Mimicking Scholarly Peer Review as a Feedback-Rich Exercise for Students in Creativity and Judgement

Abstract

A critical challenge in undergraduate education is providing structured opportunities for students to develop creative, logical and persuasive writing skills in collaborative teams, ideally within a feedback-rich environment. The scholarly peer review process that we as academics engage in for our research is ideally suited for this purpose – integrating creative team-based writing with rigorous peer evaluation and feedback, justification of one’s position through critical thinking, before synthesis into a final written product. Here, I will report our experimentation with this concept in an undergraduate Biomedical Sciences course at HKU.