<source id="3oodw" ><sup id="3oodw" ></sup></source>

      1. <s id="3oodw" ><th id="3oodw" ><small id="3oodw" ></small></th></s>
        <i id="3oodw" ><optgroup id="3oodw" ></optgroup></i>

            <input id="3oodw" ><bdo id="3oodw" ><cite id="3oodw" ></cite></bdo></input>
            <delect id="3oodw" ><ruby id="3oodw" ></ruby></delect>

            <em id="3oodw" ><progress id="3oodw" ></progress></em><input id="3oodw" ></input>
            <strike id="3oodw" ></strike>

            Writing centers, libraries, and medical and pharmacy schools

            Melanie J. McGurr

            Abstract


            Objective: This study investigated the existence of writing centers at medical and pharmacy schools, the location of those writing centers in a library or elsewhere, and librarians’ perceptions of how writing centers are viewed by students, faculty, and staff.

            Methods: A twelve-question survey was sent to libraries affiliated with a medical and pharmacy school in the United States.

            Results: Respondents were curious about writing centers, how they were viewed on campus, and how to start one. Overall, respondents described engagement with writing centers: 68% had a writing center on campus, 23% had a writing center in their library, and 11% had a writing center on the health sciences campus, including in the health sciences library. No respondents reported hearing negative comments from faculty or students about the writing centers, and 60% of respondents with writing centers that were available to medical and pharmacy students would recommend one to health sciences libraries without access to a writing center.

            Conclusion: This exploratory study showed that the establishment of writing centers in health sciences libraries is a topic of interest. Future studies could further investigate health sciences libraries’ roles in writing centers for pharmacy, medical, and other health sciences students.

            Keywords


            Writing Centers; Pharmacy Student Writing; Medical Student Writing; Health Sciences Library

            Full Text:

            PDF HTML

            References


            Clemmons AB, Hoge SC, Cribb A, Manasco KB. Development and implementation of a writing program to improve resident authorship rates. Am J Health Syst Pharm. 2015: Sep;72(17 suppl 2):S53–7. DOI: http://dx.doi.org/10.2146/ajhp150159.

            Cowen VS, Kaufman D, Schoenherr L. A review of creative and expressive writing as a pedagogical tool in medical education. Med Educ. 2016 Mar;50(3):311–9. DOI: http://dx.doi.org/10.1111/medu.12878.

            Kerr L. More than words: applying the discipline of literary creative writing to the practice of reflective writing in health care education. J Med Humanit. 2010 Dec;31(4):295–301. DOI: http://dx.doi.org/10.1007/s10912-010-9120-6.

            King AE, Joseph AS, Umland EM. Student perceptions of the impact and value of incorporation of reflective writing across a pharmacy curriculum. Curr Pharm Teach Learn. 2017 Sep;9(5):770–8. DOI: http://dx.doi.org/10.1016/j.cptl.2017.05.010.

            Rawson RE, Quinlan KM, Cooper BJ, Fewtrell C, Matlow JR. Writing-skills development in the health professions. Teach Learn Med. 2005 Summer;17(3):233–8.

            Wear D, Zarconi J, Garden R, Jones T. Reflection in/and writing: pedagogy and practice in medical education. Acad Med. 2012 May;87(5):603–9. DOI: http://dx.doi.org/10.1097/ACM.0b013e31824d22e9.

            Yanoff KL, Burg FD. Types of medical writing and teaching of writing in U.S. medical schools. J Med Educ. 1988 Jan;63(1):30–7.

            White BJ, Lamson KS. The evolution of a writing program. J Nurs Educ. 2017 Jul 1;56(7):443–5. DOI: http://dx.doi.org/10.3928/01484834-20170619-11.

            Latham CL, Ahern N. Professional writing in nursing education: creating an academic-community writing center. J Nurs Educ. 2013 Nov;52(11):615–20. DOI: http://dx.doi.org/10.3928/01484834-20131014-02.

            McMillan LR, Raines K. Using the “write” resources: nursing student evaluation of an interdisciplinary collaboration using a professional writing assignment. J Nurs Educ. 2011 Dec;50(12):697–702. DOI: http://dx.doi.org/10.3928/01484834-20110930-01.

            Smith TG, Ariail J, Richards-Slaughter S, Kerr L. Teaching professional writing in an academic health sciences center: the writing center model at the Medical University of South Carolina. Teach Learn Med. 2011 Jul–Sep;2 (3):298–300. DOI: http://dx.doi.org/10.1080/10401334.2011.586937.

            Ariail J, Thomas S, Smith T, Kerr L, Richards-Slaughter S, Shaw D. The value of a writing center at a medical university. Teach Learn Med. 2013;25(2):129–33. DOI: http://dx.doi.org/10.1080/10401334.2013.770739.

            Association of American Medical Colleges. AAMC medical school members [Internet]. Washington, DC: The Association; 2017 [cited 1 Jul 2017]. .

            American Osteopathic Association. Osteopathic medical schools [Internet]. Chicago, IL: The Association; 2017 [cited 1 Jul 2017]. .

            American Association of Colleges of Pharmacy. AACP institutional membership [Internet] Arlington, VA: The Association; 2017 [cited 1 Jul 2017]. .




            DOI:


            五福彩票821app下载 (c) 五福彩票821app下载 Melanie J. McGurr


            This work is licensed under a .