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com

Health Professions Education ] (]]]]) ]]]–]]]

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Learning Practical Research Skills Using An Academic Paper

Framework – An Innovative, Integrated Approach
Jo Landera, Sean Seehob,c,d, Kirsty Fosterb,d,e,n
a
School of Public Health, University of Sydney, NSW 2006, Australia
b
Northern Clinical School, University of Sydney, Royal North Shore Hospital St Leonards, NSW 2065, Australia
c
Department of Obstetrics and Gynaecology, University of Sydney School of Medicine, NSW 2006, Australia
d
Kolling Institute, St Leonards, NSW 2065, Australia
e
Office for Global Health, University of Sydney, NSW 2006, Australia
Received 13 January 2018; received in revised form 18 June 2018; accepted 20 June 2018

Abstract

Background: There is a pressing need for effective education to help develop basic research and publication skills among
clinicians in low and middle-income countries (LMIC). Learning from experience is important for achieving understanding of
concepts and acquisition of skills rather than simply recall of facts.
Methods: An innovative research and academic writing skills course was run for 21 participants from two universities in the
Philippines. The experientially-based workshop encouraged development of skills and understanding through active involvement.
Interaction with tutors and other participants was integral to the process. The novel workshop design linked various phases of the
research process to relevant sections of an academic paper, thus integrating activities usually regarded as separate.
This paper outlines the structure of the workshop and reports its evaluation through pre- and post-workshop surveys and post-
workshop focus groups.
Results: Participants appreciated the integrated format of the workshop and felt more confident in their ability to plan, conduct and
write up research.
Conclusion: Explicitly linking elements of an academic journal article to the components of developing a research project was
successful in promoting learning and understanding of the research process and increased confidence in academic writing in this
context and is likely transferable to similar contexts.
& 2018 King Saud bin AbdulAziz University for Health Sciences. Production and Hosting by Elsevier B.V. This is an open access
article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Keywords: Research skills; Writing skills; Integrated workshop; Learning

1. Introduction
n
Corresponding author at: Office for Global Health, University of
Sydney, Edward Ford Building A27, NSW 2006, Australia. The nature and effectiveness of research training
E-mail addresses: jo.lander@sydney.edu.au (J. Lander), including the place of generic skills development and
sean.seeho@sydney.edu.au (S. Seeho), academic writing, is currently much debated in high-
kirsty.foster@sydney.edu.au (K. Foster).
Peer review under responsibility of AMEEMR: the Association for
income countries.1,2 Less is known about research
Medical Education in the Eastern Mediterranean Region training in low and middle-income countries in Asia,

https://doi.org/10.1016/j.hpe.2018.06.002
2452-3011/& 2018 King Saud bin AbdulAziz University for Health Sciences. Production and Hosting by Elsevier B.V. This is an open access
article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Please cite this article as: Lander J, et al. Learning Practical Research Skills Using An Academic Paper Framework – An Innovative,
Integrated Approach. Health Professions Education (2018), https://doi.org/10.1016/j.hpe.2018.06.002
2 J. Lander et al. / Health Professions Education ] (]]]]) ]]]–]]]

