An interactive, self-guided tutorial on scientific writing for first year physiology students.

Area of Science:

• Biomedical Science Education
• Scientific Communication

Background:

• Undergraduate biomedical science students often lack foundational scientific writing experience.
• There is a need to improve students' understanding of academic publication processes.

Purpose of the Study:

• To develop and evaluate an interactive online tutorial for improving scientific writing skills.
• To assess the tutorial's impact on student confidence and understanding of scientific writing and publication.

Main Methods:

• An interactive online tutorial was created, covering logical argument, figures, referencing, and publication overview.
• The tutorial was implemented in workshops at the University of Bristol and online at the University of Cambridge for first-year physiology students.
• Pre- and post-tutorial surveys assessed student confidence and understanding.

Main Results:

• High engagement rates were observed: 68% in Bristol and 67% in Cambridge.
• Students reported a statistically significant increase in confidence and understanding after completing the tutorial.
• Qualitative feedback indicated overwhelmingly positive student reception.

Conclusions:

• Interactive online tutorials are an effective, low-investment method for enhancing scientific writing skills in undergraduate curricula.
• This approach can better prepare students for coursework, exams, and future postgraduate scientific careers.
• Implementing such tutorials can bridge the gap between academic learning and the demands of scientific publication.