Fostering cross-institutional and cross-disciplinary peer review of teaching in health sciences programs

Snezana Kusljic; Nicole B Reinke; Tania N Crotti; Nidhish Francis; Sophie Paquet-Fifield; David Van Reyk; Roma Forbes

doi:10.55890/2452-3011.1394

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Fostering cross-institutional and cross-disciplinary peer review of teaching in health sciences programs

Journal article

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Fostering cross-institutional and cross-disciplinary peer review of teaching in health sciences programs

Snezana Kusljic, Nicole B Reinke, Tania N Crotti, Nidhish Francis, Sophie Paquet-Fifield, David Van Reyk and Roma Forbes

Health Professions Education, Vol.12(2), pp.227-230

2026

DOI: https://doi.org/10.55890/2452-3011.1394

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Abstract

Purpose: The education of future health professionals brings with it a diversity of programs, the requirements for effective work-integrated learning experiences, and best use of discipline and clinical expertise. Peer review of teaching (PRT) is one mechanism whereby interdisciplinary connections are built to improve the quality of teaching and learning. This article introduces a novel perspective on the PRT process and highlights the importance of interdisciplinary collaboration. Methods: The Health Sciences Special Interest Group within the Higher Education and Research Development Society of Australasia initiated a cross-institutional PRT which included seven educators of varying academic experience from six Australian academic institutions. Upon completion of the PRT, each educator undertook a written reflection using six prompts to guide consistency. Results: Our findings highlighted the value of cross-institutional and cross-disciplinary PRT. We have learned from each other and gained more appreciation for the effort educators put into teaching and learning design that is meaningful and impactful for student learning, which is one of the main foci of the process. Conclusion: Building on our experiences, we propose a cross-institutional, crossdisciplinary approach to PRT that moves beyond traditional intra-institutional models. This approach enriches pedagogical insights, enhances objectivity, and fosters more critical feedback.

Details

Title: Fostering cross-institutional and cross-disciplinary peer review of teaching in health sciences programs
Authors: Snezana Kusljic (Corresponding Author) - The University of Melbourne
Nicole B Reinke - University of the Sunshine Coast
Tania N Crotti - The University of Adelaide
Nidhish Francis - Charles Sturt University
Sophie Paquet-Fifield - The University of Melbourne
David Van Reyk - University of Technology Sydney
Roma Forbes - The University of Queensland
Publication details: Health Professions Education, Vol.12(2), pp.227-230
Publisher: Elsevier BV
Date published: 2026
DOI: 10.55890/2452-3011.1394
ISSN: 2452-3011
Copyright note: © 2026 Association of Medical Education in the Eastern Mediterranean Region (AMEEMR). This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Organisation Unit: School of Health - Biomedicine
Language: English
Record Identifier: 991222522002621
Output Type: Journal article

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