Jawaid Masood, Masood Zubia, Alam Shams Nadeem, Jawaid Shaukat Ali
Pakistan Journal of Medical Sciences, Karachi.
J Pak Med Assoc. 2011 Jan;61(1):66-70.
To assess the improvement in participant's knowledge and skills pertaining to medical writing by interactive hands-on workshops.
During the course of three months (January to March 2009), four interactive 5 hours hands-on workshops were organized on Medical Writing. All participants completed a pre-workshop and post-workshop questionnaire. Fourteen questions were included in both questionnaires related to workshop outline. Eight questions were related to knowledge of the participants about different aspects of medical writing (yes/no). Participants were also asked six questions to rate their skills relating to medical writing on a numerical scale of 1-5 (1: no skills and 5: expert). Participant's feedbacks were also analyzed. The pre-workshop and post-workshop responses were compared to see if there was any significant difference by using McNemar test and paired-t test where appropriate.
Response to eight questions regarding knowledge (authorship criteria, types of data, application of significance test, search techniques, plagiarism, Vancouver style of reference and copyright statement) showed that there was a significant difference in all responses (p < 0.005). Same trend was observed in skills rating (literature search, basic data analysis, writing an original article, writing references, paper submission for publication) of participants themselves before and after the workshop (p < 0.0001). Analysis of feedback showed that participants found the workshop informative, practical and helpful in improvement of their skills for paper writing.
Short interactive hands-on medical writing workshops are helpful and beneficial in improving the knowledge and skills of the participants.
通过互动式实践工作坊评估参与者在医学写作方面知识和技能的提升。
在三个月期间（2009年1月至3月），组织了四次关于医学写作的互动式5小时实践工作坊。所有参与者都完成了工作坊前和工作坊后的问卷。两份问卷都包含14个与工作坊大纲相关的问题。8个问题与参与者对医学写作不同方面的知识有关（是/否）。还向参与者提出了6个问题，让他们以1 - 5的数字评分来评价自己在医学写作方面的技能（1：无技能，5：专家）。还分析了参与者的反馈。通过使用McNemar检验和配对t检验（在适当情况下）比较工作坊前和工作坊后的回答，以查看是否存在任何显著差异。
对8个关于知识的问题（作者标准、数据类型、显著性检验的应用、搜索技术、剽窃、温哥华参考文献格式和版权声明）的回答表明，所有回答都有显著差异（p < 0.005）。在工作坊前后参与者自身的技能评分（文献检索、基本数据分析、撰写原创文章、撰写参考文献、提交论文发表）中也观察到了相同的趋势（p < 0.0001）。对反馈的分析表明，参与者发现工作坊内容丰富、实用且有助于提高他们的论文写作技能。
简短的互动式实践医学写作工作坊有助于提高参与者的知识和技能。
