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An Exploration of the Scientific Writing Experience ofNon-native English-speaking Doctoral Supervisors and Students Using a Phenomemngraphic Approach
University of British Columbia, Canada.ORCID-id: 0000-0003-2951-0760
Uppsala universitet, Medicinska och farmaceutiska vetenskapsområdet, Medicinska och farmaceutiska vetenskapsområdet, centrumbildningar mm, Centrum för klinisk forskning i Sörmland (CKFD). Uppsala universitet, Medicinska och farmaceutiska vetenskapsområdet, Medicinska fakulteten, Institutionen för folkhälso- och vårdvetenskap, Allmänmedicin och preventivmedicin.ORCID-id: 0000-0003-0667-7111
Mälardalens högskola.ORCID-id: 0000-0002-4537-030X
2015 (engelsk)Inngår i: Journal of Biomedical Education, ISSN 2314-503X, Vol. 2015, artikkel-id 542781Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Nonnative English-speaking scholars and trainees are increasingly submitting their work to English journals. The study’s aim was to describe their experiences regarding scientific writing in English using a qualitative phenomenographic approach. Two focus groups (5 doctoral supervisors and 13 students) were conducted. Participants were nonnative English-speakers in a Swedish health sciences faculty. Group discussion focused on scientific writing in English, specifically, rewards, challenges, facilitators, and barriers. Participants were asked about their needs for related educational supports. Inductive phenomenographic analysis included extraction of referential (phenomenon as a whole) and structural (phenomenon parts) aspects of the transcription data. Doctoral supervisors and students viewed English scientific writing as challenging but worthwhile. Both groups viewed mastering English scientific writing as necessary but each struggles with the process differently. Supervisors viewed it as a long-term professional responsibility (generating knowledge, networking, and promotion eligibility). Alternatively, doctoral students viewed its importance in the short term (learning publication skills). Both groups acknowledged they would benefit from personalized feedback on writing style/format, but in distinct ways. Nonnative English-speaking doctoral supervisors and students in Sweden may benefit from on-going writing educational supports. Editors/reviewers need to increase awareness of the challenges of international contributors and maximize the formative constructiveness of their reviews.

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2015. Vol. 2015, artikkel-id 542781
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URN: urn:nbn:se:uu:diva-268011DOI: 10.1155/2015/542781OAI: oai:DiVA.org:uu-268011DiVA, id: diva2:875447
Tilgjengelig fra: 2015-12-01 Laget: 2015-12-01 Sist oppdatert: 2015-12-29

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Dean, ElizabethNordgren, LenaSöderlund, Anne

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