Set up and use.

1. During the introduction session the instructor discusses the benefits and the goals of the the approach, explained what constitutes an informative presentation and a review and provides examples of successful presentation and reviews. The timeline of presentation assignments, submissions and review due dates are established. Examples of good presentations are introduced and discussed.

2. The Instructor creates the paper assignment pool and the papers are assigned. For example, four assignments are made during the semester; each assignment including a pool of 4-6 papers, and each student is randomly assigned one paper to read and present during each assignment. In total each student is expected to present four papers and listen and review twelve presentations during the semester.

3. The assignment is accompanied by checklists, issued by the Instructor, the main goal of which is to structure the discussion and help students focus their presentation and reviews. The checklists identify specific points to be covered in the presentation (e.g. identify the main question) and on the review (e.g. was the main question identified). The checklists provide an opportunity for customized individual instruction. This is a step to individualized instruction in a large class.

4. The students create electronic presentations and add the voice using the narration function (PowerPoint has a narration function). The presentations are uploaded (e.g. on Box or Dropbox).

5. The presentations are assigned to peers for review. In the present iteration the assignment can be handled manually or using specialized services such as Peerceptiv. Each presentation can be assigned to several reviewers. The presenters and the reviewers are given a deadline to submit.

6. The reviews are submitted. They include fillable questionnaire covering the points enumerated in the reviewer checklist and a grading scale corresponding to these points. The reviews are shared with the presenters.

As a result, each student has an opportunity to present and get feedback on reading primary research literature in a low-stress, low-stakes environment in a structured form, regardless of the class size.