title: Mentored peer reviewing for PhD faculty and students.
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.
authors.affiliation: College of Nursing, University of Utah, Salt Lake City, UT, USA. Electronic address: jiayun.xu@nurs.utah.edu.
authors.forename: Jiayun
authors.initials: J
authors.lastname: Xu
authors.affiliation: School of Nursing, Johns Hopkins University, Baltimore, MD, USA.
authors.forename: Kyounghae
authors.initials: K
authors.lastname: Kim
authors.affiliation: School of Nursing, Johns Hopkins University, Baltimore, MD, USA.
authors.forename: Melissa
authors.initials: M
authors.lastname: Kurtz
authors.affiliation: School of Nursing, Johns Hopkins University, Baltimore, MD, USA.
authors.forename: Marie T
authors.initials: MT
authors.lastname: Nolan
mesh_terms: D004511:Education, Nursing, Graduate; D005178:Faculty; D006801:Humans; D000071252:Mentoring; D010380:Peer Review; D011642:Publications; D013334:Students / Q000523:psychology*; D014956:Writing
keywords: Education; Mentorship; Peer review; Students