including the Philippines3 It is clear that universities in Research writing, as a subset of academic literacies,
the Philippines are ‘at a critical stage in their efforts to is rarely acknowledged in official reports or higher
enhance research and improve research training’; this degree research skills guidelines or discussions; when it
goes beyond funding issues to include ‘required is, it is often subsumed under general communication
competence’3 In common with many rapidly growing skills.9 Academic literacies are not commonly ad-
economies and young universities, there is enormous dressed in post-graduate education and where they are
interest in and enthusiasm for conducting research and taught, this is often done outside disciplinary settings,
publishing in international journals. In the Philippines for example by central units. However, there are cogent
there is little or no experience in running trials or arguments both for formally teaching academic writing
devising studies to answer important health-related rather than relying on passive absorption through
questions or tackle the most challenging health issues. reading10 and for integrating this with content and
There is therefore a pressing need for effective skills teaching. This flows from the understanding that
education to help develop basic research skills.4 academic literacy or communication is not a universal,
Research training workshops commonly comprise a context-independent, transferable skill. Rather, aca-
series of lectures on research methods and teaching of demic text types (genres), for example research articles,
critical appraisal of academic papers.5 In this way are very specific in their structure and language.11 It is
learners are introduced to key concepts such as study recommended that such integrated programs be deliv-
design, recruitment strategies and presentation of ered by an interdisciplinary team12: experts in the
results but less so to the practical realities, complexity discipline and academics experienced in teaching
and messiness of the research process. An increase in Academic English programs. However, not many
knowledge alone is not sufficient to enable effective models exist for designing such integrated, team-
planning and conducting of studies. Learning about the delivered programs and even fewer address the research
various skills involved, such as formulating appropriate skills and writing development needs of medical and
research questions, designing and running methodolo- health researchers.
gically sound studies, gaining ethics approval, collect- This paper reports on a workshop designed to
ing and analysing data, and sharing results is best done develop research skills amongst academics in two
by being actively involved in the process.6 Learning universities in the Philippines in tandem with academic
from the right kind of experience has long been writing development. It describes the design of the
recognised as important in achieving understanding of workshop and reports on the results of a mixed methods
concepts rather than simply recall of facts.6 Further- study undertaken to evaluate the effectiveness and
more, focussing on critical appraisal of published acceptability of this innovative approach in this specific
papers may inadvertently reinforce the naïve view that context. The research sought to answer the question:
research happens in the orderly fashion in which it is ‘How do participants evaluate a research capacity
presented in the text. building workshop which integrates research skills
Important amongst research skills is that of development with academic writing development?’.
writing up the research. The ‘globalisation and
marketisation’ of academia7 has increased the 2. Methods 1: design of the workshop
pressure on scholars everywhere to publish in
prestigious international journals, by and large The three-day workshop was held at the request of
published in English. However, as Flowerdew points the Philippines universities, building on a successful
out, the ‘impenetrability of academic writing’7 gives pilot of the writing component and on a series of
rise to ‘immense’ difficulties for non-native English research skills development workshops run in Vietnam
speaking (NNES) scholars wishing to publish in over several years. It was supported by a University of
English.7 Numerous studies attest the disadvantage Sydney Southeast Asia Centre Research Capacity
suffered by such scholars, including increased Building Grant. It was run by two academics with
rejection rates.8 Researchers in the Philippines may significant experience in clinical research, one of whom
be better placed than many NNES researchers since has an educational as well as a clinical background, and
they are exposed to English language instruction a third academic experienced in teaching Academic
from primary school onwards and sometimes’ English.
experience English-language instruction at univer- The fundamental premise of the workshop was that a
sity, but they may still lack facility with the publishable paper reports well planned, interesting,
specialised text types required. relevant research performed well. Its aims were:

Please cite this article as: Lander J, et al. Learning Practical Research Skills Using An Academic Paper Framework – An Innovative,
Integrated Approach. Health Professions Education (2018), https://doi.org/10.1016/j.hpe.2018.06.002
 J. Lander et al. / Health Professions Education ] (]]]]) ]]]–]]] 3

To build research capacity by encouraging partici-
Writing skills would be scaffolded by means of the
pants to undertake feasible research projects in genre teaching cycle (see paragraph 2 on page 8).
a group.

