Sommers P S, Muller J H, Bailiff P J, Stephens G G
Department of Family and Community Medicine, University of California, San Francisco, USA.
Fam Med. 1996 Oct;28(9):650-4.
A 2 1/2-day Writing for Publication Workshop was presented to faculty and fellows for 5 successive years, 1991-1995. This paper describes the workshop curriculum and reports evaluation results.
A three-part evaluation plan incorporated both quantitative and qualitative methods. First, a nine-item questionnaire was administered to the 1992-1995 participants immediately prior to and after the workshop to identify perceived change in knowledge and skills. Second, a follow-up qualitative interview was administered to the 1991 and 1992 participants to identify their perceptions of the workshop's usefulness. Third, pre- and postworkshop publications of the 1991 and 1992 participants were analyzed to identify types of publications and significant differences in rates of publication.
Eighty individuals participated in the five workshops given during the 1991-1995 period. Pre/post self-assessment data indicated significant increases in perceived knowledge and skill in all nine areas of assessment. The follow-up interview data showed that participants felt that the workshop motivated them to begin and sustain writing projects, gave them skills that made their writing more effective, and demystified the submission and publication processes. Analysis of the difference between pre- and postworkshop rates of publication showed a significant increase in the rate of publication.
The evaluation findings indicate that the Writing for Publication Workshop met its educational objectives. Future curricula to prepare faculty as medical writers need to be tested using quasi-experimental designs to determine their impact on publication productivity and quality.
1991年至1995年，连续五年为教职员工和研究员举办了为期两天半的医学论文撰写发表研习班。本文介绍了研习班课程并报告了评估结果。
采用三部分评估计划，综合了定量和定性方法。首先，在研习班举办前和结束后，立即向1992年至1995年的参与者发放一份包含九个项目的问卷，以确定他们在知识和技能方面的感知变化。其次，对1991年和1992年的参与者进行后续定性访谈，以了解他们对研习班实用性的看法。第三，分析1991年和1992年参与者在研习班前和后的发表情况，以确定发表类型和发表率的显著差异。
在1991年至1995年期间举办的五期研习班中，共有80人参加。前后自我评估数据表明，在所有九个评估领域，参与者感知到的知识和技能都有显著提高。后续访谈数据显示，参与者认为研习班激励他们开始并持续进行写作项目，赋予他们提高写作效率的技能，并消除了投稿和发表过程的神秘感。对研习班前和后的发表率差异分析表明，发表率有显著提高。
评估结果表明，医学论文撰写发表研习班达到了其教育目标。未来培养教职员工成为医学论文撰写者的课程需要采用准实验设计进行测试，以确定其对发表成果和质量的影响。
