attention.
  • A novel Collaborative Peer Review Process (CPRP) was developed within a peer-reviewed journal setting.
  • CPRP integrates students from various health professions for manuscript review.

Purpose of the Study:

  • To evaluate the Collaborative Peer Review Process (CPRP) as an informal interprofessional learning tool.
  • To explore student experiences within this novel educational approach.

Main Methods:

  • An exploratory qualitative study was conducted.
  • Eight students from diverse health professions (Counselling Psychology, Occupational and Physical Therapy, Nursing, Rehabilitation Sciences) participated.
  • Data were collected through interprofessional focus groups and analyzed using thematic analysis.

Main Results:

  • Thematic analysis revealed two primary themes.
  • CPRP facilitated new avenues for interprofessional learning among students.
  • Participants gained practical experience in negotiating feedback within an interprofessional context.

Conclusions:

  • The Collaborative Peer Review Process (CPRP) demonstrates potential as an effective informal interprofessional learning tool.
  • CPRP can enhance students' skills in manuscript review and delivering constructive feedback.
  • This approach offers a unique method for fostering interprofessional collaboration and skill development.