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Mentored peer reviewing for PhD faculty and students.

Jiayun Xu1, Kyounghae Kim2, Melissa Kurtz2

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This study introduces a group peer review mentoring model to train PhD students in critiquing scientific manuscripts. This approach enhances the quality of science by improving peer review skills and manuscript writing for novice researchers.

Keywords:
EducationMentorshipPeer reviewStudents

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Area of Science:

  • Scholarly Publishing
  • Scientific Communication
  • Research Integrity

Background:

  • Ensuring the publication of quality science requires well-prepared peer reviewers.
  • Developing constructive critique skills is challenging for novice researchers.
  • Effective peer review is crucial for scientific advancement.

Purpose of the Study:

  • To discuss a group peer review mentoring model for training PhD students.
  • To enhance the skills of early-career researchers in scientific peer review.
  • To improve the quality of scientific publications through better peer review.

Main Methods:

  • Implementation of a group peer review mentoring model.
  • Involvement of experienced faculty mentors guiding PhD students.
  • Facilitation of open discussions between students and mentors on manuscript critiques.

Main Results:

  • PhD students gained experience in scientific peer review.
  • Novice researchers learned the essential elements of a constructive critique.
  • Participants improved their ability to assess a manuscript's contribution to science.

Conclusions:

  • The group peer review mentoring model effectively trains future scientists.
  • This model enhances both peer review capabilities and manuscript writing skills.
  • The initiative contributes to maintaining and advancing the quality of published science.