Teaching peer reviewing to medical students through authentic peer reviews: how to build the next generation of scholars

Cindy Schmidt; Grace Thiel; Celeste Murtha

doi:10.36834/cmej.76489

Teaching peer reviewing to medical students through authentic peer reviews: how to build the next generation of scholars

Authors

Cindy Schmidt Kansas City University https://orcid.org/0000-0002-8669-4706
Grace Thiel Kansas City University https://orcid.org/0000-0003-1748-3777
Celeste Murtha https://orcid.org/0000-0002-6709-983X

DOI:

https://doi.org/10.36834/cmej.76489

Abstract

Implication Statement
The peer review process is a critical step in producing sound scientific literature, traditionally conducted by professionals well-established in their field. It is uncommon for students, even at the graduate level, to contribute. Faculty created a novel course in which 18 medical students (nine per year) delivered peer reviews to the Canadian Medical Education Journal (CMEJ). The positive feedback and competency gained is described in the students’ Letter to the Editor. While this course was initially created to benefit students, it has also helped to address a known deficit in peer reviewers.

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Author Biography

Cindy Schmidt, Kansas City University

Cindy Schmidt, Ph.D. teaches research and directs faculty development at Kansas City University as an Associate Professor in the College of Medicine. Previously, she was an Assistant Professor and Course Director for Behavioral Science at American University of the Caribbean School of Medicine and was formerly the chair of psychology at the University of Phoenix – Las Vegas campus.

Her primary research interest is integrating spirituality in the teaching and practice of medicine. She currently mentors research in medical education and faculty development.

Dr. Schmidt practiced clinical psychology for over 15 years. In addition to private practice, she worked in pulmonary rehabilitation, community health, and also as a contractor for the US Department of Defense.

She is a graduate of the University of Connecticut with a Ph.D. in clinical psychology. Dr. Schmidt completed a post-doctoral residency with the Behavioral Health in Medicine Integration Project at Central Vermont Medical Center, and a clinical internship at the Center for Children, Youth, & Families at Fletcher Allen Healthcare in Vermont. She is licensed to practice psychology in the state of Missouri.

References

Kaskas NM, Ballard DH, Weisman JA, Vanchiere JA. Medical student journals: teaching the peer-review process and promoting academic mentorship. J La State Med Soc. 2016;168(5):166.

Dance A. Why early-career researchers should step up to the peer-review plate. Nature. 2022;602:169-171. https://doi.org/10.1038/d41586-022-00216-1 DOI: https://doi.org/10.1038/d41586-022-00216-1

Goodman, S. The scholarly skill almost no one is teaching. The Chronicle of Higher Education. 2022. https://www.chronicle.com/article/the-scholarly-skill-almost-no-one-is-teaching

Murtha C. Medical students develop manuscript peer review competency. Can Med Educ J. 2022. https://doi.org/10.36834/cmej.76325 DOI: https://doi.org/10.36834/cmej.76325

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Published

2023-03-02

How to Cite

Schmidt C, Thiel G, Murtha C. Teaching peer reviewing to medical students through authentic peer reviews: how to build the next generation of scholars. Can. Med. Ed. J [Internet]. 2023 Mar. 2 [cited 2024 Apr. 26];14(4):129-36. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/76489

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Issue

Vol. 14 No. 4 (2023)

Section

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