Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27856
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: Learning best-practices in journalology: Course description and attendee insights into the inaugural EQUATOR Canada Publication School
Author(s): Galica, Jacqueline
Chee-A-Tow, Alyssandra
Gupta, Shikha
Jaiswal, Atul
Monsour, Andrea
Tricco, Andrea C
Cobey, Kelly D
Butcher, Nancy J
Keywords: Medical education
Publication science
Scholarly communications
Reporting quality
Issue Date: 23-Aug-2018
Citation: Galica J, Chee-A-Tow A, Gupta S, Jaiswal A, Monsour A, Tricco AC, Cobey KD & Butcher NJ (2018) Learning best-practices in journalology: Course description and attendee insights into the inaugural EQUATOR Canada Publication School. BMC Proceedings, 12 (Supplement 10), Art. No.: 18. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052152251&doi=10.1186%2fs12919-018-0155-4&partnerID=40&md5=f59ea52bd42db24b129fa7f551668c21; https://doi.org/10.1186/s12919-018-0155-4.
Abstract: Background and purpose Dissemination of research results is a key component of the research continuum and is commonly achieved through publication in peer-reviewed academic journals. However, issues of poor quality reporting in the research literature are well documented. A lack of formal training in journalology (i.e., publication science) may contribute to this problem. To help address this gap in training, the Enhancing the QUAlity and Transparency Of health Research (EQUATOR) Canada Publication School was developed and facilitated by internationally-renowned faculty to train researchers and clinicians in reporting and publication best practices. This article describes the structure of the inaugural course and provides an overview of attendee evaluations and perspectives. Key highlights Attendees perceived the content of this two-day intensive course as highly informative. They noted that the course helped them learn skills that were relevant to academic publishing (e.g., using reporting guidelines in all phases of the research process; using scholarly metrics beyond the journal impact factor; open-access publication models; and engaging patients in the research process). The course provided an opportunity for researchers to share their challenges faced during the publication process and to learn skills for improving reproducibility, completeness, transparency, and dissemination of research results. There was some suggestion that this type of course should be offered and integrated into formal training and course curricula. Implications In light of the importance of academic publishing in the scientific process, there is a need to train and prepare researchers with skills in Journalology. The EQUATOR Canada Publication School provides an example of a successful program that addressed the needs of researchers across career trajectories and provided them with resources to be successful in the publication process. This approach can be used, modified, and/or adapted by curriculum developers interested in designing similar programs, and could be incorporated into academic and clinical research training programs.
URL: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052152251&doi=10.1186%2fs12919-018-0155-4&partnerID=40&md5=f59ea52bd42db24b129fa7f551668c21
DOI Link: 10.1186/s12919-018-0155-4
Rights: © The Author(s). 2018 This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

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