To equip participants with skills to write a manu- The workshop design (Fig. 1) is based on experiential
script about their research for publication in a and constructivist theories of learning where participants
journal. develop skills and understanding through being involved

To develop skills in research protocol writing. in practical activities. Interaction, not only with an expert
tutor but with other participants, is integral to the
The learning outcomes covered research methods process. Taking part in practical tasks in a small group
and skills as well as writing skills. The design encourages true engagement with the subject matter and
principles underpinning the workshop were that: increases conceptual understanding.13
The novel approach used in the workshop design was

The development of research skills and of writing to link the various phases of the research process to the
skills would be tightly integrated. relevant sections of an academic paper in sequence, thus

The workshop would involve the application of integrating what are often regarded as two separate
skills in practical activities throughout, rather than activities. Note: this differs from the more common
theoretical lectures alone. approach which addresses writing up after the research

Participants would work in groups, emulating the has been completed as recommended by Cargill and
collaborative and often interdisciplinary nature of O’Connor.14 It was anticipated that by being guided
research, and would collaboratively design a re- through this process, participants would achieve not only
search project on a topic agreed within the group. a better understanding of, and skill in, writing but also a

Fig. 1. Workshop design.

Please cite this article as: Lander J, et al. Learning Practical Research Skills Using An Academic Paper Framework – An Innovative,
Integrated Approach. Health Professions Education (2018), https://doi.org/10.1016/j.hpe.2018.06.002
4 J. Lander et al. / Health Professions Education ] (]]]]) ]]]–]]]

Fig. 1. (continued)

clear idea of each of the important stages of conceptua- important challenges in their work that they would like
lising, planning and implementing a research project. to see resolved. Then they discussed which issues were
The standard (introduction/methods/results/discussion or important, interesting and previously unexamined. Each
IMRD) scientific paper format was chosen, based on the group was asked to choose one problem to work on
assumption that most of the workshop participants would throughout the rest of the workshop. Over the three
be researching clinical or scientific questions. Writing a days they devised a range of answerable research
research protocol was covered inter alia. questions related to the topic and discussed the most
The workshop was designed to be very practical, appropriate research methods to employ to answer the
with the immediate application of skills and knowledge question. After presentations on methods and the
learnt. It was also designed to be group-based and provision of a protocol template they developed a
collaborative, mirroring optimal research practice and suitable research protocol.
giving participants the opportunity to pool knowledge The pedagogical approach for the academic writing
and support each other. At the start of the workshop, component made use of the genre teaching cycle
participants were allocated to groups based on their methodology15 which has been used extensively for
institutional affiliation (those from the same institution academic (and other) literacies development over more
were kept together) and research experience and than two decades.16 This methodology suggests that
interests (these were balanced within groups). A writing development is best scaffolded by first discuss-
‘learning by doing’ approach was taken with deliberate ing the context, purpose and audience for the text type,
emphasis placed on the importance of having note- followed by deconstructing a model text, laying bare its
worthy content to write about in order to maximise the structure and grammatical features17 was chosen as the
likelihood of publication. Groups first brainstormed model paper, as it is well structured and well written,

Please cite this article as: Lander J, et al. Learning Practical Research Skills Using An Academic Paper Framework – An Innovative,
Integrated Approach. Health Professions Education (2018), https://doi.org/10.1016/j.hpe.2018.06.002
 J. Lander et al. / Health Professions Education ] (]]]]) ]]]–]]] 5

Fig. 1. (continued)

and covers a fairly general topic likely to be of broad large sheets of paper; these were displayed for reading
interest, namely quality and safety in health care. The and comment by the whole cohort.
CARS model -‘Creating a Research Space’18,19 and
further research by Sheldon20 were used as a basis for 3. Methods 2: evaluation of the workshop
describing research article structure, with further
adaptation for this workshop. The next phase involved Given the workshop was three days long and
collaborative reconstruction of a similar text, in this delivered in the Philippines, our study sought to
case the write up of the group's proposed study. The explore the additional factors of the length (hence
final phase typically involved individual construction of intensity) of the program and the extent to which local
the text, although that was not appropriate in this needs and factors were addressed.
workshop, which stressed the collaborative nature of Participants were recruited from among attendees at
research and thus writing. In this case it was not the workshop. Participants ranged in age from approxi-
possible to collaboratively write the results, discussion mately 30 to 50þ years and were both male and
and conclusion, since the research had not yet been female. Data were collected by means of:
undertaken, so proxies were used.
Participants received an extensive workshop guide
Pre-workshop and post-workshop surveys: these
containing sample texts; exercises; ‘toolkits’ to help them were identical and were designed to show whether
structure their paper and make appropriate language participants’ confidence in carrying out research as
choices; templates; grammar activities; and activities to well as writing it up had increased and whether their
guide their research designs. Groups wrote their texts on knowledge of academic writing had improved.

