Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies

2021 ◽  
pp. 265-284
Author(s):  
Karen Gravett
Keyword(s):  
Peer Review ◽  
Concept Maps ◽  
Scholarly Writing

scholarly journals Improving Student Feedback Quality: A Simple Model Using Peer Review and Feedback Rubrics

2020 ◽  
Vol 7 ◽  
pp. 238212052093660 ◽  
Author(s):  
Troy Camarata ◽  
Tony A Slieman
Keyword(s):  
Peer Review ◽  
Concept Maps ◽  
Clinical Skills ◽  
Peer Feedback ◽  
Student Feedback ◽  
Feedback Training ◽  
Constructive Feedback ◽  
Quality Feedback ◽  
Feedback Quality

Constructive feedback is an important aspect of medical education to help students improve performance in cognitive and clinical skills assessments. However, for students to appropriately act on feedback, they must recognize quality feedback and have the opportunity to practice giving, receiving, and acting on feedback. We incorporated feedback literacy into a case-based concept mapping small group-learning course. Student groups engaged in peer review of group-constructed concept maps and provided written peer feedback. Faculty also provided written feedback on group concept maps and used a simple rubric to assess the quality of peer feedback. Groups were provided feedback on a weekly basis providing an opportunity for timely improvement. Precourse and postcourse evaluations along with peer-review feedback assessment scores were used to show improvement in both group and individual student feedback quality. Feedback quality was compared to a control student cohort that engaged in the identical course without implementing peer review or feedback assessment. Student feedback quality was significantly improved with feedback training compared to the control cohort. Furthermore, our analysis shows that this skill transferred to the quality of student feedback on course evaluations. Feedback training using a simple rubric along with opportunities to act on feedback greatly enhanced student feedback quality.

Scholarly writing, peer-review and quality papers for Healthcare Infection

2013 ◽  
Vol 18 (4) ◽  
pp. 131-132
Author(s):  
Brett G. Mitchell ◽  
Stephanie J. Dancer ◽  
Ramon Z. Shaban ◽  
Nicholas Graves
Keyword(s):  
Peer Review ◽  
Scholarly Writing

scholarly journals How to Publish: Guidance From GSA’s Journal Editors

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 199-199
Author(s):  
Suzanne Meeks
Keyword(s):  
Best Practices ◽  
Peer Review ◽  
Round Table ◽  
Open Science ◽  
High Impact ◽  
Publication Ethics ◽  
Scholarly Work ◽  
Scholarly Writing ◽  
Journal Editors ◽  
Common Problems

Abstract Each year he GSA publications team sponsors a symposium to assist authors who wish to publish in GSA’s high impact and influential journals. The first part of the session will include five brief presentations from the editors of The Gerontologist, Innovation and Aging, and the Journals of Gerontology Series A and B plus GSA’s managing editors. We will integrate practical tips with principles of publication ethics and scholarly integrity. The topics will be as follows: (1) Preparing your manuscript: strong and ethical scholarly writing for multidisciplinary audiences, (2) common problems that affect peer review, (3) addressing translational significance and fit to journal expectations, (4) transparency, documentation, and Open Science; and (5) working with Scholar One. Following these presentations, we will hold round table discussions with editors from the GSA journals portfolio. At these round tables, editors will answer questions related to the podium presentations and other questions specific to each journal. Intended audiences include emerging and international scholars, and authors interested in learning more about best practices and tips for getting their scholarly work published.

scholarly journals Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes

2019 ◽  
Vol 6 ◽  
pp. 238212051987251 ◽  
Author(s):  
Tony A Slieman ◽  
Troy Camarata
Keyword(s):  
Active Learning ◽  
Peer Review ◽  
Concept Mapping ◽  
Concept Maps ◽  
Knowledge Integration ◽  
Medical Science ◽  
Behavioral Outcomes ◽  
Learning Activity ◽  
Learning Approach ◽  
Case Based

Knowledge integration is an important aspect of education. In clinical education, there is an emphasis on the integration of basic medical science with clinical practice to provide a higher order of comprehension for future physicians. Also of importance in medical education is the promotion and development of professional behaviors (i.e., teamwork and interpersonal professional behavior). We set out to design and implement a weekly, 2 hour educational active learning activity for first-year preclinical medical students to foster knowledge integration and to promote professional development. As part of our case-based curriculum, we used a small-group active-learning approach involving 3 stages: concept mapping, student peer-review, and student group evaluation. Specific learning objectives and behavioral outcomes were designed to focus the learning activities. Rubrics were designed to (1) assess learners’ group generated concept maps, (2) determine effective student peer review, and (3) appropriate evaluation of group dynamics. In addition to assessment data from the rubrics, course evaluations from participating students were collected. Analysis of rubric assessments and student evaluation data confirmed that there was significant statistical achievement in critical thinking and teamwork among students. Furthermore, when analyzing concept mapping scores between the first and last case, the data displayed significant statistical improvement supporting that student groups were further integrating basic science and clinical concepts. Our concept map-based active-learning approach achieved our designated objectives and outcomes.

