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Journal of General Internal Medicine

, Volume 19, Issue 1, pp 64–68 | Cite as

Facilitating scholarly writing in academic medicine

Lessons learned from a collaborative peer mentoring program
  • Linda Pololi
  • Sharon Knight
  • Kathleen Dunn
Innovations In Education And Clinical Practice

Abstract

Scholarly writing is a critical skill for faculty in academic medicine; however, few faculty receive instruction in the process. We describe the experience of 18 assistant professors who participated in a writing and faculty development program which consisted of 7 monthly 75-minute sessions embedded in a Collaborative Mentoring Program (CMP). Participants identified barriers to writing, developed personal writing strategies, had time to write, and completed monthly writing contracts. Participants provided written responses to open-ended questions about the learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an audiotaped interview. Analysis of qualitative data using data reduction, data display, and conclusion drawing/verification showed that this writing program facilitated the knowledge, skills, and support needed to foster writing productivity. All participants completed at least 1 scholarly manuscript by the end of the CMP. The impact on participants’ future academic productivity requires long-term follow-up.

Key words

faculty development mentoring writing scholarship collaboration 

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Copyright information

© Society of General Internal Medicine 2004

Authors and Affiliations

  1. 1.Received from the Women’s Studies Research CenterBrandeis UniversityWaltham
  2. 2.University of Massachusetts Medical SchoolWorcester
  3. 3.School of Health and Human PerformanceEast Carolina UniversityGreenville
  4. 4.SUNY Upstate Medical UniversitySyracuse

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