BACKGROUND: Writing is an essential skill for academic family physicians. It is essential in all of the academic physicians' roles, and publications are critical for promotion and tenure. This study describes a three-part faculty development instructional program designed to teach writing skills. The instructional program was repeated over a 3-year period involving two different institutions with departments of family medicine. METHODS: Educational interventions included seminars, workshops, and independent practice, with feedback from senior advisors. The practice and feedback sections centered on the faculty members' own written products. RESULTS: This series resulted in the publication of 16 papers from 13 of the 40 faculty participants. CONCLUSIONS: Our experience suggests that a writing series is one effective method that departments of family medicine may use to facilitate the writing productivity of faculty.
BACKGROUND: Writing is an essential skill for academic family physicians. It is essential in all of the academic physicians' roles, and publications are critical for promotion and tenure. This study describes a three-part faculty development instructional program designed to teach writing skills. The instructional program was repeated over a 3-year period involving two different institutions with departments of family medicine. METHODS: Educational interventions included seminars, workshops, and independent practice, with feedback from senior advisors. The practice and feedback sections centered on the faculty members' own written products. RESULTS: This series resulted in the publication of 16 papers from 13 of the 40 faculty participants. CONCLUSIONS: Our experience suggests that a writing series is one effective method that departments of family medicine may use to facilitate the writing productivity of faculty.