Guiding the Reviewers of Tomorrow: Practical Strategies for Journal Peer-Review

Monday, May 6, 2024

1:00 PM – 2:30 PM ET

Location: Metro Toronto Convention Centre: 604

CE: Live CME: 1.5

Leader(s)

Preeti Panda, MD (she/her/hers)

Pediatric Emergency Medicine Fellow
Stanford University School of Medicine, United States

Slides

Co-Leader(s)

Lydia Furman, MD (she/her/hers)

Professor of Pediatrics, Attending Physician
Rainbow Babies and Children's Hospital and Case Western Reserve University School of Medicine
Shaker Heights, Ohio, United States
KM

Kimberly Montez, MD, MPH, FAAP (she/her/ella)

Associate Professor, Vice Chair JEDI, Associate Dean, JEDI
Pediatrics
Wake Forest University School of Medicine
Winston-Salem, North Carolina, United States
Anjali Garg, MD (she/her/hers)

Clinical Instructor/T32 Research Fellow
Johns Hopkins University
Baltimore, Maryland, United States
Alex Kemper, MD, MPH, MS (he/him/his)

Professor
Department of Pediatrics
Nationwide Children's Hospital
Columbus, Ohio, United States
Lewis First, MD, MS (he/him/his)

Professor and Chair, Department of Pediatrics; Editor-in-Chief, Pediatrics
Robert Larner, M.D., College of Medicine at the University of Vermont
BURLINGTON, Vermont, United States

Disclosure(s):

Preeti Panda, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Lydia Furman, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Kimberly Montez, MD, MPH, FAAP: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Anjali Garg, MD: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Alex R. Kemper, MD, MPH, MS: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Lewis R. First, MD, MS: I do not have any relevant financial / non-financial relationships with any proprietary interests.

Workshop

Description: Participating in the peer-review allows for meaningful advancement of clinical science and development of professional skills. Unfortunately, most trainees and junior faculty have little training on the proper technique to conduct a review that is useful both to the authors and the journal editors. This workshop will provide participants with practical tools and strategies to mentor others on how to write a meaningful peer review. Attendees will learn what journal editors look for in a valuable review and how to teach others in preparing a high-quality review. We will present an overview and lessons learned from a pilot peer-review mentorship program implemented by Pediatrics, the peer-reviewed journal of the American Academy of Pediatrics. Attendees will receive tools to support their own mentoring of trainees and junior faculty in peer reviewing. Tools shared will assist mentors in providing structured objective and subjective feedback to mentees on their peer-review. We will also share tools that can be used by mentors to teach mentees best practices for peer-review. We will provide the opportunity to apply these tools to a trainee review during the workshop. We will incorporate perspectives regarding the importance of using mentorship as an opportunity to incorporate a health equity lens during peer-review. Attendees will have the opportunity to share perspectives and participate in a Q&A regarding mentorship and conducting effective peer reviews with the Editor, Deputy Editor, and Executive Editorial Board members of Pediatrics.

Learning Objectives:

Upon completion, participants will be able to identify key elements of an effective peer review from the perspective of journal editors.
Upon completion, participants will be able to demonstrate tools and strategies for mentoring an effective peer review.
Upon completion, participants will be able to apply and share tools to improve the quality of a mentee’s peer review, with an added focus on addressing health equity concerns in a review.