ENHANCING SKILLS IN SCHOLARLY WRITING FOR MEDICAL SCHOOL FACULTY: EXPERIENCE AT THE JOHNS HOPKINS UNIVERSITY, MARYLAND, USA
Academic writing is one key to professional success for medical school faculty. Persuasive, well-reasoned arguments, and clear descriptions of gaps in knowledge, form the basis of rigorous research papers and provide a competitive advantage when applying for research grants. After a research study h...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Poltava State Medical University
2025-04-01
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| Series: | Проблеми екології та медицини |
| Subjects: | |
| Online Access: | https://ecomed-journal.org/index.php/journal/article/view/324 |
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| Summary: | Academic writing is one key to professional success for medical school faculty. Persuasive, well-reasoned arguments, and clear descriptions of gaps in knowledge, form the basis of rigorous research papers and provide a competitive advantage when applying for research grants. After a research study has been conducted, clear writing is needed to form the enduring record of the work – a peer-reviewed article describing the findings and their implications. Furthermore, such work is often supported by public funding, which arguably creates a duty to disseminate the findings through a highly accessible written record. For grant proposals, investigators must explain why their questions are important, what makes their team qualified to seek the answers, and how those answers are likely to lead to improvements in human health. Although the success of medical school faculty hinges in part on writing skill, the subject is neglected in most medical school curricula. As a result, many medical school faculty lack formal training both in scholarly writing, and in the skills needed to coach less experienced authors. At The Johns Hopkins University School of Medicine, we are actively addressing the need for advanced proficiency in academic writing among our faculty. |
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| ISSN: | 2073-4662 2519-2302 |