Kirsten Winnie1, Jeremy T Jackson2, Christy J W Ledford3. 1. Department of Family Medicine, Uniformed Services University of the Health Sciences | and Travis Air Force Base Family Medicine Residency, Travis AFB, CA. 2. Henry M. Jackson Foundation, Bethesda, MD | and Military Primary Care Research Network, Uniformed Services University of the Health Sciences, Department of Family Medicine, Bethesda, MD. 3. Department of Family Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD.
Abstract
INTRODUCTION: Many high-quality studies presented at conferences never reach the peer-reviewed literature, most likely because physician authors do not take the next step to fully write up the studies and submit them to a journal. We evaluated a curriculum designed to equip authors with the practical skills to submit research projects to peer-reviewed publication. METHODS: We designed a mixed asynchronous-synchronous longitudinal curriculum, occurring across 4 months via a virtual platform. To evaluate the curriculum, we tracked process and production outcomes and conducted semistructured interviews with participants following participation. RESULTS: Across two cohorts in 2019, nine participant authors completed the curriculum. Seven participants submitted their studies for publication; two were accepted. In interviews with eight participants, participant authors described the value of the program, expressing intention to participate again and to recommend it to colleagues. CONCLUSION: Through a coach-directed writing group, participant authors developed the skills and confidence needed to prepare and submit scientific manuscripts for peer review. Curriculum maintenance and enhancement is ongoing. We plan to scale up this innovation in support of other university departments and medical disciplines, developing an implementation guide to describe needed elements, including technological platforms, qualities of the coach, author recruitment, and group conduct.
INTRODUCTION: Many high-quality studies presented at conferences never reach the peer-reviewed literature, most likely because physician authors do not take the next step to fully write up the studies and submit them to a journal. We evaluated a curriculum designed to equip authors with the practical skills to submit research projects to peer-reviewed publication. METHODS: We designed a mixed asynchronous-synchronous longitudinal curriculum, occurring across 4 months via a virtual platform. To evaluate the curriculum, we tracked process and production outcomes and conducted semistructured interviews with participants following participation. RESULTS: Across two cohorts in 2019, nine participant authors completed the curriculum. Seven participants submitted their studies for publication; two were accepted. In interviews with eight participants, participant authors described the value of the program, expressing intention to participate again and to recommend it to colleagues. CONCLUSION: Through a coach-directed writing group, participant authors developed the skills and confidence needed to prepare and submit scientific manuscripts for peer review. Curriculum maintenance and enhancement is ongoing. We plan to scale up this innovation in support of other university departments and medical disciplines, developing an implementation guide to describe needed elements, including technological platforms, qualities of the coach, author recruitment, and group conduct.
Authors: Stefan C W Grzybowski; Joanna Bates; Betty Calam; Janet Alred; Ruth Elwood Martin; Rodney Andrew; Launette Rieb; Susan Harris; Carl Wiebe; Eva Knell; Samara Berger Journal: Fam Med Date: 2003-03 Impact factor: 1.756
Authors: Teresa M Chan; Michael Gottlieb; Jonathan Sherbino; Robert Cooney; Megan Boysen-Osborn; Anand Swaminathan; Felix Ankel; Lalena M Yarris Journal: Acad Med Date: 2018-10 Impact factor: 6.893
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