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Unlocking Peer Review: Elevating Scholarly Writing and Research Competence in Urology Residency

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Abstract

Purpose of Review

It is incumbent upon training programs to set the foundation for evidence-based practices and to create opportunities for trainees to develop into academic leaders. As dedicated resident research time and funding have declined in recent years, residency programs and the field at large will need to create new ways to incorporate scholarly activity into residency curricula.

Recent Findings

Literature across specialties demonstrates barriers to resident involvement including lack of time, cost, and absent scholarly mentorship. Peer review stands as a ready-made solution that can be formalized into a collaborative relationship with journals.

Summary

A formal relationship between professional societies, academic journals, and residencies can facilitate the use of peer review as a teaching tool for residency programs.

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Authors and Affiliations

  1. Vanderbilt University Medical Center, Nashville, Tennessee, USA

    Kate Dwyer

  2. The Ohio State University Wexner Medical Center, Columbus, Ohio, USA

    George E. Koch

Authors
  1. Kate Dwyer
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  2. George E. Koch
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Contributions

K.D. and G.E.C. both made substantial contributions to the design of the work, research, and drafting of the manuscript.

Corresponding author

Correspondence to Kate Dwyer.

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Conflict of Interest

Dr. Koch serves as an Early Career Editor for the Journal of Urology. Dr. Dwyer has no competing interests.

Human and Animal Rights and Informed Consent

This article does not contain any studies with human or animal subjects performed by any of the authors.

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Dwyer, K., Koch, G.E. Unlocking Peer Review: Elevating Scholarly Writing and Research Competence in Urology Residency. Curr Urol Rep 25, 163–168 (2024). https://doi.org/10.1007/s11934-024-01208-6

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