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An evaluation of the use of peer review as a formative feedback process in reflective writing within physiotherapy education

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Abstract

Reflection is integral to developing Health and Social Care students to become autonomous practitioners. Formative assessment and peer review can increase student engagement and improve attitude to learning. Module assessment indicated that first year physiotherapy students were poor at reflective writing. Evidence of the efficacy of peer review as a formative feedback process for reflective writing is lacking. Two cohorts of first year physiotherapy students evaluated the formative feedback process by anonymous questionnaires using Likert scales and free text. In Phase 1; students were introduced to the concepts of formative and peer assessment, and then critiqued each other's work. Phase 2: as Phase 1 plus previous summative submissions for students to critique using the assessment marking criteria and identification of action points to develop their own reflections. Evaluations were compared. After Phase 1 students felt more confident in developing their own reflections, but tutors noted that most students lacked sufficient knowledge of critical reflection to give constructive feedback. Phase 2 evaluation showed that adding exemplars and a formalised action plan, the student’s ability to identify good reflective writing improved. This evaluation suggests that peer review can be effective in providing formative feedback in reflective writing, but strategies need to be in place to ensure that the learning process is successful.

Acceptance Date Jun 20, 2018
Publication Date Aug 31, 2018
Publicly Available Date Mar 29, 2024
Journal The Journal of Academic Development and Education
Print ISSN 2051-3593
DOI https://doi.org/10.21252/KEELE-0000031
Keywords peer review, reflective writing, formative feedback
Publisher URL http://dx.doi.org/10.21252/KEELE-0000031

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