Journal of Continuing Education in the Health Professions (09/09/26) Montero, Javier Arredondo

Peer review should be recognized and taught as a core scholarly competency within continuing professional development, rather than being learned informally through experience alone, according to Javier Arredondo Montero, a consultant pediatric surgeon at Complejo Asistencial Universitario de León in León, Spain. Montero proposes a practical, theory-informed framework that emphasizes mentored co-review, comparison with peer reviewers' reports, and training strategies grounded in cognitive load theory to foster progressive expertise, while noting that traditional workshops and feedback interventions often have limited long-term effectiveness. The framework also addresses emerging ethical concerns related to artificial intelligence and the potential for superficial or automated assessments, and recommends institutional reforms such as integrating peer-review training into curricula, maintaining reviewer portfolios, recognizing reviewer contributions, and distributing review responsibilities more equitably. Overall, Montero presents a roadmap for educators, journals, and institutions to improve the quality, transparency, and professionalization of peer review through both individual skill development and systemic change.

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