Good Critical Friends Are Hard to Find: Promoting Peer Review among Doctoral Students

Purpose: This study aims to examine entry-level PhD students' experiences with participating in Critical Friends, a peer review protocol, used to support learning the threshold concept of literature review. It also sought to determine if, and how, students used the peer review protocol elective...

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Bibliographic Details
Published inStudies in Graduate and Postdoctoral Education Vol. 14; no. 2; pp. 186 - 200
Main Authors Tyndall, Deborah, Powell, Shannon Baker
Format Journal Article
LanguageEnglish
Published Bingley Emerald Publishing Limited 07.04.2023
Emerald Group Publishing Limited
Subjects
Academic Language
Consent
Data collection
Doctoral Students
Emotional Response
Feedback
Graduate students
Identification (Psychology)
Information literacy
Knowledge
Learning
Literature Reviews
Nursing education
Pedagogy
Peer Evaluation
Peer review
Psychological Patterns
Reflective teaching
Student Development
Student Experience
Student Reaction
Student Research
Writers
Writing
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Summary:Purpose: This study aims to examine entry-level PhD students' experiences with participating in Critical Friends, a peer review protocol, used to support learning the threshold concept of literature review. It also sought to determine if, and how, students used the peer review protocol electively during their first year of doctoral study. Design/methodology/approach: The authors used a sequential, QUAL-qual mixed-method design to guide the study. Reflective learning journals, surveys and interviews were collected from three cohorts of PhD students (N = 18). Findings: Thematic analysis revealed that giving and receiving writing critique was uncomfortable for these novice peer reviewers and many described emotional disciplining associated with vulnerability. Critical Friends offered a safe space to begin mastery of the literature review and begin transforming new researcher and writer identities. While Critical Friends was a positive experience for students, they struggled implementing the protocol on their own following the course. Practical implications: These findings support the need for faculty to embed peer review opportunities in courses during the first year to facilitate role modeling and mentoring. The findings also demonstrate the need to engage students with peer review early in the program to increase comfort, cultivate student resiliency for accepting critical feedback and build capacity for students to learn with and from others. Originality/value: This paper advocates for the use of peer review practices early in the doctoral study to promote the development of researcher identity and positioning within the research community.
ISSN:2398-4686
2398-4694
DOI:10.1108/SGPE-11-2021-0081