Teaching and training medical writers
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This branch covers designing and delivering medical-writing teaching. It divides by the teaching task or setting: agreeing a course, developing curricula, university teaching, assessment, specialist subjects, adult learning, delivery formats, workshops and association programmes. Studying as a learner, organising professional events and producing commissioned training materials belong to neighbouring branches and topics.
- Teaching medical writing — teaching competence, scientific writing and English, objectives, audience, planning and published evidence
- Training programmes and curricula — clinical writing rotations, publication modules, institutional support and competency assessment
- Medical writing in a university curriculum — undergraduate and graduate teaching, medical English, industry collaboration, outcomes and sustainability
- Make the criteria explicit when several people must judge alike — dividing grading, consistent evaluation strategies and shared characteristics of a good paper
- Teaching beyond manuscript writing — publication ethics, visual communication, clinical documentation and spoken medical English
- Teaching adults who already know their subject — learners’ experience, facilitation, trainer confidence, adult-learning theories and explicit instruction
- Choosing and evaluating a training format — intensive training, sustained support, online and classroom delivery, and activities combining them
- Running a writing workshop — modules, exercises, participation, pacing, venue, materials and preparation
- Teaching from participants’ own writing — manuscript preparation, discussion, revision across a course and follow-up to publication
- Teaching a course live online — screen-based interaction, participation strategies, assessment and facilitation
- Getting a workshop into an association’s programme — proposals, leaders, sustained teaching, recognition, quality and short tutorials