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ABC's of writing medical papers in English.

ABSTRACT: Publishing medical papers in English is important as English remains the predominant language for most medical papers (both electronic and traditional journal publications). In addition, journals with the highest impact factors are published in English and a publication in English thus enhances the visibility of authors and their institutions, and is important for promotion in some academic centers. This article reviews the basic principles that will help you successfully publish a manuscript in English. Although other books and articles are available on this subject, there are relatively few references. The present article is based on this author's experience of publishing nearly 400 articles in English. It will emphasize writing original articles, but the principles can be applied to virtually any type of manuscript.

SUBMITTER: Baron TH

PROVIDER: S-EPMC3341452 | biostudies-literature | 2012 Jan-Feb

REPOSITORIES: biostudies-literature

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ABC's of writing medical papers in English.

Baron Todd H TH

Korean journal of radiology 20120101

Publishing medical papers in English is important as English remains the predominant language for most medical papers (both electronic and traditional journal publications). In addition, journals with the highest impact factors are published in English and a publication in English thus enhances the visibility of authors and their institutions, and is important for promotion in some academic centers. This article reviews the basic principles that will help you successfully publish a manuscript in ...[more]

PMID: 22563279

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Project description:BackgroundPeer-assisted learning has been shown to be constructive in numerous aspects of undergraduate medical education. The purpose of this study was to evaluate the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking students.MethodsA medical English conversation course was conducted at Damascus University by a group of students. Targeted participants were intermediate level fellow students from the same program. A longitudinal study was carried out between 1 st to 31 st March 2019 to assess changes in self-assessment of English language skills among course participants. Pre- and post-course appraisal involved a review of previous experience with medical English language, a self-assessment of five English language skills, and an objective measurement of medical English knowledge. In addition, participants were requested to respond to a set of statements related to the importance and the usefulness of peer-assisted teaching of medical English skills. Paired-sample Student t-test was used to compare pre- and post-course appraisal results.Results42 students attended the course and completed pre- and post-course appraisals in full. Data analyses showed a statistically significant increase in participants' confidence in speaking medical English in public ( p<0.001) and using English in various medical settings (presenting and discussing cases, writing clinical reports, interviewing patients and reading English medical texts). Objective measurements of medical English knowledge confirmed a significant increase in participants' knowledge of methods of administration of therapeutics, knowledge of human body parts in English and familiarity with English medical abbreviations. Most participants agreed that peer-education was effective in teaching medical English skills to non-native English-speaking students and in increasing their confidence when using English in real-life medical scenarios.ConclusionsThe present study highlights the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students. Further validation is required and should compare the effectiveness of traditional versus peer-assisted teaching approaches.

Project description:Academic English is discipline-specific and requires a high level of linguistic knowledge as well as expertise in respective fields. Therefore, doctoral students with limited exposure to academic English tend to face challenges in dealing with its demands, especially when they come from non-native English-speaking (NNES) backgrounds. At the doctoral level, research students are expected to work independently. Therefore, the ability to critically engage with academic materials written in English and the ability to write a dissertation in English at an expected standard play essential roles in successful PhD completion for students studying in international PhD programs where everything is conducted in English. This study investigates the relationship between English academic reading (EAR) and English academic writing (EAW) abilities among NNES doctoral students. We conducted a survey by employing a 1-6 Likert scale, following Dörnyei and Dewaele (2022), in the 2021-2022 academic year. A total of 255 international doctoral students studying in 65 PhD programs across Hungary voluntarily participated in the study. The students came from 49 countries and represented 48 mother tongues. The analysis revealed that students were positive about their abilities in both EAR and EAW, even though there was a significant gender difference at the p < 0.01 level. Additionally, students with the highest English proficiency level (C2) were found to be the most confident about their EAR and EAW abilities. The most junior students from 1st-year PhD programs were less confident about their abilities compared to their peers from 2nd, 3rd, 4th-year PhD programs. The analysis showed a significantly positive correlation between EAR and EAW (r = 0.792, p < 0.001). This study highlighted the inseparable role of EAR in fulfilling doctoral requirements and submitting a dissertation within a contracted PhD time framework, indicating the importance of targeted language support in facilitating academic progression within PhD programs.

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ABC's of writing medical papers in English.

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ABC's of writing medical papers in English.

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