Teaching and Learning Publishing Skills in Biomedical and Clinical Sciences:   A Guide to Setting Educational Priorities

Valerie Matarese, Ph.D., UpTo infotechnologies, Vidor (TV), Italy

Read the earlier parts of this white paper:
- Introduction
- Requirements for publishing in selective journals
- Challenges for Italian authors

Teaching scientific writing to NNES² authors

Publishing skills can be taught in formal and informal settings, through classroom activities, seminars, distance learning and one-on-one consultancy. Basic techniques of original professional writing can be introduced in secondary school, while specific scientific communication skills are matured during the university years and afterwards. From the researcher's viewpoint, the key issue is to be in control of the content. All other issues are secondary. The following paragraphs present recommendations for the priorities and modalities of teaching publishing skills, according to the professional profile of the target learner.

The educational priority:  teach researchers to be in control of their content

At the end of a period of experimentation and data analysis, the researcher proceeds to write an article that relates what was done and how this has advanced scientific knowledge. The most critical aspects of this writing process are the selection of content for the article and its organization and presentation according to the expectations of the scientific community (and of selective journals). To do so correctly requires skills in the systematic process of scientific writing. It also requires an accurate technique in attribution through citation and paraphrasing, so that the new research is properly discussed in light of what is already known.

The ideal moment to learn these key publishing skills is during the doctoral studies, because this knowledge is fundamental both for completing the degree and starting a successful research career. Therefore, it is suggested that all doctoral students be offered a scientific writing course that teaches theoretical concepts and provides ample opportunity to practice specific skills. Young researchers who have not had such an opportunity may also find useful an intensive, full-immersion writing course or, alternatively, a series of workshops covering the major topics. Both doctoral students and researchers will benefit from being required to prepare periodical reports on their research activities for internal use and evaluation: although these reports are not full research papers, they nonetheless provide an opportunity to practice organizing and explaining content in the IMRAD scheme.

To be completely in control of their content, researcher-authors must also understand and adhere to international standards of scientific communication for quality and ethical reporting. Learning about this topic is appropriate and feasible in seminar format within research institutes. An online resource designed to help authors stay updated in this area is www.equator-network.org. Italian translations of the Declaration of Helsinki and the Uniform Requirements are available, facilitating personal study.

Auxiliary skills

Mastering the process of written scientific communication is easiest when accompanied by a regular reading habit, which exposes new authors to the needs of readers and to the specific genre of writing. Senior undergraduate students can be offered a seminar on reading the scientific literature, and they can discuss some research papers in advanced laboratory courses. Graduate students and researchers just starting their career can be taught an efficient reading practice such as browsing, a fast method by which one identifies key points of a paper, makes a preliminary assessment of quality, and decides if the paper is worth reading in detail. To help researchers master the skill of critical appraisal, institutes can organize regular (weekly) journal clubs in which published papers are presented and critiqued (this is standard practice in many US institutes, with participation by all faculty, staff and students).

Familiarity with scientific publishing (e.g. editorial processes, open access, literature databases) provides useful support for effective scientific communication. Young researchers agile with Internet are exposed to these issues while older researchers may struggle with the fast technological evolution of publishing. In these areas, medical librarians and authors' editors can provide training and support.

Finally, fluency with English grammar and academic writing style is essential for NNES authors to be fully independent, but achieving English proficiency after the completion of formal education requires a substantial expenditure of time and effort that established researchers usually cannot afford. Those not fluent in English are more effectively served by individualized writing help rather than by formal linguistic education. Writing assistance can be provided by language support departments within research institutes, although only a few, well funded universities (rarely in Italy) offer their staff this kind of a facility. In absence of internal writing support, researchers can overcome problems with English in several ways, such as inviting the collaboration of younger colleagues skilled in English as well as engaging an independent translator (when authors write in native languages) or author's editor (when manuscripts are drafted in English). Skilled language professionals can be found among the members of associations such as the European Association of Science Editors, the European Medical Writers Association, and Mediterranean Editors and Translators; this last association offers an online guide to choosing an English language consultant.

Continue on to the following sections:
- Learning opportunities for Italian authors
- Suggested reading

²NNES, non-native English speaking.

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Valerie Matarese, Ph.D. © 2010.   You may copy, distribute and display this document and derivative works based upon it provided that credit is attributed to "Valerie Matarese, Ph.D. — Up To infotechnologies, Vidor (TV), Italy".
Document created 22 March 2010.