The use of a guided peer review assessment for investigative interviewers of child witnesses Brubacher, Sonja, Powell, MB, Steele, LC and Boud, David 2021, The use of a guided peer review assessment for investigative interviewers of child witnesses, Journal of Forensic Practice, vol. 24, no. 1, pp. 1-17, doi: 10.1108/JFP-07-2021-0040. Attached Files Name Description MIMEType Size Downloads Title The use of a guided peer review assessment for investigative interviewers of child witnesses Author(s) Brubacher, Sonja Powell, MB Steele, LC orcid.org/0000-0002-6883-2722 Boud, David Journal name Journal of Forensic Practice Volume number 24 Issue number 1 Start page 1 End page 17 Total pages 17 Publisher Emerald Place of publication Bingley, Eng. Publication date 2021-01 ISSN 2050-8794 2050-8808 Keyword(s) Adult learning Assessment Collaboration Criminology & Penology Forensic interview Guide Investigative interview Peer review Social Sciences Training Summary Purpose Investigative interviewers assess their colleagues' interviews (‘peer review’) as a necessary part of their practice, and for their self-development. Yet, there is little guidance around what the process involves and how they might do it. Research suggests that effective peer review is supported by using guidance material. The goal of the present work was to describe the use of such a guide by a group of professionals who regularly conduct investigative interviews with children, to share what was learned with other professionals seeking to create a formalized peer review process. Design/methodology/approach Sixty US child witness interviewers completed a guided peer review assessment of an anonymous interview, as an assignment at the conclusion of an 18-hour training program that focused on developing their interviewing skills. They consented to the use of their learning data in research, and the research was approved by the university's research ethics board. Peer reviews were coded for the extent to which they used the guide to support their evaluations, and the overall quality of the review to assess the utility of the guide in supporting them to conduct effective assessments. Findings In general, the guide and instructions for providing feedback were moderately effective in supporting the peer assessments, but results suggested specific training in how to deliver peer review would be useful. Practical implications Through this process, the authors identified components that would be helpful to further increase the efficacy of peer review. Originality/value The aim of this work was to spark a greater conversation among practitioners and academics about professionalizing the peer review process and aiding interviewers to develop peer review tools that would support their continued growth. The authors conclude with five key tips for professionals that stem from the experiences creating and evaluating the guide in combination with existing literature and three areas for future investigation. Language eng DOI 10.1108/JFP-07-2021-0040 HERDC Research category C1 Refereed article in a scholarly journal Persistent URL http://hdl.handle.net/10536/DRO/DU:30160360 Document type: Journal Article Collections: Office of the Deputy Vice-Chancellor (Education) Other Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 31 Dec 2021, 13:45:05 EST Fri, 31 Dec 2021, 14:50:06 EST Wed, 12 Jan 2022, 21:19:02 EST Thu, 13 Jan 2022, 05:03:45 EST Mon, 14 Mar 2022, 08:32:27 EST Mon, 14 Mar 2022, 10:53:26 EST Mon, 14 Mar 2022, 10:58:24 EST Filtered Full Citation counts:   Cited 1 times in TR Web of Science Cited 1 times in Scopus Search Google Scholar Access Statistics: 26 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Wed, 12 Jan 2022, 21:19:02 EST