Peer review of manuscripts for biomedical journals has become a subject of intense ethical debate. One of the most contentious issues is whether or not peer review should be anonymous. This study aimed to generate a rich, empirically-grounded understanding of the values held by journal editors and peer reviewers with a view to informing journal policy. Qualitative methods were used to carry out an inductive analysis of biomedical reviewers’ and editors’ values. Data was derived from in-depth, open-ended interviews with journal (...) editors and peer reviewers. Data was “read for” themes relevant to reviewer anonymisation and interactions among editors, reviewers, and authors. Editors and peer reviewers provided three arguments that would support a more open and interactive peer-review process. First, a number of participants emphasised the importance of not only ensuring the scientific quality of published research but also nurturing their colleagues and supporting their communities. Second, many spoke about the ongoing moral responsibilities that reviewers and editors felt toward authors. Finally, participants spoke at length about their enjoyment of social interactions and of the value of collective, rather than isolated, reasoning processes. Whether or not journal editors decide to allow anonymous review , the values of editors and reviewers need to be seriously addressed in codes of publication ethics, in the management of biomedical journals, and in the establishment of journal policies. (shrink)

STS scholarship has produced important insights about relationships between the roles of peer review and the social construction of knowledge. Yet, barriers related to access have been a continual challenge for such work. This article overcomes some past access challenges and explores peer review normativities operating in the new discipline of Engineering Education. In doing so, it contributes new insights about disciplinary development, interdisciplinarity, and peer review as a site of knowledge construction. In particular, it draws attention to an aspect (...) of peer review not previously discussed – how peer review normativities are shaped by disciplinary origins. A content analysis of peer review documentation revealed that a hyperfocus on methods, which can be traced back to disciplinary origins, continues to be a guiding normativity. However, interviews with editors revealed that they do not acknowledge that normativity. Implications of those findings and their misalignment are discussed, as are contrasts with the history of other disciplines. (shrink)