S A Azer1, D M Dupras, S Azer. 1. Professor of Medical Education, Chair of Curriculum and Research Unit, College of Medicine, King Saud University, Riyadh, Saudi Arabia. azer2000@optusnet.com.au.
Abstract
BACKGROUND: One of the key priorities of a scholarly teacher is to demonstrate the ability to contribute to the advancement of knowledge, and transformation of new knowledge into applications that can be of value to the profession and the teaching/learning community. However, successful contribution to a scholarly activity such as publication is challenging particularly when academics lack confidence in their writing skills. AIM: The aim of this article is to highlight keys for successful publication in medical education. METHODS: We reviewed the current literature, recent medical education proceedings, and Association of Medical Education in Europe (AMEE) Guides and explored the basic principles for creating a scholarly publication. We have also reflected on our collective long experience as reviewers to educational, scientific, and clinical journals as well as our roles on editorial boards of medical education and scientific journals. RESULTS: Using the methods described, we have developed the following twelve tips: (1) Start with the end of mind, (2) Sharpen your idea, (3) Select the right journal, (4) Discuss authorship, (5) Adhere to ethical principles, (6) Prepare the manuscript, (7) Avoid common mistakes, (8) See it from the reviewer's eyes, (9) Prepare a cover letter, (10) Respond to the editor's and reviewers' reports, (11) Don't be discouraged by rejection, and (12) Reflect on your experience. CONCLUSIONS: Writing for publication in medical education, particularly in journals with high impact ratings, is a challenging task. However, becoming passionate about your contention, and working on transforming your idea into a published work necessitates self-regulation, resilience, visualization of outcomes, and implementing scholarly approaches. Overcoming challenges and focusing on your goal can be reached if these tips are applied.
BACKGROUND: One of the key priorities of a scholarly teacher is to demonstrate the ability to contribute to the advancement of knowledge, and transformation of new knowledge into applications that can be of value to the profession and the teaching/learning community. However, successful contribution to a scholarly activity such as publication is challenging particularly when academics lack confidence in their writing skills. AIM: The aim of this article is to highlight keys for successful publication in medical education. METHODS: We reviewed the current literature, recent medical education proceedings, and Association of Medical Education in Europe (AMEE) Guides and explored the basic principles for creating a scholarly publication. We have also reflected on our collective long experience as reviewers to educational, scientific, and clinical journals as well as our roles on editorial boards of medical education and scientific journals. RESULTS: Using the methods described, we have developed the following twelve tips: (1) Start with the end of mind, (2) Sharpen your idea, (3) Select the right journal, (4) Discuss authorship, (5) Adhere to ethical principles, (6) Prepare the manuscript, (7) Avoid common mistakes, (8) See it from the reviewer's eyes, (9) Prepare a cover letter, (10) Respond to the editor's and reviewers' reports, (11) Don't be discouraged by rejection, and (12) Reflect on your experience. CONCLUSIONS: Writing for publication in medical education, particularly in journals with high impact ratings, is a challenging task. However, becoming passionate about your contention, and working on transforming your idea into a published work necessitates self-regulation, resilience, visualization of outcomes, and implementing scholarly approaches. Overcoming challenges and focusing on your goal can be reached if these tips are applied.
Authors: Lara Varpio; Erik Driessen; Lauren Maggio; Lorelei Lingard; Kalman Winston; Kulamakan Kulasegaram; Alisa Nagler; Jennifer Cleland; Johanna Schönrock-Adema; Elise Paradis; Anne Mette Mørcke; Wendy Hu; Margaret Hay; Martin G Tolsgaard Journal: Perspect Med Educ Date: 2018-12