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Related Experiment Videos

From pedestal to possibility: learning scholarly writing using a unique course assignment.

Yolanda Griffiths1, Brenda Coppard, Helene Lohman

  • 1Occupational Therapy Department, School of Pharmacy and Health Professions, Creighton University Medical Center, 2500 California Plaza, Omaha, NE 68178, USA. yolanda@creighton.edu

Journal of Allied Health
|July 22, 2005
PubMed
Summary

Interviewing published authors and reflecting on their experiences helps healthcare students understand scholarly writing. This approach fosters realistic views of authors and encourages professional information dissemination.

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Area of Science:

  • Medical Education
  • Scholarly Communication

Background:

  • Developing healthcare professionals require strong scholarly writing skills.
  • Understanding the author's journey is crucial for aspiring medical writers.

Purpose of the Study:

  • To evaluate if interviewing published authors enhances healthcare students' understanding of scholarly writing.
  • To explore the pedagogical value of author interviews in medical education.

Main Methods:

  • Students conducted phone and in-person interviews with published authors.
  • A set of six questions focused on authors' writing processes.
  • Students submitted reflective assignments analyzing interview insights.

Main Results:

  • Students identified author routines, struggles, and coping strategies.

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  • Learners developed a more realistic perspective of authors as skilled individuals.
  • The assignment provided insights into the experiential nature of scholarly writing.

    • Conclusions:

    • Author interviews offer an innovative method for teaching scholarly writing.
    • This pedagogical approach can demystify the writing process for students.
    • It encourages healthcare professionals to pursue scholarly publication.