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Letters to the Editor

Coached Peer Review: Beneficial for Early Career Faculty, Not Just Learners

Lamb, Sara M. MD; Chow, Candace J. PhD; Richards, Boyd PhD; Wilson, Rebecca D. PhD, RN; Hobson-Rohrer, Wendy MD, MSPH

Author Information
doi: 10.1097/ACM.0000000000003161
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To the Editor:

We read Sidalak and colleagues’1 Innovation Report on coached peer review with great interest. As faculty and administrators invested in supporting and promoting excellence in education scholarship, we are interested in inventive ways to support faculty development. Sidalak and colleagues highlight how a coached peer review system can benefit learners (e.g., students, residents, fellows) in developing expertise in education scholarship. We hypothesize that this method of coached peer review could be beneficial to faculty, too.

Most medical educators at our institution (University of Utah School of Medicine), like many at other institutions, are trained to provide medical care and are not specially trained to be educators or educational scholars. We have a significant number of early career faculty engaged in medical education who need to demonstrate excellence in medical education, as well as clinical care, for academic promotion. Although we have some support systems in place for faculty conducting education scholarship (e.g., 3 PhDs on staff and a course offered by the Academy of Health Science Educators), they are designed to help faculty create scholarly projects for dissemination. These supports focus less on manuscript preparation and peer review than on design. Although our faculty come with publishing experience from their respective medical specialties, publishing is field specific, and we find that our faculty could use additional preparation in writing for medical education journals.

We encourage academic blogs who engage in coached peer review to consider how they might support faculty who are new to medical education by including them in the coaching process. Likewise, we invite our colleagues in medical education to continue finding ways to support faculty, as well as learners, in attaining excellence in education scholarship.

Sara M. Lamb, MD
Associate dean of curriculum and associate professor of internal medicine/pediatrics, University of Utah School of Medicine, Salt Lake City, Utah; ORCID: https://orcid.org/0000-0003-1458-9592.
Candace J. Chow, PhD
Director of education research, Office of Curriculum, and assistant professor, Department of Internal Medicine, University of Utah School of Medicine, Salt Lake City, Utah; candace.chow@hsc.utah.edu; ORCID: https://orcid.org/0000-0002-7939-7930.
Boyd Richards, PhD
Director of education research and scholarship, University of Utah School of Medicine, Salt Lake City, Utah.
Rebecca D. Wilson, PhD, RN
Associate professor, University of Utah College of Nursing, and director, Academy of Health Science Educators, Salt Lake City, Utah.
Wendy Hobson-Rohrer, MD, MSPH
Associate vice president for health science education, University of Utah Health, associate dean for faculty development, and professor of pediatrics, University of Utah School of Medicine, Salt Lake City, Utah; ORCID: https://orcid.org/0000-0002-1918-1417.

Reference

1. Sidalak D, Purdy E, Luckett-Gatopoulos S, Murray H, Thoma B, Chan TM. Coached peer review: Developing the next generation of authors. Acad Med. 2017;92:201–204.
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