College of Reviewers: Skill Builders
The Skill Builders consist of interactive, brief exercises designed to address a specific question or concern for participants in the peer review process. They are intended as optional resources to help peer reviewers build their knowledge and practice their skills.
Reviewer Quality Assurance (RQA) Theme
The Review Quality Assurance (RQA) process measures and monitors reviewer’s participation and performance in peer review. The process is designed to encourage and support high-quality reviews as well as recognize reviewer performance.
Receive prompts to reflect on your writing and ensure your review comments are clear, original and respectful.
Practice identifying relevant review comments and learn about principles to consider when providing feedback.
Strengthen your understanding of adjudication criteria by assessing examples of reviews.
Review the rating scale used in the Project Grant Competition then identify issues with examples of written comments and scores assigned.
Evaluate examples of reviewer feedback in the Sex and Gender integration section.
Deepen your knowledge of the budget recommendation section of a review.
DORA Theme
As a signatory to DORA, CIHR is committed to excellence in research funding and to ensuring that a wide range of research results are valued as part of the review process. Considering other ways to meaningfully assess research quality, including assessing different types of research outputs, allows researchers' work to be better assessed on its own merits.
Recognize and look beyond the traditional indicators of productivity when assessing contributions and impacts.
Practice integrating DORA principles into your reviews and committee discussions.
Identify potential biases that may arise from an applicant’s personal context and learn to navigate towards minimizing bias in your research assessment.
Broaden your understanding of research assessment by discerning and identifying myths surrounding Journal Impact Factors and other journal-based metrics .
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