Developing a procedure for learning and assessing peer review in a forensic science programme

Abstract

Peer review of forensic casework is essential for ensuring quality and reducing error rates. However, it is not a common component of forensic science degree courses, and there are no published studies, guidelines or methods for teaching and learning forensic peer review. This study describes a method of learning, teaching and assessing forensic peer review through the use of group work to prepare checklists for reviewing casefiles and expert witness reports, followed by individual peer feedback. Example checklists and assessment criteria are provided. The peer feedback comments on expert reports were categorised revealing that suggestions are the most frequent type of feedback provided, followed by questions. Through a questionnaire, participants strongly agreed that the learning and teaching process described here was relevant to their future professional practice, and that through the use of checklists they understood the criteria for effective forensic peer review. It emerged from a semistructured interview that limited time led some students to surface review expert reports, that peers were seen as legitimate sources of knowledge, and additional feedback from lecturers was required. This study may be relevant to other areas where professional peer review is used, such as open source software development, nursing and community pharmacy.

Keywords:

• Peer review
• forensic science
• postgraduate students
• checklist

Acknowledgements

The authors thank all the students for participating in this study and Dr Sarah Russell of Environmental Science & Research Ltd for advice on forensic peer review. Steven Baginski and Katherine Smith from Imperial College London are acknowledged for helpful comments on the manuscript.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Hilary J. Hamnett

Hilary J. Hamnett is a Senior Lecturer in Forensic Science at the University of Lincoln, UK. She was previously a Lecturer/Forensic Toxicologist at the University of Glasgow, UK, where she received a Teaching Excellence Award. Her research and publications focus on postgraduate students, group work and peer review.

Amanda E. McKie

Amanda E. McKie is a lecturer in the School of Medicine, Dentistry & Nursing at the University of Glasgow. She is has an interest in supporting student learning in undergraduate and postgraduate taught contexts through the facilitation of Problem Based Learning, as well developing graduate attributes.