Facilitating scholarly writing in academic medicineLessons learned from a collaborative peer mentoring program

被引:0
|
作者
Linda Pololi
Sharon Knight
Kathleen Dunn
机构
[1] Brandeis University,Received from the Women’s Studies Research Center
[2] University of Massachusetts Medical School,School of Health and Human Performance
[3] East Carolina University,undefined
[4] SUNY Upstate Medical University,undefined
来源
Journal of General Internal Medicine | 2004年 / 19卷
关键词
faculty development; mentoring; writing; scholarship; collaboration;
D O I
暂无
中图分类号
学科分类号
摘要
Scholarly writing is a critical skill for faculty in academic medicine; however, few faculty receive instruction in the process. We describe the experience of 18 assistant professors who participated in a writing and faculty development program which consisted of 7 monthly 75-minute sessions embedded in a Collaborative Mentoring Program (CMP). Participants identified barriers to writing, developed personal writing strategies, had time to write, and completed monthly writing contracts. Participants provided written responses to open-ended questions about the learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an audiotaped interview. Analysis of qualitative data using data reduction, data display, and conclusion drawing/verification showed that this writing program facilitated the knowledge, skills, and support needed to foster writing productivity. All participants completed at least 1 scholarly manuscript by the end of the CMP. The impact on participants’ future academic productivity requires long-term follow-up.
引用
收藏
页码:64 / 68
页数:4
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