Teaching Writing in the Health Professions
Perspectives, Problems, and Practices
- Available for pre-order. Item will ship after November 12, 2021
This collection provides a research-based guide to instructional practices for writing in the health professions, promoting faculty development and bringing together perspectives from writing studies, technical communication, and health humanities.
With employment in healthcare sectors booming, writing instruction tailored for the health professions is becoming high demand. Writing instruction is critical in the health professions because health professionals, current and aspiring, need to communicate persuasively with patients, peers, mentors, and others. Writing instruction can also help cultivate professional identity, reflective practice, empathy, critical thinking, confidence and organization, as well as research skills. This collection prepares faculty and administrators to meet this demand. It combines conceptual development of writing for the health professions as an emergent subdiscipline, and provides evidence-based practices for instructors in academic, clinical, and community settings.
Teaching Writing in the Health Professions is an essential resource for instructors, scholars, and program administrators in health disciplines, professional and technical communication, health humanities, and interdisciplinary writing studies. It informs the teaching of writing in programs in medicine, nursing, pharmacy and allied health, public health, and other related professions.
Table of Contents
Introduction "Writing in the health professions: An emergent interdiscipline for teachers," Michael J. Madson
Part I: Writing in medicine and public health
Chapter 1 "Teaching medical students to write proper clinical notes using expectancy-value theory," Sarah Yonder
Chapter 2 "What can we learn about ‘advanced literacy for research’ in two Colombian graduate programs?" Elizabeth Narváez-Cardona & Pilar Chois-Lenis
Chapter 3 "Supporting medical writers in the twenty-first century," Rebecca Babcock, Jaanki Khandelwal, C. Erik Wilkinson, Chanaka Kahathuduwa, and Natalia-Schlabritz-Loutsevitch
Part II: Writing in nursing
Chapter 4 "Developing students’ professional identity through writing and peer review," Barbara J. D’Angelo and Barry M. Maid
Chapter 5 "Nursing simulations and intermediary genres: Bridging students’ classroom and clinical writing," Lillian Campbell
Chapter 6 "Semi-embedding’ writing center specialists in a masters level nursing course to improve perceptions of writing support," Sarah Kosel Agnihotri, Tracey Chan, Neal Haldane, Caleb Lalinsky, and Jennifer Weaver
Chapter 7 "Writing-related threshold concepts in doctoral nursing education," Deborah E. Tyndall
Part III: Writing in allied health and pharmacy
Chapter 8 "When the classroom is the workplace: Developing writing curricula for EMS and fire service training programs," Elizabeth L. Angeli
Chapter 9 "Online instruction on scholarly writing and library research in a physician assistant program: Laying the foundation for developing academic literacies and examining evidence-based research," Isabell C. May and Emilie M. Ludeman
Chapter 10 "Enhancing communication competencies: A model for pharmacy and writing and communication center partnerships," Janine Morris, Cynthia Moreau, and Kevin Dvorak
Part IV: Writing in interprofessional contexts
Chapter 11 "Teaching culturally sensitive care through reflective writing," Cristina
Chapter 12 "Communicating ‘patient-centered care’: A case study for collaborative writing in the health professions," Susan Thomas
Chapter 13 "Graphic medicine: Theory, utility, and practice in interprofessional contexts,"
Kathryn West and Brian Callender
Chapter 14 "Promoting writing through teacherless writing groups," Lucy M. Candib, Stacy Potts, Katharine Barnard, Jill Tirabassi, Lisa Gussak, Henry DelRosario, and Daniel Lasser
Conclusion "The ‘prognosis’ of writing in the health professions," Michael J. Madson
Michael J. Madson is an assistant professor in the technical communication program at Arizona State University. He teaches courses related to healthcare writing and user experience.