Background and purpose

Journal article critiques are frequently used to teach literature evaluation to pharmacy students. Peer review is one method to improve students' competency regarding journal article critiques. The objective of this manuscript is to describe implementation of electronic peer review of journal article critique drafts and explore students' intrinsic motivation to participate in the peer-review process. Influence of students' motivation to participate in peer review on their self-competence regarding journal article critiques was also explored.

Educational activity and setting

Second-year pharmacy students participated in three in-class, electronic, anonymous peer-review sessions for written journal article critique drafts. Students were invited to complete a 16-item survey instrument based on self-determination theory. Modified Intrinsic Motivation Inventory and Perceived Competence Scales assessed student interest in and perceived value of the peer-review sessions and their self-competence regarding journal article critiques.

Findings

The survey response rate was 99% (146/148). Based on a Likert scale of 1 (not at all true) to 7 (very true), students demonstrated moderate interest in the peer-review sessions (M = 3.86), viewed them as valuable (M = 5.25), and had a moderate level of self-competence regarding journal article critiques (M = 3.74). Additionally, interest and perceived value of the peer-review sessions significantly influenced self-competence in completing journal article critiques.

Summary

An anonymous, electronic peer-review system provides an efficient method for in-class peer review of draft assignments. Implementing strategies to increase student interest in peer review may increase their motivation for participation and ultimately improve self-competence regarding literature evaluation.

中文翻译：

---

药学学生参与期刊文章评论作业电子同行评审的内在动机

背景和目的

期刊文章评论经常用于向药学学生教授文献评估。同行评审是提高学生对期刊文章评论能力的一种方法。这篇手稿的目的是描述期刊文章评论草稿的电子同行评审的实施，并探索学生参与同行评审过程的内在动机。还探讨了学生参与同行评审的动机对他们在期刊文章评论方面的自我能力的影响。

教育活动和环境

二年级药学学生参加了三个课堂内的、电子的、匿名的同行评审会议，以撰写期刊文章评论草稿。邀请学生完成基于自决理论的 16 项调查工具。修改后的内在动机量表和感知能力量表评估了学生对同行评审会议的兴趣和感知价值，以及他们对期刊文章评论的自我能力。

发现

调查回复率为 99% (146/148)。基于 1（完全不正确）到 7（非常正确）的李克特量表，学生对同行评审会议表现出中等兴趣 (M = 3.86)，认为它们有价值 (M = 5.25)，并且有中等关于期刊文章评论的自我能力水平（M = 3.74）。此外，同行评审会议的兴趣和感知价值显着影响了完成期刊文章评论的自我能力。

概括

匿名的电子同行评审系统为课堂上对作业草稿进行同行评审提供了一种有效的方法。实施提高学生对同行评审兴趣的策略可能会增加他们参与的动力，并最终提高文献评估的自我能力。