Authorship equity guidelines in global health journals

Rees, Chris A.; Sirna, Stephanie J; Manji, Hussein Karim; Kisenge, Rodrick; Manji, Karim

doi:10.1136/bmjgh-2022-010421

Cited by 13 publications

(17 citation statements)

References 13 publications

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“…Working from a value-driven approach recognises the space required for ‘junior’ authors to learn to write to the academic standards of international journals, and expanding authorship to include the team members who significantly contribute to local data collection. In academia, particularly in HICs, often authorship is decided on seniority of academics, and not necessarily their actual contribution to the research 37–39. This dispensation is an unwritten rule not captured in ICJME standards.…”

Section: Striving For Representation In Every Stage Of the Research I...mentioning

confidence: 99%

Mentorship as an overlooked dimension of research capacity strengthening: how to embed value-driven practices in global health

Bonaconsa,

Nampoothiri,

Mbamalu

et al. 2024

BMJ Glob Health

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Mentorship in global health remains an overlooked dimension of research partnerships. Commitment to effective mentorship models requires value-driven approaches. This includes having an understanding of (1) what mentorship means across different cultural and hierarchical boundaries in the health research environment, and (2) addressing entrenched power asymmetries across different aspects including funding, leadership, data and outputs, and capacity strengthening. Existing guidance towards equity and sustainability fails to inform how to navigate complex relationships which hinder effective mentorship models. We focus this perspective piece on human capacity strengthening in research partnerships through mentorship. Using a case study of a research partnership, we describe the lessons learnt and the challenges faced in the mentor mentee relationship while maintaining an effective and sustainable partnership. Human capacity strengthening must research projects and collaborations, and recognise local leadership and ownership. To be transformative and effective, practices need to be driven by common values across research teams.

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Section: Striving For Representation In Every Stage Of the Research I...mentioning

confidence: 99%

Mentorship as an overlooked dimension of research capacity strengthening: how to embed value-driven practices in global health

Bonaconsa,

Nampoothiri,

Mbamalu

et al. 2024

BMJ Glob Health

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“…However, because self-reported gender data is unavailable, we propose that our approach provides a reasonable method that is in alignment with similar studies. [23][24][25] Metadata for these preprints and articles was analyzed using descriptive statistics.…”

Section: Data Collectionmentioning

confidence: 99%

Describing the landscape of medical education preprints on medRxiv

Maggio,

Costello,

Artino

2023

Preprint

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Introduction A preprint is a version of a research manuscript posted to a preprint server prior to peer review. Preprints enable authors to quickly and openly share research, afford opportunities for expedient feedback, and enable immediate listing of research on grant and promotion applications. In medical education, most journals welcome preprints, suggesting they play a role in the field's discourse. Yet, little is known about medical education preprints, including author characteristics, use, and ultimate publication status. This study provides an overview of preprints in medical education in an effort to better understand their role in the field's discourse. Methods The authors queried medRxiv, a preprint repository, to identify preprints categorized as Medical Education and downloaded the related metadata. CrossRef was queried to gather information on preprints later published in journals. Results Between 2019-2022, 204 preprints were classified in medRxiv as Medical Education with most deposited in 2021 (n=76, 37.3%). On average, preprint full-texts were downloaded 1875.2 times, and all were promoted on social media. Preprints were authored, on average, by 5.9 authors. Corresponding authors were based in 41 countries with nearly half (45.6%) in the United States, United Kingdom, and Canada. Almost half (n=101, 49.5%) of preprints became published articles in predominantly peer-reviewed journals. Preprints appeared in 65 peer-reviewed journals with BMC Medical Education (n=9, 8.9%) most represented. Discussion Medical education research is being deposited as preprints, which are promoted, heavily accessed, and subsequently published in peer-reviewed journals, including those specific to medical education. Considering the benefits of preprints and slowness of medical education publishing, it is likely that preprint deposition will increase and preprints will be integrated into the field's discourse. Based on these findings, we propose next steps to facilitate the responsible and effective creation and use of preprints in medical education.

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“…Project leaders and Global South authors are seldom the same individual. Global South authors, or those with marginalised identities, participate in the research because they may be unaware of the practice or intend to leverage the opportunity for future interests, be that for publication credit or a foothold in academia 24–26. North-South collaborations may involve Global North authors providing legitimacy through proficiency in academic English and preparing manuscripts for publication.…”

Section: Introductionmentioning

confidence: 99%

Shapeshifters: Global South scholars and their tensions in border-crossing to Global North journals

Naidu,

Cartmill,

Swanepoel

et al. 2024

BMJ Glob Health

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IntroductionGlobal South researchers struggle to publish in Global North journals, including journals dedicated to research on health professions education (HPE). As a consequence, Western perspectives and values dominate the international academic landscape of HPE. This study sought to understand Global South researchers’ motivations and experiences of publishing in Global North journals.MethodsThis study used a hermeneutic phenomenological perspective. Unstructured interviews were conducted with 11 authors from 6 Global South countries. Interview transcripts were analysed through a process of familiarisation, identifying significant statements, formulating meanings, clustering themes, developing exhaustive descriptions, producing a fundamental structure and seeking verification.ResultsParticipants described being motivated by local institutional expectations, to improve reputation, to meet Global North perceptions of quality and to draw attention to their Global South context. Participants described experiences where their work was deemed irrelevant to Global North audiences, they were unable to interpret rejections and had learnt to play the publishing game by attending to both local and global imperatives. These motivations and experiences revealed several practical, academic and transformational tensions that Global South authors faced.ConclusionThe tensions and negotiations encountered by Global South authors who publish in HPE journals reflect a ‘border consciousness’ whereby authors must shift consciousness, or become ‘shapeshifters’, inhabiting two or more worlds as they cross borders between the Global South and Global North conventions. There is an added burden and risk in performing this shapeshifting, as Global South authors stand astride the borders of two worlds without belonging fully to either.

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Authorship equity guidelines in global health journals

Cited by 13 publications

References 13 publications

Mentorship as an overlooked dimension of research capacity strengthening: how to embed value-driven practices in global health

Mentorship as an overlooked dimension of research capacity strengthening: how to embed value-driven practices in global health

Describing the landscape of medical education preprints on medRxiv

Shapeshifters: Global South scholars and their tensions in border-crossing to Global North journals

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