The untapped potential of early career researchers in academic publishing: Lessons learned from the <i>Journal of Emerging Investigators</i> model-Reference-Cited by-同舟云学术

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The untapped potential of early career researchers in academic publishing: Lessons learned from the Journal of Emerging Investigators model

Published:2022-07 Issue:3 Volume:35 Page:393-399
ISSN:0953-1513
Container-title:Learned Publishing
language:en
Short-container-title:Learned Publishing

Author:

Otero Claire E.¹²³^ORCID,Osinski Victoria¹⁴^ORCID,Mattison Kari A.¹⁵^ORCID

Affiliation:

1. Journal of Emerging Investigators Boston Massachusetts USA

2. Department of Pediatrics Weill Cornell Medical Center New York New York USA

3. Department of Pathology Duke University Durham North Carolina USA

4. Department of Pediatrics University of Minnesota Minneapolis Minnesota USA

5. Department of Human Genetics Emory University Atlanta Georgia USA

Funder

National Science Foundation

Publisher

Wiley

Subject

Communication,Library and Information Sciences

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/leap.1470

Reference8 articles.

1. Providing constructive feedback to students during mentoring

2. Elsevier. (n.d.).Certified Peer Reviewer Course.https://researcheracademy.elsevier.com/navigating‐peer‐review/certified‐peer‐reviewer‐course[retrieved on 17 January 2022].

3. Genetics Society of America. (2021).GENETICS Peer Review Training Program. https://genetics-gsa.org/career-development/genetics-peer-review-training-program/

4. Co-reviewing and ghostwriting by early-career researchers in the peer review of manuscripts

5. Recognizing the involvement of early-career researchers in peer review

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