TABLE 2.
Changes in peer review quality as a result of the full curriculum (Course 1)a
| Measure | Review(s) analyzed | RQI | RQI total | PREreview | MHC |
|---|---|---|---|---|---|
| Score range | 1–5 | 7–35 | 1–5 | 0–100% | |
| Avg score | Review 1 | 2.33 | 19.4 | 3.52 | 50.8% |
| Review 2 | 3.22 | 21.1 | 4.18 | 73.2% | |
| Group review | 3.56 | 23.7 | 4.33 | 81.0% | |
| Review 3 | 4.33 | 28.1 | 4.84 | 92.9% | |
| Change per event | Δ(1→2) | 0.18 | 0.05 | 0.13 | 0.22 |
| Δ(2→3) | 0.22 | 0.2 | 0.13 | 0.2 | |
| Δ(1→3) | 0.4 | 0.25 | 0.26 | 0.42 |
Students carried out 3 individual reviews as described in Methods, with review 2 being used to generate the group review. Changes in scores between different reviews are reported as Δ[Review#]→[Review#] and were normalized to give a range of change, from −1 (maximum decrease) to +1 (maximum improvement), with 0 signifying no change in peer review quality. Review quality was assessed by an independent evaluator using four metrics: RQI, the single question in the review quality index, where the evaluator gives an overall assessment of the review; RQI total, the combined score all questions in the RQI; PREreview reviewer’s assessment rubric score; and MHC, the grading rubric created by students in Course 1.