Abstract:
BACKGROUND:Although publishing in scientific journals has an educational component, the educational role of journals in medicine has not been evaluated. PURPOSE:To assess whether tutoring authors in a medical scientific journal could be related to their long-term scientific publications and academic advancement. METHODS:The study included 47 journal authors who were individually tutored in scientific writing and data presentation by the editors of the Croatian Medical Journal during the 1991-1995 war years and 47 colleagues the authors identified as their academic peers at the time of tutoring. We assessed their published articles in scientific journals, citations to these articles, and academic advancement, defined as the level of postgraduate education and advancement in the academic rank. RESULTS:By 2003, tutored authors published more articles in MEDLINE-indexed journals than their academic peers (median = 4, interquartile range = 1-9 vs. 1 [0-5], respectively; p = .0265), and received more citations to these articles (4 [0-16] vs. 1 [0-6], p = .0275). They also made a significantly greater academic advancement, assessed as a score of their academic rank and research degree (2 [0-4] vs. 1 [0-2], p = .0369). CONCLUSIONS:Editorial tutoring of journal authors can positively influence their long-term academic advancement. Journals may have an important teaching role in local academic communities.
journal_name
Teach Learn Medjournal_title
Teaching and learning in medicineauthors
Marusic M,Markulin H,Lukic IK,Marusic Adoi
10.1207/s15328015tlm1802_6subject
Has Abstractpub_date
2006-04-01 00:00:00pages
126-9issue
2eissn
1040-1334issn
1532-8015journal_volume
18pub_type
杂志文章abstract:UNLABELLED:NEGEA 2015 CONFERENCE ABSTRACT (EDITED): Measuring an Organization's Culture of Feedback: Can It Be Done? Steven Rougas and Brian Clyne. CONSTRUCT: This study sought to develop a construct for measuring formative feedback culture in an academic emergency medicine department. Four archetypes (Market, Adhocrac...
journal_title:Teaching and learning in medicine
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更新日期:2015-01-01 00:00:00
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journal_title:Teaching and learning in medicine
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abstract:BACKGROUND:Accreditation and Institute of Medicine mandates require retooling of graduate medical education curriculum and assessment processes. This Objective Structured Clinical Exam (OSCE) focused on patient safety-specific skills important to stakeholders from multiple institutions. PURPOSES:A 10-station OSCE was ...
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更新日期:2003-10-01 00:00:00
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章,随机对照试验
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更新日期:2011-01-01 00:00:00
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pub_type: 杂志文章,随机对照试验
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1804_11
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