Students’ satisfaction and perceived impact on knowledge, attitudes and skills after a 2-day course in scientific writing: a prospective longitudinal study in Spain

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dc.contributor.author	Fernández, Esteve
dc.contributor.author	García, Ana M.
dc.contributor.author	Serés Escot, Elisabet, 1984-
dc.contributor.author	Bosch Llonch, Fèlix
dc.date	2018
dc.identifier.citation	Fernández E, García AM, Serés E, Bosch F. Students’ satisfaction and perceived impact on knowledge, attitudes and skills after a 2-day course in scientific writing: a prospective longitudinal study in Spain. BMJ Open. 2018 Jan 27; 8(1): e018657. DOI: 10.1136/bmjopen-2017-018657
dc.identifier.citation	2044-6055
dc.identifier.citation	http://dx.doi.org/10.1136/bmjopen-2017-018657
dc.identifier.uri	http://hdl.handle.net/10230/35509
dc.format	application/pdf
dc.language.iso	eng
dc.publisher	BMJ Publishing Group
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	© Esteve Fernández, Ana M. García, Elisabet Serés, Fèlix Bosch. This article was published in BMJ Open following peer review and can also be viewed on the journal’s website at http://bmjopen.bmj.com [Creative Commons Attribution License or Creative Commons Attribution Non-Commercial License]
dc.rights	http://creativecommons.org/licenses/by-nc/4.0/
dc.subject	Escrits científics i tècnics -- Redacció -- Ensenyament
dc.subject	Ciències de la salut
dc.title	Students’ satisfaction and perceived impact on knowledge, attitudes and skills after a 2-day course in scientific writing: a prospective longitudinal study in Spain
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion
dc.description.abstract	OBJECTIVES: This study aimed to determine students' satisfaction with a 2-day course on scientific writing in health sciences and to assess their perceptions of the long-term impact on their knowledge, attitudes and skills. SETTING: 27 iterations of a 2-day course on writing and publishing scientific articles in health sciences. PARTICIPANTS: 741 students attending the 27 courses. DESIGN: Prospective longitudinal study. PRIMARY AND SECONDARY OUTCOME MEASURES: Immediately after each course, students completed a first questionnaire, rating their satisfaction with different aspects of the classroom sessions on a Likert scale (0-5). Approximately 2 years after the course, students completed a follow-up questionnaire, using a Likert scale (0-4) to rate their knowledge, skills and attitudes in relation to scientific writing before and after attending the course. RESULTS: 741 students (70% women) participated in the 27 iterations of the course; 568 (76.8%) completed the first questionnaire and 182 (24.6%) completed the follow-up questionnaire. The first questionnaire reflected high overall satisfaction (mean score, 4.6). In the second questionnaire, students reported that the course had improved their knowledge (mean improvement: 1.6; 95% CI 1.6 to 1.7), attitudes (mean improvement: 1.3; 95% CI 1.2 to 1.4) and skills (mean improvement: 1.4; 95% CI 1.3 to 1.4) related to writing and publishing scientific papers. Most respondents (n=145, 79.7%) had participated in drafting a scientific paper after the course; in this subgroup, all the specific writing skills assessed in the second questionnaire significantly improved. CONCLUSIONS: Students were satisfied with the format and the contents of the course, and those who responded to the follow-up survey considered that the course had improved their knowledge, attitudes and skills in relation to scientific writing and publishing. Courses are particularly important in countries without strong traditions in scientific publication.
dc.description.abstract	Esteve Fernández was partly funded by the Department of Universities and Research, Government of Catalonia (2014SGR999)

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