Collaborative writing skills are essential for public health professionals to carry out their work in a variety of settings, however, these strategic skills are not being taught comprehensively in public health schools and programs. In this paper, we argue that instructors should train public health students on a range of issues related to authorship, and we frame this training as a way of creating equitable opportunities for students to develop key professional skills. We conclude with specific recommendations and resources to support this training.
AndersonO.AugustE. (2020a). A disconnect between classroom and professional writing: We are not teaching public health students to write effective titles. Journal of Public Health, 42(2), 412–415. https://doi.org/10.1093/pubmed/fdaa034
2.
AndersonO. S.AugustE. (2020b). A framework to prepare students with writing skills that represent their professional identity in public health. In BleakneyJ.MooreJ.RosinskiL. P. (Eds.), Writing beyond the University: Implications for fostering writers’ lifelong learning and agency (pp. 205–220). Elon University Center for Engaged Learning.
3.
AndersonO. S.AugustE. (2022). The real-world writing project for public health students: A description and evaluation. Pedagogy in Health Promotion, 8(2), 157–164. https://doi.org/10.1177/2373379920928094
4.
AndersonO. S.KardiaS.GuptaK.AugustE. (2020). Are we teaching our students visual communication? Evaluation of writing assignments in public health. Journal of Visual Communication in Medicine, 43(1), 62–65. https://doi.org/10.1080/17453054.2019.1698943
5.
AugustE.BurkeK.FleischerC.TrostleJ. A. (2019). Writing assignments in epidemiology courses: How many and how good?Public Health Reports, 134(4), 441–446. https://doi.org/10.1177/0033354919849942
6.
AugustE.TrostleJ. A. (2018). Using writing assignments to promote critical thinking, learning and professional identity: The epidemiology workplace writing repository. Journal of Public Health, 40(3), e419–e422. https://doi.org/10.1093/pubmed/fdy011
7.
BadreldinH.AloqayliS.AlqarniR.AlyahyaH.AlshehriA.AlzahraniM.Al TawalbehA.IsmailW. W. (2021). Knowledge and awareness of authorship practices among health science students: A cross-sectional study. Advances in Medical Education and Practice, 12, 383–392. https://doi.org/10.2147/AMEP.S298645
BusseC.AugustE. (2021). How to write and publish a research paper for a peer-reviewed journal. Journal of Cancer Education, 36(5), 909–913. https://doi.org/10.1007/s13187-020-01751-z
10.
CalarcoJ. M. (2020). A field guide to grad school uncovering the hidden curriculum. Princeton University Press.
GarbersS.MarchD.KornfeldJ.BaumgartnerS. R.WigginM.WestleyL. A.Ballesteros-GonzalezD.DelvaM.FriedL. P. (2022). Columbia University master of public health core curriculum: Implementation, student experience, and learning outcomes, 2013-2018. Public Health Reports, 137(1), 168–178. https://doi.org/10.1177/0033354921999162
16.
HoganK. A.SathyV. (2022). Inclusive teaching : Strategies for promoting equity in the college classroom. West Virginia University Press.
17.
KaraniR.OgnibeneF. P.FallarR.GliattoP. (2013). Medical students’ experiences with authorship in biomedical research: A national survey.. Academic Medicine, 88(3), 364–368. https://doi.org/10.1097/ACM.0b013e31827fc6ae
MaggioL. A.ArtinoA. RJrWatlingC. J.DriessenE. W.O’BrienB. C. (2019). Exploring researchers’ perspectives on authorship decision making. Medical Education, 53(12), 1253–1262. https://doi.org/10.1111/medu.13950
20.
RemeinC. D.ChildsE.BeardJ.DemersL. B.BenjaminE. J.WingerterS. L. (2022). “Getting started”: A pilot introductory narrative writing session for interprofessional faculty in academic health sciences. Advances in Medical Education and Practice, 13(3), 265–274. https://doi.org/10.2147/AMEP.S350246
21.
ValladaresL. M.RiegelmanR. K.AlbertineS. (2019). Writing in public health: A new program from the association of schools and programs of public health. Public Health Reports, 134(1), 94–97. https://doi.org/10.1177/0033354918813106
