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Writing for publication in medical education: the benefits of a faculty development workshop and peer writing group.

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  • المؤلفون: Steinert Y;Steinert Y; McLeod PJ; Liben S; Snell L
  • المصدر:
    Medical teacher [Med Teach] 2008; Vol. 30 (8), pp. e280-5.
  • نوع النشر :
    Journal Article; Research Support, Non-U.S. Gov't
  • اللغة:
    English
  • معلومة اضافية
    • المصدر:
      Publisher: Informa Healthcare Country of Publication: England NLM ID: 7909593 Publication Model: Print Cited Medium: Internet ISSN: 1466-187X (Electronic) Linking ISSN: 0142159X NLM ISO Abbreviation: Med Teach Subsets: MEDLINE
    • بيانات النشر:
      Publication: London : Informa Healthcare
      Original Publication: London, Update Publications.
    • الموضوع:
      Education* ; Education, Medical* ; Faculty, Medical* ; Peer Group* ; Publishing*; Writing/*standards; British Columbia ; Humans ; Surveys and Questionnaires
    • نبذة مختصرة :
      Background: Although educational innovations in medical education are increasing in number, many educators do not submit their ideas for publication.
      Aims: The goal of this initiative was to assist faculty members write about their educational innovations.
      Method: Twenty-four faculty members participated in this intervention, which consisted of a half-day workshop, three peer writing groups, and independent study. We assessed the impact of this intervention through post-workshop evaluations, a one-year follow-up questionnaire, tracking of manuscript submissions, and an analysis of curriculum vitae.
      Results: The workshop evaluations and one-year follow-up demonstrated that participants valued the workshop small groups, self-instructional workbook, and peer support and feedback provided by the peer writing groups. One year later, nine participants submitted a total of 14 manuscripts, 11 of which were accepted for publication. In addition, 10 participants presented a total of 38 abstracts at educational meetings. Five years later, we reviewed the curriculum vitae of all participants who had published or presented their educational innovation. Although the total number of publications remained the same, the number of educationally-related publications and presentations at scientific meetings increased considerably.
      Conclusions: A faculty development workshop and peer writing group can facilitate writing productivity and presentations of scholarly work in medical education.
    • الموضوع:
      Date Created: 20081024 Date Completed: 20090219 Latest Revision: 20151119
    • الموضوع:
      20221213
    • الرقم المعرف:
      10.1080/01421590802337120
    • الرقم المعرف:
      18946816