Introducing master students to the peer review-rebuttal process: a peripheral participation-based module

Background
The peer review process, in which a manuscript or grant proposal is evaluated by invited referees (peer reviewers), is a cornerstone of (bio)medical research. Researchers respond to peer-review by rebuttal, i.e. with additional analyses and/or experiments and by giving solid arguments to the comments. Often, (bio)medical students only learn how to rebuttal after their master studies, i.e. as a PhD fellow or junior (clinical) researcher. This is at odds with the importance of obtaining funding for projects and getting manuscripts accepted for publication.
Summary of work
A module was developed based on a real-life review-rebuttal process in which students interact with an invited researcher in his/her role as corresponding author of an actual manuscript. Students received the submitted paper and comments, presented the rationale behind a specific reviewer’s comment and proposed an (experimental) approach to address it adequately. The corresponding author gave feedback and also revealed how he/she responded to the criticism in reality. In 3 subsequent editions, students evaluated their experiences quantitively and qualitatively (n=112) and the invited researchers (n=3) also provided qualitative feedback.
Summary of results
On a 5-point Likert scale (strongly disagree-strongly agree), students scored the module with 4.6 ± 0.6 as being “helpful and instructive”. Students indicated its unique character but also how it supports their development into a researcher (“I really liked this exercise, very useful as part of being trained as a scientist”). The invited researchers also clearly appreciated the module (“A very nice way to introduce students into the real life of a scientist, with all the fun and the frustration.”).

Discussion and conclusions
A hands-on experience with key elements of the peer review-rebuttal process (e.g. critical thinking, creative thinking, learning and practicing argumentation) introduces students to and makes them partake in true scientific practice and thereby contributes to developing their professional identity as researchers. The invited researchers’ feedback underscores how the module also strengthens the research-teaching nexus. The module can be a valuable addition to other curricula and courses that aim for (bio)medical research training.

Take home message:
Students should be introduced to the peer review-rebuttal process by authentic peripheral participation before submitting their first research manuscript.