BACKGROUND: The need for consistent academic productivity challenges junior clinician-scholars, who often lack the aptitude to ensure efficient production of manuscripts. INTERVENTION: To solve this problem, an academic division of a major medical center developed an off-site writing retreat. The purpose of the retreat was not to teach writing skills, but to offer senior mentor assistance with a focus on the elements of manuscript writing. METHODS: The retreat paired senior faculty members with junior staff. Senior faculty identified manuscript topics and provided real-time writing and editing supervision. Team-building exercises, midcourse corrections, and debriefing interviews were built into the retreat. The number of manuscripts and grant proposals generated during the 2008-2011 retreats was recorded, and the program was evaluated by using unstructured debriefing interviews. RESULTS: An average of 6 to 7 faculty members and fellows participated in each retreat. During the past 4 years, participants produced an average of 3 grant proposals and 7 manuscripts per retreat. After the writing retreat, each fellow and junior faculty member produced an average of 4 scholarly products per year, compared to fewer than 2 for prior years' retreats. Participant feedback indicated the success of the retreat resulted from protected time, direct mentorship by the scholars involved, and pairing of authors, which allows for rapid production of manuscripts and accelerated the editing process. More than 80% of mentors returned each year to participate. CONCLUSIONS: The writing retreat is a feasible, effective strategy to increase scholarship among faculty, acceptable to mentees and mentors, and sustainable over time.
BACKGROUND: The need for consistent academic productivity challenges junior clinician-scholars, who often lack the aptitude to ensure efficient production of manuscripts. INTERVENTION: To solve this problem, an academic division of a major medical center developed an off-site writing retreat. The purpose of the retreat was not to teach writing skills, but to offer senior mentor assistance with a focus on the elements of manuscript writing. METHODS: The retreat paired senior faculty members with junior staff. Senior faculty identified manuscript topics and provided real-time writing and editing supervision. Team-building exercises, midcourse corrections, and debriefing interviews were built into the retreat. The number of manuscripts and grant proposals generated during the 2008-2011 retreats was recorded, and the program was evaluated by using unstructured debriefing interviews. RESULTS: An average of 6 to 7 faculty members and fellows participated in each retreat. During the past 4 years, participants produced an average of 3 grant proposals and 7 manuscripts per retreat. After the writing retreat, each fellow and junior faculty member produced an average of 4 scholarly products per year, compared to fewer than 2 for prior years' retreats. Participant feedback indicated the success of the retreat resulted from protected time, direct mentorship by the scholars involved, and pairing of authors, which allows for rapid production of manuscripts and accelerated the editing process. More than 80% of mentors returned each year to participate. CONCLUSIONS: The writing retreat is a feasible, effective strategy to increase scholarship among faculty, acceptable to mentees and mentors, and sustainable over time.
Authors: Stephen A Geraci; Harry Hollander; Stewart F Babbott; Raquel Buranosky; Donna R Devine; Regina A Kovach; Lee Berkowitz Journal: Am J Med Date: 2010-11 Impact factor: 4.965
Authors: Peter R Chai; Stephanie Carreiro; Jennifer L Carey; Katherine L Boyle; Brittany P Chapman; Edward W Boyer Journal: Clin Teach Date: 2018-09-07
Authors: Ross C Brownson; Graham A Colditz; Maureen Dobbins; Karen M Emmons; Jon F Kerner; Margaret Padek; Enola K Proctor; Kurt C Stange Journal: Clin Transl Sci Date: 2015-11-18 Impact factor: 4.689