Advice for authors from the editors of &lt;em&gt;Perspectives on Medical Education&lt;/em&gt;: Getting your research published&lt;em&gt;&lt;br&gt;&lt;/em&gt;

Varpio, Lara; Driessen, Erik; Maggio, Lauren A.; Lingard, Lorelei; Winston, Kalman; Kulasegaram, Kulamakan; Nagler, Alisa; Cleland, Jennifer; Schönrock-Adema, Johanna; Paradis, Elise; Mørcke, Anne Mette; Hu, Wendy; Hay, Margaret; Tolsgaard, Martin G.

doi:10.1007/s40037-018-0483-0

Cited by 10 publications

(7 citation statements)

References 11 publications

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“…Other studies have encouraged institutions to organize academic writing programs and workshops on manuscript writing, but have not reported on desired course content or a potential effect [9,23]. The need for specific training on how to write a good article has been recognized not only by students and supervisors but also by the editors-in-chief of major journals [28].…”

Section: Facilitators When Getting Startedmentioning

confidence: 99%

Facilitators and Barriers for Young Medical Doctors Writing Their First Manuscript for Publication

Raffing

Jensen

Larsen

et al. 2021

IJERPH

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Although scientific publication is often mandatory in medical professions, writing the first research article for publication is challenging, especially as medical curricula have only a minor focus on scientific writing. The aim was therefore to identify facilitators and barriers experienced by medical doctors writing their first scientific article for publication. An explorative inductive approach made use of semi-structured interviews for collecting data until saturation. Data were analyzed with systematic text condensation. Several barriers were identified: (a) writing in general; (b) writing in English; (c) dealing with content, structure, and presentation; and (d) navigating in the author group. Good supervision in the initial writing phase was a facilitating factor. Medical doctors requested a course in which they could work on their own articles and give feedback to fellow students. They valued skilled lecturers and individual supervision, and they wanted to learn about author instructions, how to present text correctly, and how to sell their core message. Their goal was to create a useful end product and to obtain European Credit Transfer System (ECTS) points. The facilitators and barriers that medical doctors experience when writing their first scientific article for publication and their course requests should be reflected in the learning objectives and content of future courses.

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Section: Facilitators When Getting Startedmentioning

confidence: 99%

Facilitators and Barriers for Young Medical Doctors Writing Their First Manuscript for Publication

Raffing

Jensen

Larsen

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…As a scholarly community we are also aware of how challenging it is to secure funding (success rates in my context range from 16-47%) [2,3], and the low percentages of papers that see publication in a given journal (acceptance rates for top Health Professions Education (HPE) journals hover around 13-30%) [4]. These success rates provide the community with a marker for comparison-if we are successful, we are amongst the few.…”

Section: (Benjamin Franklin)mentioning

confidence: 99%

“…If we aren't, then we are at the very least in good company. Those metrics are aggregate measures of success for a heterogeneous community of scholars, and a project may not receive funding or be accepted for publication for a variety of reasons [4][5][6][7][8][9][10][11]-reasons that range from how well the project 'fits' in the mandate of the funding agency or journal, to issues of relevance, articulation, design, or planned interpretation. In 'pitching' or describing a project we may have failed to identify the gap in the literature [12], failed to clearly articulate our objectives, failed to describe a coherent theoretical or conceptual framework [13,14], failed to describe our approach to data collection or analysis effectively, or failed to articulate the impact of this piece of scholarship on the HPE community.…”

Section: (Benjamin Franklin)mentioning

confidence: 99%

“…. ' 4 . This serendipitous failure may be one of more common types of failure in research and scholarship-the occurrence of the un-expected, and the careful investigation that follows.…”

Section: Serendipitous Failurementioning

confidence: 99%

“…Oxford University Press, Oxford. 2016 4. Quote attributed to Isaac Asimov, summarizing his work as described in: Asimov, Isaac.…”

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The utility of failure: a taxonomy for research and scholarship

Young

2019

Perspect Med Educ

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Introduction Health professions education (HPE) research and scholarship utilizes a range of methodologies, traditions, and disciplines. Many conducting scholarship in HPE may not have had the opportunity to consider the value of a well-designed but failed scholarly project, benefitted from role-modelling of the value of failure, nor have engaged with the common nature of failure in research and scholarship. Methods Drawing on key concepts from philosophy of science, this piece describes the necessity and benefit of failure in research and scholarship, presents a taxonomy of failure relevant to HPE research, and applies this taxonomy to works published in the Perspectives on Medical Education failures/surprises series. Results I propose three forms of failure relevant to HPE scholarship: innovation-driven, discovery-oriented, and serendipitous failure. Innovation-driven failure was the most commonly represented type of failure in the failures/surprises section, and discoveryoriented the least common. Conclusions Considering failure in research and scholarship, four conclusions are drawn. First, failure is integral to research and scholarship-it is how theories are refined, discoveries are made, and innovations are developed. Second, we must purposefully engage with the opportunities that failure provide-understanding why a particular well-designed project failed is an opportunity for further insight. Third, we must engage publicly with failure in order to better communicate and role model the complexities of executing scholarship or innovating in HPE. Fourth, in order to make failure truly an opportunity M. Young ()

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Publishing in Health Professions Education Research

Gordon,,

Atherley,,

Ciancioloand

et al. 2023

Foundations of Health Professions Education Research

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Advice for authors from the editors of <em>Perspectives on Medical Education</em>: Getting your research published<em><br></em>

Abstract: None

Cited by 10 publications

References 11 publications

Facilitators and Barriers for Young Medical Doctors Writing Their First Manuscript for Publication

Facilitators and Barriers for Young Medical Doctors Writing Their First Manuscript for Publication

The utility of failure: a taxonomy for research and scholarship

Publishing in Health Professions Education Research

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Advice for authors from the editors of <em>Perspectives on Medical Education</em>: Getting your research published<em><br></em>

Abstract: None

Cited by 10 publications

References 11 publications

Facilitators and Barriers for Young Medical Doctors Writing Their First Manuscript for Publication

Facilitators and Barriers for Young Medical Doctors Writing Their First Manuscript for Publication

The utility of failure: a&nbsp;taxonomy for research and scholarship

Publishing in Health Professions Education Research

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The utility of failure: a taxonomy for research and scholarship