1st Edition

Teaching Writing in the Health Professions Perspectives, Problems, and Practices

Edited By Michael J. Madson Copyright 2022
    222 Pages 8 B/W Illustrations
    by Routledge

    222 Pages 8 B/W Illustrations
    by Routledge

    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 health-care sectors booming, writing instruction tailored for the health professions is in 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 interdiscipline with 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.

    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 health-care writing and user experience.