Title

An investigation into student perceptions of medical journalism as a learning method for scientific writing during a medical undergraduate course

Background

Founded in 2011, MedSaint is a student-run journal at the University of St Andrews that publishes written pieces around a diverse range of topics, from current research, to information pieces, to issues relevant to quotidian student life. Journals have long been considered an effective method of disseminating research and opinions to other academics, as well as to the general public audience. However, undergraduate students often lack the ‘knowledge, confidence and skills to publish their work (Tatalovic, 2008). MedSaint was created as a response to this, designed to serve as a platform to allow medical students to introduce, promote and independently develop their skills in the field of scientific writing.

This year pilots an online version, creating international traffic for the journal, increasing popularity, and adding the incentive of increased recognition for prospective writers. Students from all year groups were encouraged to write articles. No restrictions were placed on style, genre or content. We aimed to evaluation student writers’ perception to the value of medical journalism as a learning method for medical students during the undergraduate BSc course.

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Summary of Work

Application to write in MedSaint was optional, and open to all students. After participation in MedSaint, a survey of writers’ opinion of undergraduate medical journalism was completed using a Likert scale (1 to 5: 5 =strongly disagree). Responses of 'agree' or 'strongly agree' were categorised as positive outcomes. Results were statistically analysed.

Summary of Results

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Conclusion

This study shows that students benefited from and are more confident in scientific writing after participating in MedSaint. The opportunity to have their work published and reviewed by peers can often serve to boost confidence. Additionally, it also encourages further writing - a particularly important skill for future doctors agreed upon by 100% of survey participants. We therefore suggest more medical journalism initiatives should be introduced into medical curricula, with schools mediating the initial journal establishment to facilitate and encourage participation.

Take-home Messages

Medical schools should consider supporting and developing similar student-run publications as positive contributions to learning methods during the undergraduate course.

References

Sharma S, ‘How to become a competent medical writer’ Perspectives in Clinical Research, 2010 Jan-Mar 1(1): 33-37

Tatalovic M, 'Student science publishing: an exploratory study of undergraduate science research journals and popular science magazines in the US and Europe' Journal of Science Communication, 2008 Sept 7 (3)

Acknowledgement

With thanks to the University of St Andrews for their support of Medsaint, in particular Dean David Crossman and Mr Clive Masson. We would also like to thank the Medical Protection Society for their sponsorship of the journal.

Summary of Results

Overall 8 students completed the survey; all were in Year 3 of their pre-clinical BSc (Honours) course. Of the writers, 63% had not written, nor had any previous opportunity to write a scientific article as part of the BSc curriculum. Interestingly, only 38% agreed they were taught how to write scientific articles within the course, although all agreed every student should have experience in scientific writing prior to graduating as a doctor.

After writing in MedSaint, 75% of students agreed the quality of their scientific writing has improved, with 75% of writers agreeing that this had boosted their confidence in writing assignments in the course. Further, 88% agreed it had improved the skills required for scientific writing. Importantly, 63% agreed their writing for MedSaint motivated them to read more clinical research articles.

All writers agreed that the high degree of flexibility MedSaint offered in terms of topic choice and deadlines encouraged participation.