Abstract Details

Title Implementation and Early Outcomes of a Peer Reviewing Education and Mentoring Program

Topic Research Methodology, Education, and History

Presentation(s) Research Methodology and Education Posters (7:00 AM-5:00 PM)

Poster/Presentation
Number 026

Background

Participating in the peer-review process is important for career advancement, but many promising young clinicians and scientists have limited opportunities for formal mentoring in developing peer-reviewing skills, which slows career advancement for these individuals and reduces representation and diversity. To address this need, the MDS Young Members Group created the Peer Reviewing Education and Mentoring Program.

Objective To describe the development, implementation, and early outcomes of a formal education program in peer reviewing instituted by the Young Members Group of the International Parkinson and Movement Disorders Society (MDS).

Design/Methods Each participant was paired with a former Editor of one of the MDS journals to mentor them through two program components: didactics and practical skills. An electronic survey comprising an objective skills assessment and subjective questionnaire was completed by all participants before program initiation and after the didactic phase. Program participants also participated in a group interview after the didactic phase.

Results Ten early-stage professionals were selected from 101 applicants to reflect the diversity of the MDS in gender (60% female), background, education and location (5 continents). Performance on objective assessment improved from baseline to after the didactic phase, as did subjective confidence in knowledge of peer review and availability of mentorship.

Conclusions This peer review program was successfully incorporated as an educational activity. Initial results show that we have recruited a representative population of young professionals who will benefit from mentored instruction; and that this program improves their knowledge of peer-review and establishes a mentoring relationship with former journal editors. Future plans include repeating the electronic survey and interview when the practical phase is complete; and tracking subsequent reviewing activities. This dedicated peer review program may help young professionals build their careers and may engage a cohort of reviewers for the MDS journals that reflects the diversity of the MDS.

Authors/Disclosures
Alana E. Kirby, MD, PhD (Rush University Medical Center) PRESENTER	The institution of Dr. Kirby has received research support from National Institutes of Health. The institution of Dr. Kirby has received research support from Cohn Family. The institution of Dr. Kirby has received research support from Postma Family.
Daniel Garbin Di Luca, MD (Washington University in St. Louis)	Dr. Garbin Di Luca has nothing to disclose.
Christopher Goetz, MD, FAAN (Rush University Medical Center)	The institution of Dr. Goetz has received research support from Michael J. Fox Foundation. The institution of Dr. Goetz has received research support from NIH. The institution of Dr. Goetz has received research support from Department of Defense. Dr. Goetz has received publishing royalties from a publication relating to health care. Dr. Goetz has received publishing royalties from a publication relating to health care. Dr. Goetz has received publishing royalties from a publication relating to health care.