Regehr G , Bordage G. 2006. To blind or not to blind? What authors and reviewers prefer. Medical Education 40: 832–839
doi:10.1111/j.1365-2929.2006.02539.x
A web-based survey was sent to all authors and reviewers who had submitted or reviewed a manuscript for Medical Education in 2003 and 2004. Authors and reviewers who chose to respond to the survey voted strongly in favour of continuing the double-blinding procedure of concealing both author and reviewer identities during the review process. Determining the replicability of these findings in other academic fields would reveal the extent to which this social construction of peer review is idiosyncratic to the medical education field.
doi:10.1111/j.1365-2929.2006.02539.x
A web-based survey was sent to all authors and reviewers who had submitted or reviewed a manuscript for Medical Education in 2003 and 2004. Authors and reviewers who chose to respond to the survey voted strongly in favour of continuing the double-blinding procedure of concealing both author and reviewer identities during the review process. Determining the replicability of these findings in other academic fields would reveal the extent to which this social construction of peer review is idiosyncratic to the medical education field.
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