Implementation and Outcomes of a Movement Disorder Society-Sponsored Peer Reviewing Education and Mentoring Program

Background: Effective dissemination of scientific results depends on competent peer reviewers. Participating as a reviewer is important for academic advancement, although no formal training in peer review has existed in the movement disorders field. Objectives: To report the design, implementation, and outcomes of a Peer Reviewing Education and Mentoring Program. Methods: We enrolled 10 participants in a 1-year mentored program with didactic training followed by two peer reviews with feedback from a senior mentor. Outcomes measures were an objective skills assessment and subjective questionnaire. Results: Participants were diverse in gender, age, and background. All participants were deemed competent reviewers by their mentors upon completion. Objective skills improved after didactic training and self-assessment increased significantly after program completion (19.5 [12–25] to 29 [25–30], P < 0.001). Conclusions: This dedicated program helped participants gain competence and confidence in the peer review process. We plan to continue the program while improving educational methods and assessments.