Empowering medical students through collaborative writing sessions.

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.