Scientific Writing Training for Academic Physicians of Diverse Language Backgrounds

Abstract

Research articles are the coin of the realm for anyone working in academia, and success or failure to publish determines a biomedical researcher's career path. At the same time, the dramatic increase in foreign faculty and trainees in U.S. academia, as well as in international scientific collaboration, adds another dimension to this developmental vacuum: limited English-language skills. Paradoxically, few programs exist to develop and support the skills needed to accomplish the vital task of writing English-language research articles, which does not come naturally to most. To better prepare all trainees for research careers, editors in the Department of Scientific Publications at The University of Texas M. D. Anderson Cancer Center created an in-depth training program that would target the writing skills gap effectively. Instruction focused on structure, rhetorical organization, and the conventions of biomedical publishing. More than 300 trainees have participated in 22 workshops. Results of a survey of 46 participants at 6 months to 2.5 years after workshop completion indicated that participants from all language backgrounds believed the course to have improved their writing (97.8% strongly agreed or agreed), made it easier to begin a manuscript (80.4%), and helped them to get published (56.8%), with nonnative speakers of English reporting somewhat greater perceived benefit than native English speakers. On the basis of these results, the authors conclude that researchers of varied linguistic backgrounds appreciate the need for, and benefit from, instruction in the conventions of scientific writing.

Scientific English: A Program for Addressing Linguistic Barriers of International Research Trainees in the United States

“…For purposes of comparison, about 18% of the postdoctoral fellows are US citizens (first language not specified) [7]. Surveys of international trainees and their faculty mentors conducted by the Department of Scientific Publications in 2002 [9] and 2006 provided robust evidence of the need for linguistic support [10]. The 2002 qualitative survey revealed a high level of frustration among both trainees and faculty regarding L2 trainees' scientific writing.…”

Open-access electronic case report journals: the rationale for case report guidelines

“…This has been attributed to lack of training opportunities or mentorship [34], decreased financial support and time for medical writing coursework [35], and a lack of incentive to publish in mainstream journals [36]. In an increasingly globalized health care provider community where English is considered the lingua franca of medicine, non-native English speakers may also benefit from training in scientific writing [37]. A set of written case report guidelines additionally would be of value not only to countries with well-established medical education infrastructure but also to LMICs with fewer resources and infrastructure for more sophisticated research methods.…”

A Model for a Novel Communication Training Program Focused on Accent Modification for International Medical Professionals

“…Community courses focus on conversational speech and basic writing skills while universities prepare incoming international students for scholastic demands in academic reading and writing, lectures, formal presentations, research, and so on (Cameron et al, 2009;IUPUI, 2012aIUPUI, , 2012b. Unfortunately, few IMGs take advantage of these courses; their reasons are complex and often very personal: a demanding and erratic work schedule, unrealistic self-assessments, high cost, and a certain degree of discomfort, to name a few.…”