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. 2016 Dec;62(12):e724-e730.

Peer-support writing group in a community family medicine teaching unit: Facilitating professional development

Lina Al-Imari  1 , Jaisy Yang  2 , Nicholas Pimlott  3
Affiliations

Peer-support writing group in a community family medicine teaching unit: Facilitating professional development

Lina Al-Imari et al. Can Fam Physician. 2016 Dec.

Abstract
in English, French

Problem addressed: Aspiring physician writers need an environment that promotes self-reflection and can help them improve their skills and confidence in writing.

Objective of program: To create a peer-support writing group for physicians in the Markham-Stouffville community in Ontario to promote professional development by encouraging self-reflection and fostering the concept of physician as writer.

Program description: The program, designed based on a literature review and a needs assessment, was conducted in 3 sessions over 6 months. Participants included an emergency physician, 4 family physicians, and 3 residents. Four to 8 participants per session shared their projects with guest physician authors. Eight pieces of written work were brought to the sessions, 3 of which were edited. A mixed quantitative and qualitative evaluation model was used with preprogram and postprogram questionnaires and a focus group.

Conclusion: This program promoted professional development by increasing participants' frequency of self-reflection and improving their proficiency in writing. Successful elements of this program include creating a supportive group environment and having a physician-writer expert facilitate the peer-feedback sessions. Similar programs can be useful in postgraduate education or continuing professional development.

Problème à l’étude: Les médecins désireux d’écrire ont besoin d’un environnement qui favorise l’auto-réflexion, et qui les rend plus habiles et plus confiants en leur capacité d’écrire.

Objectif: Créer un groupe d’aide à la rédaction composé de pairs chez des médecins de la communauté Markham-Stouffville afin de promouvoir le développement professionnel en encourageant l’auto-réflexion et en insistant sur le concept de médecin-auteur.

Description du programme: Conçu à partir d’une revue de la littérature et d’une évaluation des besoins, le programme comprenait 3 sessions sur une durée de 6 mois. Les participants comprenaient un médecin des urgences, 4 médecins de famille et 3 résidents. Dans chacune des sessions, entre 4 et 8 participants discutaient de leurs suggestions de texte avec des médecins-auteurs invités. Parmi les huit textes écrits discutés durant les sessions, 3 ont été publiés. Une évaluation quantitative-qualitative de type mixte a été effectuée à l’aide de questionnaires avant et après le programme ainsi que par un groupe de discussion.

Conclusion: Le programme a favorisé le développement professionnel en augmentant la fréquence à laquelle les participants recouraient à l’auto-réflexion et en améliorant leur capacité d’écrire. Parmi les éléments les plus efficaces du programme, mentionnons la création d’un groupe local d’aide et le fait que la présence de médecins-auteurs experts facilitait les sessions de rétroaction par des pairs. De tels programmes pourraient être utilisés dans les programmes de formation de troisième cycle ou dans la formation médicale continue.

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Figures

Figure 1.
Figure 1.
Type of writing that participants engaged in before joining the PSWG PSWG—peer-support writing group.
Figure 2.
Figure 2.
Participants’ objectives for joining the PSWG PSWG—peer-support writing group.
Figure 3.
Figure 3.
Themes that were explored to further participants’ professional development
See this image and copyright information in PMC

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