Abstract:
:Despite numerous studies on formal interprofessional education programes, less attention has been focused on informal interprofessional learning opportunities. To provide such an opportunity, a collaborative peer review process (CPRP) was created as part of a peer-reviewed journal. Replacing the traditional peer review process wherein two or more reviewers review the manuscript separately, the CPRP brings together students from different professions to collaboratively review a manuscript. The aim of this study was to assess whether the CPRP can be used as an informal interprofessional learning tool using an exploratory qualitative approach. Eight students from Counselling Psychology, Occupational and Physical Therapy, Nursing, and Rehabilitation Sciences were invited to participate in interprofessional focus groups. Data were analysed inductively using thematic analysis. Two key themes emerged, revealing that the CPRP created new opportunities for interprofessional learning and gave practice in negotiating feedback. The results reveal that the CPRP has the potential to be a valuable interprofessional learning tool that can also enhance reviewing and constructive feedback skills.
journal_name
J Interprof Carejournal_title
Journal of interprofessional careauthors
Kwon JY,Bulk LY,Giannone Z,Liva S,Chakraborty B,Brown Hdoi
10.1080/13561820.2017.1358156subject
Has Abstractpub_date
2018-01-01 00:00:00pages
101-103issue
1eissn
1356-1820issn
1469-9567journal_volume
32pub_type
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