The collaborative peer review framework as a model for training biomedical graduate students to perform rigorous, ethical peer review

Abstract

Peer review is an essential component of the academic publishing process, critical for the dissemination of new scientific information. Peer reviewers ensure that scientific assertions made in manuscripts are adequately supported by data in accordance with contemporary scientific standards. Despite the critical nature of peer review, there is little or no formal training in peer review offered at most Universities. Here, we describe the design and implementation of formal peer review training incorporated into a graduate course on the pathology and biology of aging. We used the eLife peer review framework and primary research papers to train graduate students and postdocs how to perform peer review. More than half of the students were involved in subsequent, non-training peer reviews. Evaluation metrics suggests that students find value in the training process. We suggest formal training will improve the rigor and scientific consensus of the peer review process.