Work

Supporting the Writing Productivity of Biomedical Graduate Students: An Integrated, Structured Writing Intervention

Year: 2018

Type: article

Abstract: Writing is a critical skill for graduate students, but few studies in the literature describe how it is supported in the training of biomedical graduate students. The Initiative for Maximizing Student Development program at Loma Linda University aims to develop this important skill in its students through an integrated, structured writing intervention. Specifically, the program hired a writing specialist who taught writing seminars, facilitated writing and publishing workshops, and mentored students in one-on-one writing conferences. Doctoral students in the program, primarily underrepresented minority students with some not having English as a first language, all exhibited writing apprehension and blocking behaviors. The percentage of students graduating, publishing, and entering science careers, all of which require writing, is high. To yield insight into how this intervention worked, we conducted in-depth interviews of six of the earliest graduates, derived themes, analyzed data from pre- and post-assessments, and described their publication records. Participating students increased their writing confidence, adopted productive writing strategies, decreased writing anxiety and blocking behaviors, and published successfully.

Source: CBE—Life Sciences Education

DOI: 10.1187/cbe.16-12-0350

Authors: Susan A. Gardner, Lorena M. Salto, Matt L. Riggs, Carlos A. Casiano, Marino De Leon

Institutions: Walla Walla University, Loma Linda University, California State University, San Bernardino

Language: English

Topic: Doctoral Education Challenges and Solutions

Subfield: General Health Professions

Field: Health Professions

Domain: Health Sciences

SDG: Quality education

Open Access status: hybrid

Funders: National Institutes of Health, National Institute of General Medical Sciences, National Institute on Minority Health and Health Disparities