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An educational intervention to increase faculty publication productivity
F P Hekelman1, V Gilchrist, S J Zyzanski
1Department of Family Medicine, Case Western Reserve University, Cleveland, USA.
Background:
Writing is an essential skill for academic family physicians. It is essential in all of the academic physicians' roles, and publications are critical for promotion and tenure. This study describes a three-part faculty development instructional program designed to teach writing skills. The instructional program was repeated over a 3-year period involving two different institutions with departments of family medicine.
Methods:
Educational interventions included seminars, workshops, and independent practice, with feedback from senior advisors. The practice and feedback sections centered on the faculty members' own written products.
Results:
This series resulted in the publication of 16 papers from 13 of the 40 faculty participants.
Conclusions:
Our experience suggests that a writing series is one effective method that departments of family medicine may use to facilitate the writing productivity of faculty.