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Impact of Performing Medical Writing/Publishing Workshops: A Systematic Survey and Meta-Analysis
Behrooz Astaneh1, Ream Abdullah2, Vala Astaneh3
1Department of Health Research Methods, Evidence and Impact, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.
Medical writing workshops are common, but their impact on researcher knowledge is not significantly proven due to inconsistent evaluation methods. Further research is needed to standardize workshop assessments.
Area of Science:
- Medical Education
- Scientific Communication
Background:
- Medical researchers require proficiency in medical writing and publishing.
- Workshops are frequently utilized to enhance these skills globally.
- A systematic review of workshop impact evaluations is lacking.
Purpose of the Study:
- To systematically evaluate worldwide research on the impact of medical writing and publishing workshops.
- To identify common methodologies and assess the effectiveness of these workshops.
Main Methods:
- A comprehensive literature search was conducted across multiple databases (EMBASE, Medline, Web of Science, ERIC) and grey literature.
- Included study designs: randomized controlled trials, cohort studies, before-after studies, surveys, and program evaluations.
- Meta-analysis was performed on knowledge increase data; other data were reported descriptively.
Main Results:
- 45 articles were included from over 23,000 reports after full-text review.
- Evaluations of workshop impacts were often incomplete or lacked precision.
- Meta-analysis indicated a non-significant increase in participant knowledge post-workshop.
Conclusions:
- Medical writing workshops lack standardized curricula, presentation methods, and evaluation tools.
- Current reporting on workshop activities and their impact is insufficient.
- There is a need for validated measurement tools to assess workshop effectiveness accurately.
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