Pololi Linda, Knight Sharon, Dunn Kathleen
Women's Studies Research Center, Brandeis University, Waltham, Massachusetts, USA.
J Gen Intern Med. 2004 Jan;19(1):64-8. doi: 10.1111/j.1525-1497.2004.21143.x.
Scholarly writing is a critical skill for faculty in academic medicine; however, few faculty receive instruction in the process. We describe the experience of 18 assistant professors who participated in a writing and faculty development program which consisted of 7 monthly 75-minute sessions embedded in a Collaborative Mentoring Program (CMP). Participants identified barriers to writing, developed personal writing strategies, had time to write, and completed monthly writing contracts. Participants provided written responses to open-ended questions about the learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an audiotaped interview. Analysis of qualitative data using data reduction, data display, and conclusion drawing/verification showed that this writing program facilitated the knowledge, skills, and support needed to foster writing productivity. All participants completed at least 1 scholarly manuscript by the end of the CMP. The impact on participants' future academic productivity requires long-term follow-up.
学术写作是医学学术领域教师的一项关键技能；然而，很少有教师接受过写作过程方面的指导。我们描述了18位助理教授参与一个写作与教师发展项目的经历，该项目由嵌入协作指导项目（CMP）的7次每月75分钟的课程组成。参与者识别了写作障碍，制定了个人写作策略，有时间写作，并完成了每月的写作合同。参与者针对关于学习经历的开放式问题提供了书面回复，并且在项目结束时，参与者确定了提交发表的手稿，并完成了一次录音采访。使用数据缩减、数据展示和结论得出/验证对定性数据进行分析表明，这个写作项目促进了提高写作效率所需的知识、技能和支持。所有参与者在CMP结束时都至少完成了1篇学术手稿。对参与者未来学术产出的影响需要长期跟踪。
