Mentoring reviewers: the Journal of Pediatric Psychology experience.
OBJECTIVE
To describe a program designed to meet the need to mentor trainees in manuscript reviewing.


METHODS
Mentors (n = 25) and mentees (n = 32) participating in the Journal of Pediatric Psychology's Manuscript Review Mentoring Program completed an online survey assessing their experiences and satisfaction with the program, perceptions of benefits and challenges to participating, and desirable characteristics of mentors and mentees.


RESULTS
Participants reported using several methods to create mentored reviews. Satisfaction was generally high, and participants reported benefits related to manuscript review training and professional development. Challenges to participating in the program were primarily logistical. Participants noted personal characteristics and behaviors that were desirable for mentors and mentees.


CONCLUSIONS
Providing mentored manuscript review experiences through a structured program appears to be feasible and well received by mentors and mentees. Future programs might provide guidance on how participants can discuss their expectations, benchmarks for review quality, and evaluations of the quality of reviews.
Wu
Yelena P
YP
Clinical Child Psychology Program, University of Kansas, 1000 Sunnyside Avenue, Lawrence, KS 66045, USA. yelenawu@ku.edu
Nassau
Jack H
JH
Drotar
Dennis
D
D008611:Mentors / Q000193:education*; D017712:Peer Review, Research / Q000592:standards*; D010506:Periodicals as Topic; D002666:Psychology, Child