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Updated: Apr 19, 2026
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
A systematic review highlights a knowledge gap regarding the effectiveness of health-related training programs in
James Galipeau1, David Moher2, Craig Campbell3
1Clinical Epidemiology Program, Ottawa Hospital Research Institute, Centre for Practice Changing Research Building (CPCR 1) The Ottawa Hospital - General Campus 501 Smyth Road, PO Box 201B, Ottawa, Ontario, Canada, K1H 8L6.
Objectives:
To investigate whether training in writing for scholarly publication, journal editing, or manuscript peer review effectively improves educational outcomes related to the quality of health research reporting.
Study Design And Setting:
We searched MEDLINE, Embase, ERIC, PsycINFO, and the Cochrane Library for comparative studies of formalized, a priori-developed training programs in writing for scholarly publication, journal editing, or manuscript peer review. Comparators included the following: (1) before and after administration of a training program, (2) between two or more training programs, or (3) between a training program and any other (or no) intervention(s). Outcomes included any measure of effectiveness of training.
Results:
Eighteen reports of 17 studies were included. Twelve studies focused on writing for publication, five on peer review, and none fit our criteria for journal editing.
Conclusion:
Included studies were generally small and inconclusive regarding the effects of training of authors, peer reviewers, and editors on educational outcomes related to improving the quality of health research. Studies were also of questionable validity and susceptible to misinterpretation because of their risk of bias. This review highlights the gaps in our knowledge of how to enhance and ensure the scientific quality of research output for authors, peer reviewers, and journal editors.
