Knowledge Exchange School Expanded Workshop : Tips for Improving Writing for Academic Publications
Are you interested in learning how to enhance your scholarly writing to tell your research story? Would you like to learn some strategies for increasing your clarity, organization and persuasiveness? Join us on July 27th (9am to 12pm) and July 28th (10am to 11:30am) for a workshop dedicated to Tips for Improving Writing for Academic Publications.
The workshop will commence on July 27th with a presentation and hands-on exercises to practice the strategies learned. Attendees can choose to work on their own on the exercises or join a larger virtual group in the afternoon to work on the exercises together. Everyone will come together again on July 28th to debrief the exercises and hold a Q&A.
Volunteers
We are looking for volunteers from across all disciplines and research areas to submit a short (max 1/2 page) sample of their writing that can be highlighted during the workshop with feedback on ways to enhance the writing.
Presenter: Dr. Mark Goldszmidt
Mark Goldszmidt MD, MHPE, PhD, FRCPC is a professor in the Department of Medicine and the founding Associate Director of the Centre for Education Research & Innovation at the Schulich School of Medicine & Dentistry at the University of Western Ontario. He received his MD from McGill University in 1996, his Masters of Health Professions Education from the University of Illinois at Chicago in 2003 and his PhD in Health Professions Education from the University of Maastricht in 2015.
Dr. Goldszmidt combines active internal medicine clinical practice with education leadership, teaching and research. He is the site coordinator for the UWO-UBC-Maastricht Collaborative MHPE. He also the developer/co-developer and teacher of several courses related to curriculum design, qualitative research methodologies, writing for publication (writing masterclass), communication and clinical reasoning. As a researcher, Dr. Goldszmidt has been heavily influenced by sociomateriality and rhetorical genre theory. Using these theories, his research focuses on practice variability and the complex relationship between clinical care, supervision and student learning. Through his research, he has explored questions such as:
- How do a teaching teams’ communication practices shape patient care and student learning?
- How do the materialities of practice such as schedules, policies and electronic records influence practice and learning? and
- In what ways does practice variability contribute to more and less effective care and teaching?
Hosted & Moderated by Mariam Hayward,
Director, Knowledge Exchange, Impact & EDI-D in Research,
Western Research
