Designing activities for learners to deal with problems and cultivate their higher order thinking is critical in professional training. Peer review is to allow a group of learners with similar abilities and knowledge background to promote their higher order thinking and reflective thinking through mutual observation and comments. However, in the conventional peer-review approach, the interaction between assessors and assessees is one-way. That is, assessors cannot receive any responses from assessees, so they have no opportunity to reflect on their comments. The online interactive peer-review approach aims to enable assessees to express their points of view and to allow assessors to understand whether their ratings and comments are accurate or helpful to assessees. During the interaction, both assessors and assessees have the opportunity for reflection, which then promotes the quality of ratings and comments and facilitates their learning effectiveness and critical thinking. The present study developed an online interactive peer-review system and applied it to the health assessment learning course for nurse practitioners (NP). An experiment was designed to explore the effects of different online peer-review approaches on NP students' learning achievement and higher order thinking. Also, the study recorded the students' peer-review content and analyzed its effects on the quality of their peer review. The experimental group adopted the online interactive peer-review approach, while the control group adopted the conventional online peer-review approach in a flipped learning context. The results indicated that integrating the online interactive peer-review learning approach could not only strengthen the NP students’ knowledge and clinical skills, but could also significantly improve their critical thinking tendency and reflective thinking. Moreover, based on the analytic findings of the peer-review content, students using the online interactive peer-review approach were better able to significantly address more specific suggestions to assist their peers in improving their health assessment performance than those using the conventional online peer-review approach.

为学习者设计处理问题和培养高层次思维的活动是专业培训的关键。同行评议是让一群能力和知识背景相近的学习者通过相互观察和评论，促进他们的高阶思维和反思性思维。然而，在传统的同行评审方法中，评估者和被评估者之间的互动是单向的。也就是说，评估者无法收到被评估者的任何回应，因此他们没有机会反思他们的评论。在线交互式同行评审方法旨在让被评估者表达他们的观点，并让评估者了解他们的评级和评论是否准确或对被评估者有帮助。在互动过程中，评估者和被评估者都有机会进行反思，从而提高评分和评论的质量，促进他们的学习效率和批判性思维。本研究开发了一个在线交互式同行评审系统，并将其应用于执业护士 (NP) 的健康评估学习课程。一项实验旨在探索不同的在线同行评审方法对 NP 学生学习成绩和更高层次思维的影响。此外，该研究记录了学生的同行评审内容，并分析了其对同行评审质量的影响。实验组采用在线交互式同行评审方法，而对照组在翻转学习环境中采用传统的在线同行评审方法。结果表明，整合在线交互式同行评审学习方法不仅可以加强NP学生的知识和临床技能，而且可以显着提高他们的批判性思维倾向和反思性思维。此外，基于同行评审内容的分析结果，使用在线交互式同行评审方法的学生比使用传统在线同行评审方法的学生能够更好地提出更具体的建议，以帮助他们的同伴提高他们的健康评估表现。审查办法。