Acknowledging the critical role of training graduate students in scientific critique and peer review, we implemented a novel teaching method based on the transparent peer review policy (TPRP). This study sought to examine students’ feedback and reflections on how exposure to published peer review reports shaped their scientific critique abilities and reasoning processes. We incorporated publicly available peer review reports from journals adopting TPRP into the curriculum for Master of Science in Pharmacy students. Participants examined authentic cases encompassing original author submissions, reviewer feedback, author rebuttals, editorial decisions, and the final published articles. Students completed a reflective assignment detailing their observations on the review processes in TPRP journals and the impact on their reviewing skills. Qualitative content analysis of these reflections was performed by two independent instructors uninvolved in the design or delivery of this course component.
Reflections were submitted by eleven students describing their learning through this open peer review process. The analysis indicated that TPRP heightened students’ understanding of peer review mechanics and core principles of scientific critique. Five primary themes emerged: deeper comprehension of research content, generation of new ideas, promotion of objectivity, enhanced grasp of peer review, and assessment of the advantages and disadvantages of transparent peer review. Overall, students expressed positive views toward this instructional strategy for developing the intended competencies. By employing peer review reports from TPRP-adopting journals as a teaching resource, we offered practical instruction in the essentials of peer review and scientific critique. The findings support the recommendation of TPRP journal reports as an effective educational resource for fostering scientific critique and peer review skills in graduate students.
