1
|
Seeman JI, House MC. Peer review experiences of academic chemists in Ph.D. granting institutions in the United States. Account Res 2023; 30:63-76. [PMID: 34346803 DOI: 10.1080/08989621.2021.1962714] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Academic chemists at Ph.D. granting institutions in the United States were surveyed on the time and effort they spend on peer reviews and how they rate themselves as reviewers. Thirty percent of the respondents reviewed 16 or more papers yearly. This seemingly high number is consistent with the number of papers some scientists publish, and the rough estimate of two to three reviews is obtained per manuscript submission. Approximately 30% of the respondents reported that they spent two hours or less per review; that 60% rate themselves as strong or very strong reviewers; that the youngest reviewers are more likely to be compulsive in their reviewing; and that respondents who spend more time on reviews complete fewer reviews per year. Sixty percent of the respondents categorized themselves as strong or very strong reviewers, suggesting that most scientists see reviewing papers as an essential component of their professional responsibilities. These ratings suggest an opportunity to improve peer review quality. Good citizenship within the scientific community suggests that each scientist should review ca. two to three times as many papers each year as they submit, and that reviewers need to see reviewing as "providing to others what authors hope reviewers will provide to them."
Collapse
Affiliation(s)
- Jeffrey I Seeman
- Department of Chemistry, University of Richmond, Richmond, VA, USA
| | - Mark C House
- Business Programs, Santa Fe College, Gainesville, FL, USA
| |
Collapse
|
2
|
Oldan JD, Jordan SG, Wallace J, Campbell J, Fordham LA, Beck Dallaghan GL. Near-Peer Teaching in Radiology Symposia: A Success Story in Residents as Teachers. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231162459. [PMID: 36911752 PMCID: PMC9996712 DOI: 10.1177/23821205231162459] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Accepted: 05/05/2022] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Peer learning and near-peer teaching have been described in many specialties, less so in Radiology. We present near-peer teaching whereby residents present a series of didactic sessions at the course outset in the form of "symposia" and perform a scholarly activity in the form of teaching. We aim to demonstrate how near-peer teaching in symposia front-loaded within an introductory radiology course can improve medical student satisfaction. METHOD A total of 169 students were enrolled over a period of 3 years, 55 before (2017-2018) and 114 (2018-2020) after the introduction of the symposium. Anonymous course evaluations were collected from all students. In addition, 240 fourth-year medical students who also attended symposium lectures received satisfaction surveys in 2019 and 2020. RESULTS All (169/169, 100%) students taking the course evaluated it. Overall evaluation scores rose from 8.3/10 to 9.0/10 post-symposia. Among student satisfaction surveys, 89/240 (37%) specifically commented on symposia; 91% (80/89) of those found symposia very or extremely informative. 29/71 (41%) of all residents were able to participate in the symposia, 20/29 in multiple years throughout residency, allowing them to fulfill the Accreditation Council for Graduate Medical Education interpersonal and communication skills core competencies and meet scholarly activity requirements. CONCLUSION Near-peer teaching in the form of resident-taught interactive didactics grouped in symposia can have a positive outcome on medical student satisfaction.
