Teaching Writing in the Health Professions

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.

Introduction Writing in the health professions: An emergent interdiscipline for teachers Part I: Writing in medicine and public health 1 Teaching medical students to write proper clinical notes using expectancy-value theory 2 What can we learn about ‘advanced literacy for research’ in two Colombian graduate programs? 3 Supporting medical writers in the twenty-first century Part II: Writing in nursing 4 Developing students’ professional identity through writing and peer review 5 Nursing simulations and intermediary genres: Bridging students’ classroom and clinical writing 6 Semi-embedding’ writing center specialists in a masters level nursing course to improve perceptions of writing support 7 Writing-related threshold concepts in doctoral nursing education Part III: Writing in allied health and pharmacy 8 When the classroom is the workplace: Developing writing curricula for EMS and fire service training programs 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 10 Enhancing communication competencies: A model for pharmacy and writing and communication center partnerships Part IV: Writing in interprofessional contexts 11 Teaching culturally sensitive care through reflective writing 12 Communicating ‘patient-centered care’: A case study for collaborative writing in the health professions 13 Graphic medicine: Theory, utility, and practice in interprofessional contexts 14 Promoting writing through teacherless writing groups Conclusion The ‘prognosis’ of writing in the health professions