Writing Together to Get AHEAD: an interprofessional boot camp to support scholarly writing in the health professions

Authors

  • Megan von Isenburg MSLS, AHIP, Associate Director, Research and Education, Duke University Medical Center Library, Durham, NC
  • Linda S. Lee PhD, Director, Master of Biomedical Sciences Program, and Associate Professor of the Practice of Medical Education, Duke University Medical Center, Durham, NC
  • Marilyn H. Oermann PhD, RN, ANEF, FAAN, Thelma M. Ingles Professor of Nursing and Director of Evaluation and Educational Research, Duke University School of Nursing, Durham, NC

DOI:

https://doi.org/10.5195/jmla.2017.222

Keywords:

Writing, Publication, Faculty Development, Interprofessional Programs

Abstract

Background: Writing for publication is an integral skill for both sharing research findings and career advancement, yet many faculty lack expertise, support, and time to author scholarly publications. Health professions educators identified writing as an area in which a new educators’ academy could offer support.

Case Presentation: To address this need, a writing task force was formed consisting of a librarian, a School of Medicine faculty member, and a School of Nursing faculty member. The task force launched two initiatives to motivate and support faculty writing and publication over two academic years. In the first year, a structured interprofessional “boot camp” consisting of a sequenced, modularized approach to manuscript completion was offered. In the second year, community building, in-person writing sessions, and incentives were added to the structured tasks. In year one, twenty participants enlisted in the boot camp, nine of whom completed a manuscript for submission by the end of the program. Qualitative feedback indicated potential improvements, which were put in place in the second program. In year two, twenty-eight participants enrolled, and eleven submitted thirteen manuscripts for publication by the end of the program.

Conclusions: Structured tasks, frequent deadlines, and professional editorial assistance were highly valued by participants. Time remains a barrier for faculty seeking to complete manuscripts. As experts in many facets of the publication process, librarians are well positioned to partner with others to facilitate faculty and staff development in writing.

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Published

2017-04-04

Issue

Section

Case Report