Student-led peer review of an online teaching file

Perspectives after 2 years

Bibliographic Data

ID15328258
AuthorsBryan R Bozung (University of North Carolina School of Medicine, Chapel Hill, NC, USA), Kaiulani M Houston (University of North Carolina at Chapel Hill), Kaiulani Houston (University of North Carolina School of Medicine, Chapel Hill, NC, USA), John Lilly (University of North Carolina Health Care), John F Lilly (UNC Health Care, Chapel Hill, NC, USA), Sheryl G Jordan (0000-0002-6686-2100, University of North Carolina School of Medicine Department of Radiology, Chapel Hill, NC, USA, corresponding author), Lynn Ansley Fordham (0000-0002-0232-0484, University of North Carolina at Chapel Hill), Gary L Beck Dallaghan (0000-0002-8539-6969, University of North Carolina School of Medicine Office of Medical Education, Chapel Hill, NC, USA)
Year2020
Volume26
Issue1
Pages1843356-1843356
Publication date2020-11-30
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueMedical Education Online (JOURNAL)
Journal identifiersISSN: 1087-2981 • E-ISSN: 1087-2981
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10872981.2020.1843356
PMID33250037
OpenAlexW3108751849
LanguageEN
References cited12

The medical student-led peer review process meets core competencies in self-directed learning. The authors plan to explore the application of peer-assisted learning theories to the editing and peer-review process

Curriculum · Medical education · Pedagogy · Peer feedback · Peer review · Process (computing · Computer Science · Innovations in Medical Education · Medicine · Psychology · Radiology practices and education · Reflective Practices in Education

Tools

Open DOIOpen Access