TY  - JOUR
DO  - 10.22454/PRiMER.2021.178789
VL  - 5
DA  - 2021/09/27
N2  - 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.
PB  - Society of Teachers of Family Medicine
AU  - Winnie, Kirsten
AU  - Jackson, Jeremy T.
AU  - Ledford, Christy J.
L2  - http://journals.stfm.org/primer/2021/jackson-2021-0025
L1  - http://journals.stfm.org/media/4342/primer-5-34.pdf
TI  - Writing Rounds: An Innovation to Increase Physician Scientific Dissemination
ER  -