Collapse
Affiliation(s)
- Jorge D Oldan
- Department of Radiology, University of North Carolina School of
Medicine, Chapel Hill, NC, USA
| | - Sheryl G Jordan
- Department of Radiology, University of North Carolina School of
Medicine, Chapel Hill, NC, USA
| | - Joshua Wallace
- PGY-6, Department of Radiology, UNC Health, Chapel
Hill, NC, USA
| | - John Campbell
- PGY-5, Department of Radiology, UNC Health, Chapel
Hill, NC, USA
| | - Lynn A Fordham
- Department of Radiology, University of North Carolina School of
Medicine, Chapel Hill, NC, USA
| | | |
Collapse
|
3
|
Campos LN, Yabrude ATZ, Medeiros SSDE, do Socorro Silva Natividade T, Luizeti BO, da Costa Cunha M, Alves RMGG, Bezerra AH, Ribeiro LLPA, Helal L. Capacity Building in Peer-review: A Student-Led Journal Report. MEDICAL SCIENCE EDUCATOR 2022; 32:959-964. [PMID: 36276780 PMCID: PMC9583969 DOI: 10.1007/s40670-022-01601-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/15/2022] [Indexed: 06/16/2023]
Abstract
Peer-review optimizes the quality of research articles; however, new strategies need to be implemented to enhance peer-review capacity. This report comprises the peer-review process of a medical student-led journal editorial board, detailing its challenges and the students' role. The peer education approach conducted a capacity-building activity, developing guidelines, and practicing critical appraisal and constructive feedback in manners that classroom research training cannot. Understandings of an effective peer-review brought to discussion from standardization and blinding to ethical and scientific competencies essential in researchers. All parties, including students, should be allowed to extend their capabilities to enhance scholarly publishing.
Collapse
Affiliation(s)
| | | | | | | | | | | | | | | | | | - Lucas Helal
- Diretoria de Pesquisa, Hospital de Clínicas de Porto Alegre, Porto Alegre, RS Brazil
- Graduate Program in Cardiology and Cardiovascular Sciences, School of Medicine, Universidade Federal Do Rio Grande Do Sul, Porto Alegre, RS Brazil
| |
Collapse
|
4
|
Ukrani RD, Shaikh AN, Martins RS, Fatima SS, Naseem HA, Baig MA. Low-cost peer-taught virtual research workshops for medical students in Pakistan: a creative, scalable, and sustainable solution for student research. BMC MEDICAL EDUCATION 2021; 21:557. [PMID: 34724950 PMCID: PMC8560217 DOI: 10.1186/s12909-021-02996-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Accepted: 10/20/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Pakistan has not been a major contributor to medical research, mainly because of the lack of learning opportunities to medical students. With the increase in online learning systems during COVID-19, research related skills can be taught to medical students via low-cost peer taught virtual research workshops. AIM OF THE STUDY To assess the effectiveness of a comprehensive low-cost peer-taught virtual research workshops amongst medical students in Pakistan. METHODS This quasi-experimental study assessed the effectiveness of five virtual research workshops (RWs) in improving core research skills. RWs for medical students from across Pakistan were conducted over Zoom by medical students (peer-teachers) at the Aga Khan University, Pakistan, with minimal associated costs. The content of the workshops included types of research, ethical approval and research protocols, data collection and analysis, manuscript writing, and improving networking skills for research. Improvement was assessed via pre-and post-quizzes for each RW, self-efficacy scores across 16 domains, and feedback forms. Minimum criteria for completion of the RW series was attending at least 4/5 RWs and filling the post-RW series feedback form. A 6-month post-RW series follow-up survey was also emailed to the participants. RESULTS Four hundred medical students from 36 (/117; 30.8%) different medical colleges in Pakistan were enrolled in the RWs. However, only 307/400 (76.75%) medical students met the minimum requirement for completion of the RW series. 56.4% of the participants belonged to the pre-clinical years while the rest were currently to clinical years. The cohort demonstrated significant improvement in pre-and post-quiz scores for all 5 RWs (p < 0.001) with the greatest improvement in Data Collection and Analysis (+ 34.65%), and in self-efficacy scores across all domains (p < 0.001). 166/307 (54.1%) participants responded to the 6 months post-RWs follow-up survey. Compared to pre-RWs, Research involvement increased from 40.4 to 62.8% (p < 0.001) while proportion of participants with peer-reviewed publications increased from 8.4 to 15.8% (p = 0.043). CONCLUSION Virtual RWs allow for a wide outreach while effectively improving research-related knowledge and skills, with minimal associated costs. In lower-middle-income countries, virtual RWs are a creative and cost-effective use of web-based technologies to facilitate medical students to contribute to the local and global healthcare research community.
