BACKGROUND: Although educational innovations in medical education are increasing in number, many educators do not submit their ideas for publication. AIMS: The goal of this initiative was to assist faculty members write about their educational innovations. METHOD: Twenty-four faculty members participated in this intervention, which consisted of a half-day workshop, three peer writing groups, and independent study. We assessed the impact of this intervention through post-workshop evaluations, a one-year follow-up questionnaire, tracking of manuscript submissions, and an analysis of curriculum vitae. RESULTS: The workshop evaluations and one-year follow-up demonstrated that participants valued the workshop small groups, self-instructional workbook, and peer support and feedback provided by the peer writing groups. One year later, nine participants submitted a total of 14 manuscripts, 11 of which were accepted for publication. In addition, 10 participants presented a total of 38 abstracts at educational meetings. Five years later, we reviewed the curriculum vitae of all participants who had published or presented their educational innovation. Although the total number of publications remained the same, the number of educationally-related publications and presentations at scientific meetings increased considerably. CONCLUSIONS: A faculty development workshop and peer writing group can facilitate writing productivity and presentations of scholarly work in medical education.
BACKGROUND: Although educational innovations in medical education are increasing in number, many educators do not submit their ideas for publication. AIMS: The goal of this initiative was to assist faculty members write about their educational innovations. METHOD: Twenty-four faculty members participated in this intervention, which consisted of a half-day workshop, three peer writing groups, and independent study. We assessed the impact of this intervention through post-workshop evaluations, a one-year follow-up questionnaire, tracking of manuscript submissions, and an analysis of curriculum vitae. RESULTS: The workshop evaluations and one-year follow-up demonstrated that participants valued the workshop small groups, self-instructional workbook, and peer support and feedback provided by the peer writing groups. One year later, nine participants submitted a total of 14 manuscripts, 11 of which were accepted for publication. In addition, 10 participants presented a total of 38 abstracts at educational meetings. Five years later, we reviewed the curriculum vitae of all participants who had published or presented their educational innovation. Although the total number of publications remained the same, the number of educationally-related publications and presentations at scientific meetings increased considerably. CONCLUSIONS: A faculty development workshop and peer writing group can facilitate writing productivity and presentations of scholarly work in medical education.
Authors: Mia T Vogel; Erin Abu-Rish Blakeney; Mayumi A Willgerodt; Peggy Soule Odegard; Eric L Johnson; Sarah Shrader; Debra Liner; Carla A Dyer; Leslie W Hall; Brenda Zierler Journal: J Interprof Care Date: 2018-11-05 Impact factor: 2.338