Expanded Collaborative Learning and Concept Mapping

2010 ◽  
pp. 283-300 ◽  
Author(s):  
Paulo Rogério Miranda Correia ◽  
Maria Elena Infante-Malachias
Keyword(s):  
Collaborative Learning ◽  
Peer Review ◽  
Concept Maps ◽  
Technology Development ◽  
Industrial Society ◽  
Introductory Course ◽  
Methodological Procedures ◽  
Information Technology Development ◽  
Favorable Conditions ◽  
Post Industrial

The synergic effects of knowledge accumulation, information technology development, and globalization have produced a new set of social paradigms. The transition towards a post-industrial society became evident at the beginning of the 21st century. New challenges are presented to the educational system, and a revision of methodological procedures is imperative to prepare citizens capable of dealing with complex contemporary issues. This chapter proposes ‘expanded collaborative learning’ for didactic activities involving peer review of any material produced by groups of students. We present a particular experience in which higher education students produced peer reviewed collaborative concept maps during an introductory course about natural sciences. Besides posing an unusual task for students, peer review changes the evaluation paradigm in traditional classrooms, reduces the power asymmetry between teacher and students, and promotes a truly collaborative atmosphere. This learning environment presents favorable conditions for empowering students, fostering them to act as autonomous citizens capable of transforming society.

Journal Publication and Peer Review: Guidelines and Standards for Authors and Reviewers

1997 ◽  
Vol 28 (3) ◽  
pp. 18-22
Author(s):  
Richard J. Coelho ◽  
Jodi L. Saunders
Keyword(s):  
Peer Review ◽  
Journal Writing ◽  
Writing Process ◽  
Ethical Standards ◽  
Scholarly Writing ◽  
Journal Publication ◽  
Publication Process ◽  
Professional Journals ◽  
Peer Reviewers ◽  
Guidelines And Standards

Peer review is the system used to determine what will be published in professional journals. This system is the heart of the publication process and the pathway to publication for most scholarly writing. Journal reviewers evaluate submitted manuscripts and make recommendations to the editor for publication. Both authors and peer reviewers have a responsibility to ensure that the integrity and ethical standards in writing and evaluation of scholarly submissions are upheld. To promote this endeavor, proposed standards that reviewers and authors should uphold are detailed. In addition, those facets of the journal writing process that reviewers typically consider when evaluating a manuscript for publication are discussed.

Peer review of a dental curriculum: how one school did it

1976 ◽  
Vol 40 (11) ◽  
pp. 761-762
Author(s):  
PK Morse ◽  
TR Dirksen
Keyword(s):  
Peer Review ◽  
Dental Curriculum

An empirical review of gambling expansion and gambling-related harm

2018 ◽  
Vol 64 (5-6) ◽  
pp. 295-306 ◽  
Author(s):  
Debi A. LaPlante ◽  
Heather M. Gray ◽  
Pat M. Williams ◽  
Sarah E. Nelson
Keyword(s):  
Literature Review ◽  
Peer Review ◽  
Empirical Data ◽  
Empirical Studies ◽  
Expansion Method ◽  
Responsible Gambling ◽  
Review Literature ◽  
Evidence Based ◽  
Empirical Comparison ◽  
Related Harm

Abstract. Aims: To discuss and review the latest research related to gambling expansion. Method: We completed a literature review and empirical comparison of peer reviewed findings related to gambling expansion and subsequent gambling-related changes among the population. Results: Although gambling expansion is associated with changes in gambling and gambling-related problems, empirical studies suggest that these effects are mixed and the available literature is limited. For example, the peer review literature suggests that most post-expansion gambling outcomes (i. e., 22 of 34 possible expansion outcomes; 64.7 %) indicate no observable change or a decrease in gambling outcomes, and a minority (i. e., 12 of 34 possible expansion outcomes; 35.3 %) indicate an increase in gambling outcomes. Conclusions: Empirical data related to gambling expansion suggests that its effects are more complex than frequently considered; however, evidence-based intervention might help prepare jurisdictions to deal with potential consequences. Jurisdictions can develop and evaluate responsible gambling programs to try to mitigate the impacts of expanded gambling.

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