Moore Amy L, Chaisson Neal F
Department of Scientific Publications, Education Institute; and.
Respiratory Institute, Cleveland Clinic, Cleveland, Ohio.
ATS Sch. 2022 Sep 30;3(3):390-398. doi: 10.34197/ats-scholar.2022-0023PS. eCollection 2022 Oct.
Physicians in training are often taught how to conduct original research but may lack the skills necessary to write their results in a paper for the peer-reviewed medical literature. To help our critical care fellows increase their publication rates, we implemented an 8-hour scientific writing course that provides a structured approach to writing an academic research paper. We have demonstrated an increase in publication rate during fellowship from an average of 0.7 manuscripts per fellow just before course inception to 3.7 manuscripts per fellow in the current graduating class. We highlight strategies for developing a writing course aligned with adult learning theory within three key areas: planning, pedagogy, and implementation. Planning strategies center around creating a case for change, including multiple stakeholders with diverse backgrounds, including the research mentor, and ensuring accountability among stakeholders. Pedagogical strategies focus on harnessing the power of experiential learning, considering a flipped classroom approach, and peer teaching to leverage social and cognitive congruence. Implementation strategies include breaking down the writing process into manageable tasks, organizing the writing process according to learner needs, using peer review processes to drive learning, and celebrating the accomplishments of learners within the course. These strategies represent broad initiatives that can be tailored to local training needs and instituted across a wide variety of teaching platforms.
正在接受培训的医生通常会学习如何开展原创研究，但可能缺乏将研究结果撰写成论文以发表在同行评审医学文献上所需的技能。为帮助我们的重症监护住院医师提高发表率，我们实施了一门时长8小时的科学写作课程，该课程提供了撰写学术研究论文的结构化方法。我们已经证明，住院医师培训期间的发表率有所提高，从课程开始前每位住院医师平均0.7篇论文增加到当前毕业班每位住院医师3.7篇论文。我们重点介绍了在规划、教学法和实施这三个关键领域制定与成人学习理论相一致的写作课程的策略。规划策略围绕营造变革的理由展开，让包括研究导师在内的具有不同背景的多个利益相关者参与其中，并确保利益相关者之间的问责制。教学策略侧重于利用体验式学习的力量，考虑采用翻转课堂教学法以及同伴教学，以利用社会和认知一致性。实施策略包括将写作过程分解为可管理的任务，根据学习者的需求组织写作过程，利用同行评审过程促进学习，以及在课程中表彰学习者的成就。这些策略代表了广泛的举措，可以根据当地培训需求进行调整，并在各种教学平台上实施。
