Mentored peer reviewing for PhD faculty and students

Jiayun Xu, Kyounghae Kim, Melissa Kurtz, Marie T. Nolan

Research output: Contribution to journalArticlepeer-review

Abstract

There is a need for scholars to be prepared as peer reviewers in order to ensure the continual publication of quality science. However, developing the skills to craft a constructive critique can be difficult. In this commentary, we discuss the use of a group peer review mentoring model for PhD students to gain experience in peer review from a faculty member who is experienced in peer review. Central to this model, was the opportunity for each student and faculty mentor to openly discuss their critique of the manuscript. Through this enriching experience, novice researchers were able to learn the elements of a good peer review, better determine a manuscript's substantive contribution to science, and advance the quality of their own manuscript writing.

Original languageEnglish (US)
Pages (from-to)1-2
Number of pages2
JournalNurse Education Today
Volume37
DOIs
StatePublished - Feb 1 2016

Keywords

  • Education
  • Mentorship
  • Peer review
  • Students

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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