Collapse
Affiliation(s)
- Ronika Devi Ukrani
- Medical College, Aga Khan University, Stadium Road, 74800, Karachi, Pakistan
- Research Mentor, Research and Development Wing, Society for Promoting Innovation in Education, Center for Innovation in Medical Education, Aga Khan University, Stadium Road, Karachi, 74800, Pakistan
| | - Ayesha Niaz Shaikh
- Medical College, Aga Khan University, Stadium Road, 74800, Karachi, Pakistan
- Research Mentor, Research and Development Wing, Society for Promoting Innovation in Education, Center for Innovation in Medical Education, Aga Khan University, Stadium Road, Karachi, 74800, Pakistan
| | - Russell Seth Martins
- Medical College, Aga Khan University, Stadium Road, 74800, Karachi, Pakistan
- Research Mentor, Research and Development Wing, Society for Promoting Innovation in Education, Center for Innovation in Medical Education, Aga Khan University, Stadium Road, Karachi, 74800, Pakistan
| | - Syeda Sadia Fatima
- Department of Biological and Biomedical Sciences, Aga Khan University, Stadium Road, 74800, Karachi, Pakistan.
| | - Hamna Amir Naseem
- Medical College, Aga Khan University, Stadium Road, 74800, Karachi, Pakistan
- Research Mentor, Research and Development Wing, Society for Promoting Innovation in Education, Center for Innovation in Medical Education, Aga Khan University, Stadium Road, Karachi, 74800, Pakistan
| | - Mishall Ahmed Baig
- Research Mentor, Research and Development Wing, Society for Promoting Innovation in Education, Center for Innovation in Medical Education, Aga Khan University, Stadium Road, Karachi, 74800, Pakistan
- Medical College, DOW University of Health Sciences, Karachi, 74200, Pakistan
| |
Collapse
|
5
|
Bacon DR, Cowles K, Thapa D, White A, Allen AJ, Doughton J, Beck Dallaghan G, Jordan SG. Creating an Ultrasound Scholarly Concentration Program for Medical Students. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1103-1110. [PMID: 34594147 PMCID: PMC8478088 DOI: 10.2147/amep.s330771] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Accepted: 09/10/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Point of care ultrasound (POCUS) is increasingly prevalent and standardized in undergraduate medical education (UME); however, roughly 25% of United States medical schools lack an ultrasound curriculum. One of the commonly cited barriers to ultrasound training in UME is faculty time resources. Here, we describe an ultrasound scholarly concentration program (SCP) designed to provide medical students with ultrasound opportunities in clinical and scholarly domains, while reducing the need for extensive faculty resources. METHODS SCPs at the University of North Carolina School of Medicine have 3 requirements: an elective course, a longitudinal portfolio, and a final scholarly project. Thus, the ultrasound SCP was designed to comprise an introductory clinical elective to ultrasound, development of a longitudinal scan portfolio, and a final scholarly project in ultrasound related research or educational innovation. A review of the literature and search of the top 50 US medical schools by US News & World Report was performed to assess the novelty of the ultrasound SCP. RESULTS To the best of our knowledge, the ultrasound SCP is the first scholarly concentration, track or pathway offered to medical students in the United States. It is the first description of a student designed and student led curriculum focused on providing meaningful ultrasound opportunities to students without necessitating unavailable faculty resources and educational infrastructure. CONCLUSION A novel ultrasound SCP is described which has clinical aims to expose students to clinical ultrasound as well as scholarly aims to facilitate ultrasound related research and educational innovation. It is designed to enable students to make ultrasound a defining characteristic of their medical school experience. The SCP relies on motivated student involvement and near-peer teaching in a way that is self-sustaining and self-improving.
Collapse
Affiliation(s)
- Daniel R Bacon
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Keri Cowles
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Diwash Thapa
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Alexander White
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Austin J Allen
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - John Doughton
- Department of Family Medicine, University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Gary Beck Dallaghan
- Office of Medical Education, University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Sheryl G Jordan
- Department of Radiology, University of North Carolina School of Medicine, Chapel Hill, NC, USA
| |
Collapse
|