Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Writing-skills development in the health professions.

Richard E Rawson1, Kathleen M Quinlan, Barry J Cooper

  • 1Department of Biomedical Sciences, College of Veterinary Medicine, Cornell University, Ithaca, New York 14853, USA. rer1@cornell.edu

Teaching and Learning in Medicine
|July 27, 2005
PubMed
Summary

Medical students improved writing skills, particularly in using appropriate medical terminology, through weekly exercises. Further practice is needed to meet proficiency standards outlined by the rubric.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Digital Cytopathology Quality Guidelines.

Veterinary clinical pathology·2026
Same author

Evaluation of A Novel Indirect Reference Interval Model for Canine Calcium and Alanine Aminotransferase.

Veterinary clinical pathology·2025
Same author

Guidelines for resident training in veterinary clinical pathology. IV: Laboratory quality management-Teaching domains, competencies, and suggested learning outcomes.

Veterinary clinical pathology·2023
Same author

Integrity in and Beyond Contemporary Higher Education: What Does it Mean to University Students?

Frontiers in psychology·2016
Same author

Potential negative impacts and low effectiveness in the use of African annual killifish in the biocontrol of aquatic mosquito larvae in temporary water bodies.

Parasites & vectors·2010
Same author

Designing competencies for chronic disease practice.

Preventing chronic disease·2010

Area of Science:

  • Medical Education
  • Scientific Writing

Background:

  • Medical students often exhibit insufficient writing skills for academic and professional demands.
  • Discipline-specific writing requirements hinder the development of generalizable writing competencies.

Purpose of the Study:

  • To assess the impact of a structured writing intervention on medical students' writing quality.
  • To evaluate writing proficiency using a defined rubric in a basic science course.

Main Methods:

  • Implemented weekly "Question of the Week" writing assignments over 6 weeks.
  • Utilized a rubric assessing Comprehensiveness/Thoroughness, Accuracy, Conciseness, Logical Organization, Justification of Assertions, and Use of Appropriate Terminology.

Main Results:

Related Experiment Videos

  • Writing scores improved in most categories from Week 1 to Week 2, excluding Justification of Assertions and Accuracy.
  • Only the Use of Appropriate Terminology score continued to increase after Week 2.

    • Conclusions:

    • Enhanced ability to use medical terminology appropriately was the most significant writing development observed.
    • The study highlights the need for sustained practice to achieve desired writing proficiency in medical education.
    • Weekly exercises covering diverse body systems demonstrated the challenge and importance of mastering specialized terminology.