Skip to main content
placeholder image

Developing students' skills and experience in writing for publication

Conference Paper


Abstract


  • Introduction/background:The Research and Critical Analysis program has been designed to encourage, prepare and support student engagement in research during their medical course and beyond. In 2018, a final capstone assessment task was included as an assessable item with students undertaking and completing this task whilst on a six-week elective placement. The task was designed to allow students to choose from one of four options: case report, visual clinical medicine, short report and professional practice. The report required for each option was mapped to relevant journal submission guidelines and students also presented findings to peers and academic staff. Students receiving a mark of “Excellent” are encouraged to submit their task for peer-review. Aim/objectives:This presentation aims to report on student engagement and outcomes of a capstone assessment task.Discussion:Students were most likely to engage with either the case report (42%) or visual clinical medicine (47%) options. Sixty-one percent of students received a grade of ‘excellente for their journal-style capstone report. More than half the cohort felt at least somewhat competent in their ability to prepare an article for review. The introduction of this capstone assessment task further bridges the gap between practice and research and allows students to appreciate the learning potential of their real world experience.Issues/questions for exploration or ideas for discussion: 1. Is this activity applicable/suitable to other professional degree courses?2. How can we better disseminate student research findings?3. Will a final year capstone help graduate medical professionals with enhanced research skills?

Publication Date


  • 2019

Citation


  • P. Burns, K. M. Weston, W. C. Rich, S. Akhund, J. R. Mullan & P. L. McLennan, "Developing students' skills and experience in writing for publication", ANZAHPE 2019 Conference. (2019)

Abstract


  • Introduction/background:The Research and Critical Analysis program has been designed to encourage, prepare and support student engagement in research during their medical course and beyond. In 2018, a final capstone assessment task was included as an assessable item with students undertaking and completing this task whilst on a six-week elective placement. The task was designed to allow students to choose from one of four options: case report, visual clinical medicine, short report and professional practice. The report required for each option was mapped to relevant journal submission guidelines and students also presented findings to peers and academic staff. Students receiving a mark of “Excellent” are encouraged to submit their task for peer-review. Aim/objectives:This presentation aims to report on student engagement and outcomes of a capstone assessment task.Discussion:Students were most likely to engage with either the case report (42%) or visual clinical medicine (47%) options. Sixty-one percent of students received a grade of ‘excellente for their journal-style capstone report. More than half the cohort felt at least somewhat competent in their ability to prepare an article for review. The introduction of this capstone assessment task further bridges the gap between practice and research and allows students to appreciate the learning potential of their real world experience.Issues/questions for exploration or ideas for discussion: 1. Is this activity applicable/suitable to other professional degree courses?2. How can we better disseminate student research findings?3. Will a final year capstone help graduate medical professionals with enhanced research skills?

Publication Date


  • 2019

Citation


  • P. Burns, K. M. Weston, W. C. Rich, S. Akhund, J. R. Mullan & P. L. McLennan, "Developing students' skills and experience in writing for publication", ANZAHPE 2019 Conference. (2019)