Writing in medical education: a student perspective

Pye, Emily (2018) Writing in medical education: a student perspective. Masters thesis, Memorial University of Newfoundland.

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Abstract

The Liason Committee of Medical Education (LCME) requires that faculties of medicine include specific instruction in written communication skills. This study explored medical students’ experiences with developing writing competencies and reported the findings of a survey of medical students that examined the relationship among students’ 1) self-reported writing competence (writing self-efficacy), 2) self-regulated learning (SRL) strategies, and 3) attitudes towards writing. The online survey was distributed in the fall and winter semester to 320 medical students enrolled in all four years of undergraduate medical education at an Atlantic Canadian university. The four-part survey included scales on writing self-efficacy, SRL strategy use, and attitudes towards writing, each tested for scale reliability. The sample of medical students (N = 53) ranked their writing competence high and SRL strategy use high, yet expressed low levels of feedback and writing instruction received from their medical instructors. The use of SRL strategies was positively correlated with perceived writing competence. Students did not have extensive experience with writing in a post-secondary setting. Many students saw the value of writing in medicine, and some expressed interest in attending workshops that could improve their writing. Student perspectives may inform curricular change, specifically the need to make written communication skills explicit in medical education. Students should be taught why effective writing skills are important in clinical practice to ensure writing practices are being valued. The results suggest that workshops to improve writing, and more clear and consistent feedback from teaching faculty, would be welcomed by students.

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