Developing a Writing Workshop for Clinician-Educators: A Synergistic Integration of Ethics, Rhetoric and Education Theories, and Social Science

Abstract

Introduction: Clinician-educators often need specific direction in writing to publish their scholarly works. Faculty writing workshops and retreats, as well as helpful articles, address the "how-to" of writing but not the "pitfalls" of publishing. We describe an innovative, interactive workshop we crafted for the medical education profession, using our material from didactic presentations on writing given locally and internationally and incorporating education, rhetoric, and social science theories.

Creating a 'Community of Inquiry': A Framework for Optimizing the Virtual Education Experience

“…This virtual writing retreat was held as part of department-wide faculty development in a large university-affiliated children’s hospital comprised of four campuses in Houston and San Antonio, Texas. Our traditional in-person writing retreat, developed by one the authors over the course of 25+ years for various in-person venues (classrooms, presentations, workshops, retreats) and for diverse learners ( Ligon, Turner and Thammasitboon, 2017 ; Ligon, Weinstein and Thammasitboon, 2017 ; Ligon, Elizondo and Thammasitboon, 2019 ), incorporates writing pedagogy theory ( Kinneavy, 1969 ; Kinneavy, 1971 , 1980 ), personal experiences, and a proven framework ( Garrison, Anderson and Archer, 2000 ). More specifically, we used Kolb’s experiential learning cycle as a framework to underpin the instructional process ( Kolb, 1984 ; Kolb, Boyatzis and Mainemelis, 2001 , 2010; Kolb and Kolb, 2009 ).…”

“…We applied the three inter-related elements of the CoI framework--social presence, cognitive presence, and teaching presence ( Garrison, Anderson and Archer, 2000 ; Garrison, Anderson and Archer, 2010 )-to the original curriculum, structured according to Kolb’s Experiential Learning Cycle ( Ligon, Turner and Thammasitboon, 2017 ; Ligon, Weinstein and Thammasitboon, 2017 ; Kolb, Boyatzis and Mainemelis, 2001 , 2010; Kolb and Kolb, 2009 ) to guide the reconfiguration for virtual presentation. In Figure 1 , we illustrate our conceptual model and practical applications of Garrison’s CoI framework to the creation and delivery of a virtual writing retreat.…”

Twelve Tips for Creating an All-Day Writing Retreat for Health Profession Educators: An Immersive, Product-Oriented Learning Experience

“…Most health profession educators (HPEs) are keenly aware of the challenges associated with meeting institutional expectations to disseminate their scholarship in forms of publications ( Sullivan, 2012 ). We have addressed some of these challenges in the past and described an interactive workshop that we developed from didactic presentations, using educational, psychological, and rhetorical theories ( Ligon, Weinstein and Thammasitboon, 2017 ) ( Ligon, Turner and Thammasitboon, 2017 ). Other educators also attest to the value of writing workshops ( Hekelman et al ., 1995 ; Steinert et al ., 2008 ; Rathmore and Mansoor, 2015 ).…”