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Despite compelling evidence of its potential effectiveness, uptake of self and peer assessment in higher education has been slower than expected. As with other assessment practices, self and peer assessment is ultimately enabled, or inhibited, by the actions of individual academics. This paper explores what academics see as the benefits and challenges of implementing self and peer assessment, through the analysis of interviews with 13 Australian academics. Thematic analysis of our qualitative data identified seven themes of benefits and five challenges. Our academics showed strong belief in the power of self and peer assessment as formative assessment, contrary to past literature which has focussed on the accuracy of students’ marking. This paper therefore brings insights as to not only what academics value about self and peer assessment but also identifies potential inhibitors in practice. Recommendations are made about improving the design and implementation of self and peer assessment in higher...

The coronavirus disease 2019 (COVID-19) pandemic has brought changes to the way medical care is delivered to keep health workers safe while simultaneously managing available resources. The well-being of patients and healthcare workers is crucial and has become a topic of debate as the world faces adjusts to the COVID-19 pandemic. Therefore, there is need to consider innovative methods of delivering medical care. Telehealth and digital health care which is the provision of medical care via Information Communication Technology (ICT) with highspeed telecommunications systems, has increasingly becoming popular in providing medical care services can be adopted to reduce infections during quarantine and social distancing practices. Specifically, by means of document and literature review this paper discusses the role of telehealth and digital care solutions, types and application of telehealth, and current policies for COVID-19. More importantly, findings from the article present the human, infrastructure, and institutional determinants that influence the adoption of telehealth and digital care solutions during the pandemic. The findings discuss how telehealth and digital care technologies can benefit the society. This study provides implications to informs medical staffs on the potential of digital technologies to provide support during and after the pandemic.

This paper introduces the application and the results of a fuzzy number based questionnaire used for evaluating lecturers’ performance in a newly launched peer review programme in order to enhance ...

A dilemma within computer science departments is developing sustainable ways to expand capacity within introductory computer science courses while remaining committed to inclusive practices. Training near-peer mentors for peer code review is one solution. This paper describes the preparation of near-peer mentors for their role, with a focus on regular, consistent feedback via peer code review and inclusive pedagogy. Introductory computer science students provided consistently high ratings of the peer mentors’ knowledge, approachability, and flexibility, and credited peer mentor meetings for their strengthened self-efficacy and understanding. Peer mentors noted the value of videotaped simulations with reflection, discussions of inclusion, and the cohort’s weekly practicum for improving practice. Adaptations of peer mentoring for different types of institutions are discussed. Computer science educators, with hopes of improving the recruitment and retention of underrepresented groups, can benefit fro...

With traditional academic work, the process of peer review is seemingly clear - work is refereed as a way of gatekeeping ideas and research contributions, to ensure it is not publicly available until it has passed a test of rigour, originality, clarity and significance to the field. Those with assumed knowledge of the discipline are the said gatekeepers, tasked with assessing the work on the basis of disciplinary knowledge and general research expertise. This often rests on the notion that the research and knowledge are made explicit in the writing. This is problematic for non-traditional academic work, such as screen production and media art, because a key value in this kind of work is the ability to communicate implicitly and differently from what can be articulated within the parameters of written, academic language. This tension between implicit and explicit knowledge claims has been one source of difficulty for evaluating and therefore rewarding creative practice research. In this paper, we draw on a recent gathering of screen production academics, the two-day Sightlines: Filmmaking in the academy festival and conference, to help us discuss the complexities of peer reviewing screen production works for the academy, and to help us point towards possible solutions. We focus specifically on where and in what form the articulation of research might happen to assist the peer reviewing process, where the common approach is to write a research statement that makes explicit the methodologies undertaken and the new knowledge being claimed. This has incited some protest from within the screen production community: for example, how do we account with language for the very thing that is in excess of language, the contribution that finds its unique place outside of language and within the moving image? We therefore also discuss the dialogic relationship between art and writing, and the kinds of relationality that might be created to help make room for the in-articulable'. In short, how research and new knowledge in a screen work might be illuminated, and how an academic peer might therefore evaluate it. We conclude by discussing an approach we are currently taking to develop an online, refereed publication for screen production works, the Sightlines Journal, in response to both the current literature on the topic and the gathering of discipline academics. Given the various contexts in which these questions arise in relation to screen production research (during the writing of a PhD, in the examination process, and in professional environments), we address them accordingly as individual yet interwoven discussions driven by the shared need to find workable solutions to recurring problems. Refereed/Peer-reviewed

Silvia Allikmets,1 Jasper P Vink2 1King’s College London School of Medicine, 2Imperial College London School of Medicine, London, UKIn their article, Fujiwara et al1 discussed the effect of peer-led training of basic life support in the education of medical students. As the training of medical students is a continuously dynamic and developing field, such statistically significant information is useful to consider when improving medical teaching programs. While we agree with the conclusions drawn by Fujiwara et al,1 we suggest that peer-led teaching is superior to conventional (eg, professor-led) learning methods in medical education, providing benefits for students, tutors, and their faculties.View original paper by Fujiwara and colleagues.&nbsp