Potential benefits of student- and junior doctor-led textbooks

Zeshan U Qureshi; Katherine Lattey; Patrick Bryne; Mark Rodrigues; Michael Ross; Simon Maxwell

doi:10.1007/s40037-015-0185-9

Potential benefits of student- and junior doctor-led textbooks

Zeshan U Qureshi, Katherine Lattey, Patrick Bryne, Mark Rodrigues, Michael Ross, Simon Maxwell

Research output: Contribution to journal › Article › peer-review

Abstract / Description of output

INTRODUCTION: Medical textbooks are an important teaching supplement. Few have junior doctors or medical students ('juniors') as primary contributors. However, the strengths of junior-led face-to-face teaching are now well-established, and we hypothesized that similar advantages would be transferrable to a textbook setting.

METHODS: Juniors were approached to contribute to an independently published medical textbook, with senior clinicians recruited in parallel to ensure factual accuracy. Juniors directed every aspect of textbook writing and the production process. The published book stressed that it was an open collaboration with readers, inviting them to get in touch to evaluate the text and suggest ideas for new titles.

RESULTS: Of 75 respondents, 93 % awarded the first textbook in the series 4 or 5 out of 5 for overall quality. Five other titles have been released, with seven more in development. Over 100 juniors are currently involved, with two students progressing from reviewers to editors after less than a year of mentorship.

CONCLUSION: Juniors can be a motivated, dynamic, innovative group, capable of significant contributions to the medical textbook literature. This initiative has generated a sustainable infrastructure to facilitate junior-led publishing, and has the capacity for expansion to accommodate new initiatives and ideas.

Original language	English
Pages (from-to)	149-52
Number of pages	4
Journal	Perspectives on Medical Education
Volume	4
Issue number	3
DOIs	https://doi.org/10.1007/s40037-015-0185-9
Publication status	Published - Jun 2015

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10.1007/s40037-015-0185-9

Potential benefits of student- and junior doctor-led textbooks
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title = "Potential benefits of student- and junior doctor-led textbooks",

abstract = "INTRODUCTION: Medical textbooks are an important teaching supplement. Few have junior doctors or medical students ('juniors') as primary contributors. However, the strengths of junior-led face-to-face teaching are now well-established, and we hypothesized that similar advantages would be transferrable to a textbook setting.METHODS: Juniors were approached to contribute to an independently published medical textbook, with senior clinicians recruited in parallel to ensure factual accuracy. Juniors directed every aspect of textbook writing and the production process. The published book stressed that it was an open collaboration with readers, inviting them to get in touch to evaluate the text and suggest ideas for new titles.RESULTS: Of 75 respondents, 93 % awarded the first textbook in the series 4 or 5 out of 5 for overall quality. Five other titles have been released, with seven more in development. Over 100 juniors are currently involved, with two students progressing from reviewers to editors after less than a year of mentorship.CONCLUSION: Juniors can be a motivated, dynamic, innovative group, capable of significant contributions to the medical textbook literature. This initiative has generated a sustainable infrastructure to facilitate junior-led publishing, and has the capacity for expansion to accommodate new initiatives and ideas.",

author = "Qureshi, {Zeshan U} and Katherine Lattey and Patrick Bryne and Mark Rodrigues and Michael Ross and Simon Maxwell",

year = "2015",

month = jun,

doi = "10.1007/s40037-015-0185-9",

language = "English",

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pages = "149--52",

journal = "Perspectives on Medical Education",

issn = "2212-2761",

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T1 - Potential benefits of student- and junior doctor-led textbooks

AU - Qureshi, Zeshan U

AU - Lattey, Katherine

AU - Bryne, Patrick

AU - Rodrigues, Mark

AU - Ross, Michael

AU - Maxwell, Simon

PY - 2015/6

Y1 - 2015/6

N2 - INTRODUCTION: Medical textbooks are an important teaching supplement. Few have junior doctors or medical students ('juniors') as primary contributors. However, the strengths of junior-led face-to-face teaching are now well-established, and we hypothesized that similar advantages would be transferrable to a textbook setting.METHODS: Juniors were approached to contribute to an independently published medical textbook, with senior clinicians recruited in parallel to ensure factual accuracy. Juniors directed every aspect of textbook writing and the production process. The published book stressed that it was an open collaboration with readers, inviting them to get in touch to evaluate the text and suggest ideas for new titles.RESULTS: Of 75 respondents, 93 % awarded the first textbook in the series 4 or 5 out of 5 for overall quality. Five other titles have been released, with seven more in development. Over 100 juniors are currently involved, with two students progressing from reviewers to editors after less than a year of mentorship.CONCLUSION: Juniors can be a motivated, dynamic, innovative group, capable of significant contributions to the medical textbook literature. This initiative has generated a sustainable infrastructure to facilitate junior-led publishing, and has the capacity for expansion to accommodate new initiatives and ideas.

AB - INTRODUCTION: Medical textbooks are an important teaching supplement. Few have junior doctors or medical students ('juniors') as primary contributors. However, the strengths of junior-led face-to-face teaching are now well-established, and we hypothesized that similar advantages would be transferrable to a textbook setting.METHODS: Juniors were approached to contribute to an independently published medical textbook, with senior clinicians recruited in parallel to ensure factual accuracy. Juniors directed every aspect of textbook writing and the production process. The published book stressed that it was an open collaboration with readers, inviting them to get in touch to evaluate the text and suggest ideas for new titles.RESULTS: Of 75 respondents, 93 % awarded the first textbook in the series 4 or 5 out of 5 for overall quality. Five other titles have been released, with seven more in development. Over 100 juniors are currently involved, with two students progressing from reviewers to editors after less than a year of mentorship.CONCLUSION: Juniors can be a motivated, dynamic, innovative group, capable of significant contributions to the medical textbook literature. This initiative has generated a sustainable infrastructure to facilitate junior-led publishing, and has the capacity for expansion to accommodate new initiatives and ideas.

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DO - 10.1007/s40037-015-0185-9

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SP - 149

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JO - Perspectives on Medical Education

JF - Perspectives on Medical Education

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Potential benefits of student- and junior doctor-led textbooks

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