Georgetown University School of Medicine, Department of Emergency Medicine, Washington, DC.
Brown University, Alpert Medical School, Department of Emergency Medicine, Providence, Rhode Island.
West J Emerg Med. 2024 Jan;25(1):111-116. doi: 10.5811/westjem.61488.
Historically, there have been no systematic programs for teaching peer review, leaving trainees to learn by trial and error. Recently, a number of publications have advocated for programs where experienced reviewers mentor trainees to more efficiently acquire this knowledge.
Our goal was to develop an introductory learning experience that intentionally fosters peer-review skills.
The Council of Residency Directors in Emergency Medicine (CORD) offered education fellowship directors the opportunity to mentor their fellows by reviewing submitted manuscript(s) supplemented by educational material provided by their journal. Reviews were collaboratively created. The decision letter that was sent to manuscript authors was also sent to the mentees; it included all reviewers' and editor's comments, as feedback. In 2022, fellows received a post-experience survey regarding prior experiences and their perspectives of the mentored peer-review experience.
From 2020-2022, participation grew from 14 to 30 education fellowships, providing 76 manuscript peer reviews. The 2022 survey-response rate of 87% (20/23) revealed that fellows were inexperienced in education scholarship prior to participation: 30% had authored an education paper, and 10% had performed peer review of an education manuscript. Overall, participants were enthusiastic about the program and anxious to participate the following year. In addition, participants identified a number of benefits of the mentored experience including improved understanding of the scholarship process; informing fellows' scholarly pursuits; improved conceptualization of concepts learned elsewhere in training; and learning through exposure to scholarship.
This program's early findings suggest that collaboration between academic societies and interested graduate medical education faculty has the potential to formalize the process of learning peer review, benefitting all involved stakeholders.
从历史上看，并没有系统的教授同行评审的课程，导致学员只能通过试错来学习。最近，有许多出版物主张设立项目，让有经验的评审员指导学员更有效地掌握这方面的知识。
我们的目标是开发一种有针对性的学习体验，以培养同行评审技能。
住院医师规范化培训急诊医学委员会（CORD）为教育研究员导师提供了机会，通过评审提交的稿件（辅以其期刊提供的教育材料）来指导他们的学员。评审是共同创建的。发送给稿件作者的决策信也会发送给学员；其中包括所有评审员和编辑的意见，作为反馈。在 2022 年，学员们在体验后收到了一份关于之前经历和他们对指导同行评审体验的看法的调查。
从 2020 年到 2022 年，参与人数从 14 人增加到 30 人，提供了 76 份稿件的同行评审。2022 年的调查响应率为 87%（20/23），结果表明学员在参与前在教育奖学金方面经验不足：30%的人曾撰写过教育论文，10%的人曾对教育稿件进行过同行评审。总的来说，学员对该项目非常感兴趣，并渴望在次年继续参与。此外，学员还确定了指导经验的一些好处，包括对奖学金过程的理解加深；为学员的学术追求提供信息；在培训的其他地方学习的概念得到更好的理解；以及通过接触奖学金来学习。
该项目的早期发现表明，学术协会与有兴趣的研究生医学教育教师之间的合作有可能使同行评审的学习过程正式化，使所有相关利益相关者受益。
