Reaching across the great divide: Incorporating peer review to bridge the theory‐practice gap

Objectives: To establish how peer review can be integrated into the undergraduate teaching program at the Queensland University of Technology. Peer review programs are used to facilitate decision‐making in clinical radiation therapy planning, however, there is a paucity of evidence on its use in undergraduate radiation therapy training.Methods: An evidenced‐based approach was used to embed systematic peer review elements into the treatment planning practical sessions to exploit its pedagogical as well as clinical benefits.Results: Evidence highlights the feasibility of embedding peer review of treatment plans in radiation therapy training. Consistent with the current results from peer review of treatment plans in clinical practice; peer review skills have the potential to improve students’ knowledge of organ‐at‐risk contouring and treatment plan evaluation skills for undergraduate students that can be easily transferred to clinical practice. Several pedagogical benefits such as improved communication skills, provision of synchronous and asynchronous feedback can positively impact student success and future employment. However, proper implementation strategies are required to address logistical concerns as well as learning and teaching design principles.Conclusion: It is anticipated that peer review will work synergistically with emerging teaching and learning innovations to engage the students as well as impart clinical knowledge