Journal Aspirations: Improving Scientific Writing and Publication Through a Writing Mentorship Program

Kennedy, Ann Blair; Lmt,; Bctmb,; DrPH,

doi:10.3822/ijtmb.v10i2.369

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…Like with other research practices, the role of mentoring can be critically important for the students’ development of competence in, and understanding of, disciplinary literacy practices within the larger scholarly enterprise (Ackerman, 1995; Keller et al, 2014; Casanave, 1992; Dysthe, 2002; Li, 2019; Kennedy, 2017). Considering the STEM identity theory put forth by Carlone and Johnson (2007), the role of a mentor expands to making the purpose and performance of disciplinary literacy practices visible such that the student becomes an insider to the community.…”

Section: Introductionmentioning

confidence: 99%

Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

Minocha,

Bhagatwala,

Mirzoyan

et al. 2024

Preprint

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Secondary students are increasingly involved in scientific research projects that include authentic disciplinary literacy components such as research proposals, posters, videos, and scientific research papers. More and more, students are also engaging in professional practice of publishing their scientific research papers through dedicated secondary science journals. Peer-review and publication are important parts of the scientific enterprise, and research has shown that engaging students in such scholarly practices helps build their sense of belonging and scientific identity. Yet, these disciplinary literacy skills and professional practices are often part of the hidden curriculum of science research, thus excluding students and others from fully understanding ways in which scientific knowledge is constructed, refined, and disseminated even though students are participating in such activities. As more students participate in research experiences and the dissemination of their work, it is important to understand how teachers and other mentors support the development of disciplinary literacies, including those that are deemed professional. To this end, we used a mixed-methods study of interviews and surveys to examine the experience and conceptions of the mentors (teachers and professional scientists) who guided pre-college students through the writing and publication of their scientific research projects. Our findings reveal that mentors have divergent views on the value of publication within science versus for student scientists. Additionally, analyzing our data from a lens of cognitive apprenticeship we find that mentors encourage independence by primarily employing the method of exploration. Our findings suggest that mentors could work to explicitly reveal their own thinking within science writing and provide more sequenced support for student scientists.

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Section: Introductionmentioning

confidence: 99%

Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

Minocha,

Bhagatwala,

Mirzoyan

et al. 2024

Preprint

View full text Add to dashboard Cite

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Factors associated with producing a scientific publication during medical training: evidence from a cross-sectional study of 40 medical schools in Latin America

et al. 2022

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Background: Scientific publication during medical training is key to promoting enduring cutting-edge knowledge. The promotion of science among medical students in Latin America is a multisectoral issue that is hampered by the lack of governmental knowledge to invest in national research, as well as by the lack of support from local universities. This study aims to determine the factors associated with the production of a scientific publication during medical training among Latin American medical students of local scientific societies. Methods: This is a secondary data analysis of a cross-sectional study conducted in 2016 that assessed the use of information and communication technologies (ICTs) among medical students from 40 local scientific societies of medical students affiliated with FELSOCEM. Teams from each local scientific society surveyed self-reported scientific publications and explored their association with socioeconomic, academic, and research training conditions. We applied nested models to identify the covariates associated with self-reported scientific publication, obtaining a parsimonious mixed-effects multilevel model grouped by medical scientific society. Results: Of 11,587 participants, the prevalence of scientific publications increased in 36% among medical students affiliated to a Scientific Society of Medical Students [parsimonious prevalence ratio (pPR)=1.36, 95%CI=1.16–1.59], 51% among medical students with advanced English proficiency [pPR=1.51, 95%CI=1.21 – 1.87], 85% among medical students who attended a scientific writing skills course [pPR=1.85, 95%CI=1.59–2.15], 81% among medical students who use Sci-Hub [pPR=1.81, 95%CI=1.50–2.20], and 108% among medical students who have access to a pirated academic account [pPR=2.08, 95%CI=1.83–2.36]. Conclusions: Producing a scientific publication among medical students is associated with being affiliated to a scientific society of medical students, English proficiency, training in scientific writing, use of Sci-Hub, and pirated academic accounts. The results will help clinical educators and medical programs improve resources for training students in high-quality research

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“So Long, and Thanks for All the Fish”: an Editor’s Farewell

Kennedy¹

2022

IJTMB

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Journal Aspirations: Improving Scientific Writing and Publication Through a Writing Mentorship Program

Cited by 3 publications

References 4 publications

Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices

Factors associated with producing a scientific publication during medical training: evidence from a cross-sectional study of 40 medical schools in Latin America

“So Long, and Thanks for All the Fish”: an Editor’s Farewell

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