Training Peer Review as an Overlooked Scholarly Competence in Health Professions Education.

Abstract

ABSTRACT Peer review is central to the integrity of scientific knowledge, yet it remains largely unsupported by structured, competency-based training within health professions education. This article reframes peer review as a core scholarly competence in continuing professional development and proposes a pragmatic, theory-informed framework to support its development. Drawing on evidence suggesting that traditional workshops and feedback interventions have limited and often short-lived effect, the model emphasizes mentored co-review, benchmarking against peer reports, and training approaches informed by cognitive load theory as promising strategies to support progressive expertise. The framework also addresses emerging ethical challenges, including the responsible use of artificial intelligence and the risk of superficial or automated evaluation. Beyond individual skill development, it outlines institutional strategies such as curriculum integration, reviewer portfolios, qualitative recognition systems, and more equitable distribution of reviewing responsibilities. By aligning individual accountability with structural reform, this article offers a practical pathway for educators, journals, and institutions to strengthen the quality, transparency, and professionalization of peer review within continuing professional development.