Scholarship Opportunities for Trainees and Clinician Educators: Learning Outcomes from a Case Report Writing Workshop

Sridhar, Arun Raghav Mahankali; Willett, Lisa L.; Castiglioni, Analia; Heudebert, Gustavo R.; Landry, Michael; Centor, Robert M.; Estrada, Carlos A.

doi:10.1007/s11606-008-0873-9

Cited by 14 publications

(11 citation statements)

References 25 publications

(31 reference statements)

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“…Through a preworkshop and postworkshop questionnaire comprising 14 questions, the authors concluded their course improved attendees’ knowledge and skills related to writing. One study from the USA 12 not included in Galipeau et al systematic review 5 assessed improvements in writing after a 60–90 min case report writing workshop. In a 3-year period, 214 students (mainly clinicians and educators) attended the workshops, and pre-evaluation and postevaluation found a significant improvement in self-rated writing competence and in the perceived probability of submitting a case report.…”

Section: Discussionmentioning

confidence: 99%

Students’ satisfaction and perceived impact on knowledge, attitudes and skills after a 2-day course in scientific writing: a prospective longitudinal study in Spain

et al. 2018

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ObjectivesThis study aimed to determine students’ satisfaction with a 2-day course on scientific writing in health sciences and to assess their perceptions of the long-term impact on their knowledge, attitudes and skills.Setting27 iterations of a 2-day course on writing and publishing scientific articles in health sciences.Participants741 students attending the 27 courses.DesignProspective longitudinal study.Primary and secondary outcome measuresImmediately after each course, students completed a first questionnaire, rating their satisfaction with different aspects of the classroom sessions on a Likert scale (0–5). Approximately 2 years after the course, students completed a follow-up questionnaire, using a Likert scale (0–4) to rate their knowledge, skills and attitudes in relation to scientific writing before and after attending the course.Results741 students (70% women) participated in the 27 iterations of the course; 568 (76.8%) completed the first questionnaire and 182 (24.6%) completed the follow-up questionnaire. The first questionnaire reflected high overall satisfaction (mean score, 4.6). In the second questionnaire, students reported that the course had improved their knowledge (mean improvement: 1.6; 95% CI 1.6 to 1.7), attitudes (mean improvement: 1.3; 95% CI 1.2 to 1.4) and skills (mean improvement: 1.4; 95% CI 1.3 to 1.4) related to writing and publishing scientific papers. Most respondents (n=145, 79.7%) had participated in drafting a scientific paper after the course; in this subgroup, all the specific writing skills assessed in the second questionnaire significantly improved.ConclusionsStudents were satisfied with the format and the contents of the course, and those who responded to the follow-up survey considered that the course had improved their knowledge, attitudes and skills in relation to scientific writing and publishing. Courses are particularly important in countries without strong traditions in scientific publication.

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Section: Discussionmentioning

confidence: 99%

Students’ satisfaction and perceived impact on knowledge, attitudes and skills after a 2-day course in scientific writing: a prospective longitudinal study in Spain

et al. 2018

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“…Clinical vignettes identify system issues affecting patient care outcomes, allowing for targeted quality improvement and patient safety efforts 20,21 . By presenting vignettes at academic meetings, fellows, residents and medical students develop writing, presentation, and communication skills, 6,8,11 and gain an opportunity for mentorship by faculty members 6 . Therefore, having an evidence-based method to ensure the best vignettes are selected for academic meetings is needed.…”

Section: Discussionmentioning

confidence: 99%

“…Presenting clinical vignettes can provide proof of scholarly activity for residents 5,6 and may fulfill academic promotion requirements for faculty. Furthermore, presenting vignettes at meetings has other benefits and may lead to subsequent publications [7][8][9][10] .…”

Section: Introductionmentioning

confidence: 99%

Selecting the Best Clinical Vignettes for Academic Meetings: Should the Scoring Tool Criteria be Modified?

et al. 2011

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BACKGROUND:The performance of scoring tools to select clinical vignettes for presentation at academic meetings has never been assessed. OBJECTIVE: To measure the psychometric properties of two scoring tools used to select clinical vignettes and to determine which elements are most helpful. DESIGN: Prospective observational study. (2007) using the average score of the five items with the number that would have been accepted using the simplified three items (relevance, teaching value, overall assessment) was almost perfect, with kappa 0.89 (95% confidence interval, 0.85 to 0.93). CONCLUSIONS: Both scoring tools performed well, but a simplified tool with three items (relevance, teaching value, and overall assessment) and detailed descriptors was optimal; the simplified tool could improve the reviewer efficiency and quality of clinical vignettes presented at national meetings.KEY WORDS: professional competence; internship and residency; education medical/methods; educational measurement/methods/ standards; congresses as topic; reproducibility of results.

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“…In contrast to other curricula that outlined one or two sessions to guide learners through a case report, 9,10 we chose to design the curriculum as a spaced, experiential conference series in which learners work through the entire case report process from selecting a case to presenting a poster under the expert guidance of core faculty. We were confident that this approach would facilitate protected time for interns to independently work on their cases and foster stepwise feedback from faculty leaders at each stage of the case-writing process, thus mitigating many of the barriers to scholarship during residency.…”

Section: Introductionmentioning

confidence: 99%

A Curriculum to Teach Learners How to Develop and Present a Case Report

Luciano¹,

Jobbins

Rosenblum

2018

MedEdPORTAL

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IntroductionResidents are required by the Accreditation Council for Graduate Medical Education to complete a scholarly project during residency, but they may not have dedicated time or instruction to be able to successfully achieve this goal.MethodsIn 2013 at Baystate Medical Center, we developed the Case Report Curriculum to guide internal medicine interns through the process of writing and presenting a case report. Core faculty and chief residents facilitate six sessions, which are scheduled throughout the year. Sessions combine large- and small-group discussion with facilitated independent work as well as postsession assignments and timely feedback from course facilitators. Topics include selecting a case report, crafting learning objectives, writing a discussion, authorship and creating a title, generating a poster, and presenting a poster. At the culmination of the conference series, interns present their completed case reports at an institutional academic day where judges critique and score their posters.ResultsOver the past 4 years, 95%-100% of our interns have participated in the required curriculum and presented their posters. We found that the majority of interns go on to present additional scholarly works at regional and national meetings during their second and third postgraduate years. Due to the success of the curriculum, interns from additional programs within the institution now attend the conference series.DiscussionThe Case Report Curriculum is a successful conference series that guides interns through the process of writing a case and can inspire additional scholarship during residency.

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Scholarship Opportunities for Trainees and Clinician Educators: Learning Outcomes from a Case Report Writing Workshop

Cited by 14 publications

References 25 publications

Students’ satisfaction and perceived impact on knowledge, attitudes and skills after a 2-day course in scientific writing: a prospective longitudinal study in Spain

Students’ satisfaction and perceived impact on knowledge, attitudes and skills after a 2-day course in scientific writing: a prospective longitudinal study in Spain

Selecting the Best Clinical Vignettes for Academic Meetings: Should the Scoring Tool Criteria be Modified?

A Curriculum to Teach Learners How to Develop and Present a Case Report

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