View in EDS HTML Full Text PDF Full Text

Co-creating scholarship through collaborative writing in health professions education: AMEE Guide No. 143.

Saved in:
Bibliographic Details
Title: Co-creating scholarship through collaborative writing in health professions education: AMEE Guide No. 143.
Authors: Ramani, Subha1,2, McKimm, Judy3, Forrest, Kirsty4, Hays, Richard5, Bishop, Jo4, Thampy, Harish2, Findyartini, Ardi6, Nadarajah, Vishna Devi7, Kusurkar, Rashmi8, Wilson, Keith9, Filipe, Helena10, Kachur, Elizabeth11
Source: Medical Teacher. Apr2022, Vol. 44 Issue 4, p342-352. 11p.
Subject Terms: *Professional peer review, *Scholarly method, *Scholarly communication, *Motivation (Psychology), *Professional employee training, *Cultural pluralism, *Ability, *Training, *Interprofessional relations, *Information resources, *Intellect, *Communication, *Employees' workload, *Written communication, *Medical education, *Adult education workshops, Teams in the workplace, Affinity groups, Publishing, Leadership, Mentoring
Abstract: This AMEE guide provides a robust framework and practical strategies for health professions educators to enhance their writing skills and engage in successful scholarship within a collaborative writing team. Whether scholarly output involves peer-reviewed articles, book chapters, blogs and online posts, online educational resources, collaborative writing requires more than the usual core writing skills, it requires teamwork, leadership and followership, negotiation, and conflict resolution, mentoring and more. Whilst educators can attend workshops or courses to enhance their writing skills, there may be fewer opportunities to join a community of scholars and engage in successful collaborative writing. There is very little guidance on how to find, join, position oneself and contribute to a writing group. Once individuals join a group, further questions arise as to how to contribute, when and whom to ask for help, whether their contribution is significant, and how to move from the periphery to the centre of the group. The most important question of all is how to translate disparate ideas into a shared key message and articulate it clearly. In this guide, we describe the value of working within a collaborative writing group; reflect on principles that anchor the concept of writing as a team and guide team behaviours; suggest explicit strategies to overcome challenges and promote successful writing that contributes to and advances the field; and review challenges to starting, maintaining, and completing writing tasks. We approach writing through three lenses: that of the individual writer, the writing team, and the scholarly product, the ultimate goal being meaningful contributions to the field of Health Professions Education. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 156936809
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Co-creating scholarship through collaborative writing in health professions education: AMEE Guide No. 143.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ramani%2C+Subha%22">Ramani, Subha</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22McKimm%2C+Judy%22">McKimm, Judy</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Forrest%2C+Kirsty%22">Forrest, Kirsty</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Hays%2C+Richard%22">Hays, Richard</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Bishop%2C+Jo%22">Bishop, Jo</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Thampy%2C+Harish%22">Thampy, Harish</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Findyartini%2C+Ardi%22">Findyartini, Ardi</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Nadarajah%2C+Vishna+Devi%22">Nadarajah, Vishna Devi</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Kusurkar%2C+Rashmi%22">Kusurkar, Rashmi</searchLink><relatesTo>8</relatesTo><br /><searchLink fieldCode="AR" term="%22Wilson%2C+Keith%22">Wilson, Keith</searchLink><relatesTo>9</relatesTo><br /><searchLink fieldCode="AR" term="%22Filipe%2C+Helena%22">Filipe, Helena</searchLink><relatesTo>10</relatesTo><br /><searchLink fieldCode="AR" term="%22Kachur%2C+Elizabeth%22">Kachur, Elizabeth</searchLink><relatesTo>11</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Apr2022, Vol. 44 Issue 4, p342-352. 11p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Professional+peer+review%22">Professional peer review</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+communication%22">Scholarly communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br />*<searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+resources%22">Information resources</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellect%22">Intellect</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Employees'+workload%22">Employees' workload</searchLink><br />*<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+education+workshops%22">Adult education workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Teams+in+the+workplace%22">Teams in the workplace</searchLink><br /><searchLink fieldCode="DE" term="%22Affinity+groups%22">Affinity groups</searchLink><br /><searchLink fieldCode="DE" term="%22Publishing%22">Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This AMEE guide provides a robust framework and practical strategies for health professions educators to enhance their writing skills and engage in successful scholarship within a collaborative writing team. Whether scholarly output involves peer-reviewed articles, book chapters, blogs and online posts, online educational resources, collaborative writing requires more than the usual core writing skills, it requires teamwork, leadership and followership, negotiation, and conflict resolution, mentoring and more. Whilst educators can attend workshops or courses to enhance their writing skills, there may be fewer opportunities to join a community of scholars and engage in successful collaborative writing. There is very little guidance on how to find, join, position oneself and contribute to a writing group. Once individuals join a group, further questions arise as to how to contribute, when and whom to ask for help, whether their contribution is significant, and how to move from the periphery to the centre of the group. The most important question of all is how to translate disparate ideas into a shared key message and articulate it clearly. In this guide, we describe the value of working within a collaborative writing group; reflect on principles that anchor the concept of writing as a team and guide team behaviours; suggest explicit strategies to overcome challenges and promote successful writing that contributes to and advances the field; and review challenges to starting, maintaining, and completing writing tasks. We approach writing through three lenses: that of the individual writer, the writing team, and the scholarly product, the ultimate goal being meaningful contributions to the field of Health Professions Education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=156936809
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2021.1993162
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 342
    Subjects:
      – SubjectFull: Professional peer review
        Type: general
      – SubjectFull: Scholarly method
        Type: general
      – SubjectFull: Scholarly communication
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Cultural pluralism
        Type: general
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Information resources
        Type: general
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Communication
        Type: general
      – SubjectFull: Employees' workload
        Type: general
      – SubjectFull: Written communication
        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Adult education workshops
        Type: general
      – SubjectFull: Teams in the workplace
        Type: general
      – SubjectFull: Affinity groups
        Type: general
      – SubjectFull: Publishing
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Mentoring
        Type: general
    Titles:
      – TitleFull: Co-creating scholarship through collaborative writing in health professions education: AMEE Guide No. 143.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ramani, Subha
      – PersonEntity:
          Name:
            NameFull: McKimm, Judy
      – PersonEntity:
          Name:
            NameFull: Forrest, Kirsty
      – PersonEntity:
          Name:
            NameFull: Hays, Richard
      – PersonEntity:
          Name:
            NameFull: Bishop, Jo
      – PersonEntity:
          Name:
            NameFull: Thampy, Harish
      – PersonEntity:
          Name:
            NameFull: Findyartini, Ardi
      – PersonEntity:
          Name:
            NameFull: Nadarajah, Vishna Devi
      – PersonEntity:
          Name:
            NameFull: Kusurkar, Rashmi
      – PersonEntity:
          Name:
            NameFull: Wilson, Keith
      – PersonEntity:
          Name:
            NameFull: Filipe, Helena
      – PersonEntity:
          Name:
            NameFull: Kachur, Elizabeth
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 0142159X
          Numbering:
            – Type: volume
              Value: 44
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Medical Teacher
              Type: main
ResultId 1