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Pedagogic Strategies and Contents in Medical Writing/Publishing Education: A Comprehensive Systematic Survey
Behrooz Astaneh1, Ream Abdullah2, Vala Astaneh3
1Department of Health Research Methods, Evidence and Impact, Faculty of Health Sciences, McMaster University, Hamilton, ON L8S 4K1, Canada.
European Journal of Investigation in Health, Psychology and Education
|September 27, 2024
Summary
Published research on medical writing workshops reveals inconsistent content and teaching methods. Many workshops cover basic article structure and ethics, but deeper insights and broader topics are often missing, indicating a need for improved academic training.
Area of Science:
- Medical Education
- Scientific Publishing
- Academic Writing
Background:
- Medical writing and publishing workshops are globally available.
- Evaluating the content and pedagogical approaches of these workshops is essential for improving research communication training.
Purpose of the Study:
- To systematically review and analyze published literature on medical writing and publishing workshops.
- To identify common themes in content and teaching strategies and highlight areas for improvement.
Main Methods:
- Comprehensive literature search across multiple databases (e.g., Web of Science, EMBASE, ERIC, Medline) and grey literature.
- Inclusion of diverse study designs (RCTs, cohort studies, surveys, program evaluations) without language, geographical, or time restrictions.
- Descriptive analysis of 30 eligible articles identified from 222 full-text reviews.
Main Results:
- Workshop content and teaching strategies were often creator-dependent and sporadically implemented.
- Commonly taught topics included article structure (15 articles), English language use (10 articles), publication ethics (9 articles), and publication strategies (3 articles).
- Many reports lacked detailed descriptions, presenting a superficial approach to content and methods, with several important topics remaining unaddressed.
Conclusions:
- Current medical writing and publishing workshops cover foundational elements but often lack depth and breadth.
- There is a significant need to enhance the quality, detail, and scope of reporting for academic teaching courses in medical writing and publishing.
- Improving workshop content and delivery strategies is crucial for better equipping researchers with essential publication skills.
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