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Overdue Assignment: A Case Study on Academic Writing Development for Postgraduate Health Professional Trainees in
Stephanie Onguka1, Fleur de Meijer2, Dana M Basnight-Brown3
1Department of Family Medicine, Kabarak University, Kabarak, Kenya.
Journal of Medical Education and Curricular Development
|November 29, 2023
Summary
Developing authorial identity in African postgraduate health professionals is crucial. Interactive workshops significantly improved writing confidence and plagiarism awareness, suggesting a path to better research capacity building.
Area of Science:
- Medical Education
- Academic Writing
- Research Capacity Building
Background:
- Authorial identity development is often overlooked in African postgraduate health professional programs.
- This is critical for thesis projects and scientific publications.
Purpose of the Study:
- To explore authorial identity among postgraduate health trainees in Kenya.
- To evaluate the impact of English Age of Acquisition on writing confidence.
Main Methods:
- An exploratory case study using mixed quantitative and qualitative data.
- Pre- and post-workshop surveys assessed writing confidence and plagiarism awareness.
- Focus group discussions explored authorial identity themes.
Main Results:
- Significant improvements in writing confidence (p < .001) and plagiarism awareness (p < .001) post-workshop.
- English Age of Acquisition (mean 4.98 years) did not correlate with writing confidence.
- Participants acknowledged authorship requires effort and suggested improved writing instruction to combat plagiarism.
Conclusions:
- Interactive workshops employing procedural and enculturation methods can foster authorial identity in Kenyan postgraduate health professionals.
- Further research should assess workshop effectiveness with direct learning indicators and explore curricular reforms to promote authorship.
Keywords:
Africaauthorial identityhealth professionalsplagiarismresearch capacity buildingwriting skill developmentMore Related Videos
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