Capacity Building in Peer-review: A Student-Led Journal Report.

Autor: Campos LN; Universidade de Pernambuco, Rua Arnóbio Marquês, Recife, PE 310 Brazil., Yabrude ATZ; Universidade Regional de Blumenau, Blumenau, SC Brazil., Medeiros SSDE; Pontifícia Universidade Católica de Campinas, Campinas, SP Brazil., do Socorro Silva Natividade T; Universidade do Estado do Pará, Belém, PA Brazil., Luizeti BO; Universidade Cesumar, Maringá, PR Brazil., da Costa Cunha M; Universidade Anhanguera, Campo Grande, MS Brazil., Alves RMGG; Universidade Federal do Rio de Janeiro, Rio de Janeiro, RJ Brazil., Bezerra AH; Centro Universitário Unifacisa, Campina Grande, PB Brazil., Ribeiro LLPA; Universidade de Fortaleza, Fortaleza, CE Brazil., Helal L; Diretoria de Pesquisa, Hospital de Clínicas de Porto Alegre, Porto Alegre, RS Brazil.; Graduate Program in Cardiology and Cardiovascular Sciences, School of Medicine, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, RS Brazil.
Jazyk: angličtina
Zdroj: Medical science educator [Med Sci Educ] 2022 Aug 03; Vol. 32 (5), pp. 959-964. Date of Electronic Publication: 2022 Aug 03 (Print Publication: 2022).
DOI: 10.1007/s40670-022-01601-1
Abstrakt: Peer-review optimizes the quality of research articles; however, new strategies need to be implemented to enhance peer-review capacity. This report comprises the peer-review process of a medical student-led journal editorial board, detailing its challenges and the students' role. The peer education approach conducted a capacity-building activity, developing guidelines, and practicing critical appraisal and constructive feedback in manners that classroom research training cannot. Understandings of an effective peer-review brought to discussion from standardization and blinding to ethical and scientific competencies essential in researchers. All parties, including students, should be allowed to extend their capabilities to enhance scholarly publishing.
Competing Interests: Competing InterestsThe authors declare no competing interests. https://www.researchsquare.com/article/rs-637876/v2
(© The Author(s) under exclusive licence to International Association of Medical Science Educators 2022.)
Databáze: MEDLINE
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