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Empowering medical students through collaborative writing sessions.

Helena J Chapman1, Bienvenido A Veras-Estévez2,3

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Collaborative writing sessions with mentorship and clear agendas enhance medical trainees

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Area of Science:

  • Medical Education
  • Scientific Writing
  • Physician Training

Background:

  • Scientific writing and critical appraisal are essential skills for physicians.
  • These skills are inconsistently taught in medical curricula.
  • Trainees often rely on continuing education for these competencies.

Purpose of the Study:

  • To evaluate collaborative writing sessions as a method for skill development.
  • To assess medical trainees' perceptions of these sessions.
  • To advance technical writing and critical analysis skills for professional growth.

Main Methods:

  • Conducted collaborative writing sessions with direct supervision.
  • Included introductory workshops and 3-month practical sessions.
  • Targeted medical students and recent medical graduates in the Dominican Republic (2017-2020).

Main Results:

  • Participants identified key enabling factors for publication.
  • These factors included detailed agendas, direct mentorship, and effective teamwork.
  • Personal investment, dedication, and future vision were also crucial.

Conclusions:

  • Collaborative writing sessions offer an innovative model for medical trainees.
  • This model, featuring a viable agenda, mentorship, and team dynamics, is adaptable globally.
  • Mastering these skills enables trainees to contribute to research, policy, and education.