Please cite this article as: Lander J, et al. Learning Practical Research Skills Using An Academic Paper Framework – An Innovative,
Integrated Approach. Health Professions Education (2018), https://doi.org/10.1016/j.hpe.2018.06.002
6 J. Lander et al. / Health Professions Education ] (]]]]) ]]]–]]]

Participants coded their own surveys with a unique asked to rate their level of agreement (1 ¼ Strongly
identifier known only to themselves, allowing for disagree; 2 ¼ Disagree; 3 ¼ Undecided; 4 ¼ Agree;
matching (but not identification) of responses by the and 5 ¼ Strongly agree) with the four statements:
researchers.


My paper should be objective and descriptive.
A post-workshop focus groups: this allowed for

Academic writing involves using the passive voice
much greater depth and nuance in question and
wherever possible.
answer around features of the workshop, for

The conclusion is the most important part of my
example its design, intensity, integration of writing
paper in terms of getting published.
skills and appropriateness to the local context.

Getting published in an English language journal is
very competitive.
The surveys probed confidence in all aspects of
planning, conducting and writing up research. Partici-
In this group of questions there was no significant
pants were asked to rate their level of confidence in each
difference in levels of agreement with the statements
parameter on a five-point Likert scale where 1 meant ‘not
post-workshop compared with pre-workshop. For ex-
at all confident’; 2 meant ‘not very confident’; 3 meant
ample, participants were aware of the highly competitive
‘neither confident nor unconfident’; 4 meant ‘somewhat
nature of publication acceptance in English language
confident’; and 5 meant ‘very confident’. Paired data
journals prior to the workshop (mean of 4.32 with a
were analysed by the Wilcoxon signed-rank test
standard deviation of 0.820). After the workshop the
using SPSS.
mean remained 4.32 with a standard deviation of 1.108.
Data were analysed both quantitatively (measuring
individual and group gains) and qualitatively (identify-
4.2. Focus groups
ing themes in focus group discussions and free answers
in surveys) by the authors. The two authors with
All 21 workshop participants were invited to take
qualitative experience (JL and KF) coded transcripts
part in a focus groups on completion of the workshop.
individually and identified themes; the results including
19 agreed and two focus groups were held, one with ten
any discrepancies were discussed with the third author.
participants and one with nine and each facilitated by a
different researcher. The main positive themes which
4. Results
arose in the focus group discussions were collaboration,
application of skills and the integrated format of the
4.1. Matched surveys
workshop. Representative quotes are provided below,
without identifying participants individually, since
Out of 21 participants, 19 consented to be involved
similar comments were made by many participants.
in the research, giving a response rate of 90%.
All focus group participants rated the workshop
Following the workshop, participants felt more con-
positively overall: ‘loved it’; ‘I am just very thankful I
fident in being able to identify research problems at
was included in the group’. Several themes emerged
work; formulating research questions; identifying
and are described in Section 4.2.1 below.
appropriate methods to research a problem; writing
research proposals; addressing all ethical aspects of
research; recruiting to their study; analysing data; 4.2.1. Themes
drawing accurate conclusions; and identifying research 4.2.1.1. Collaboration. The frequent use of group-
limitations. There was also significant improvement in work and encouragement of participants to work together
confidence related to all aspects of writing up research. was appreciated and seen to align with research practice:
Regarding the research context there was also a
significant increase in confidence following the work- '…it's … practise what you preach, it's stressing
shop. In this category, confidence pre-workshop was that the research was collaborative … so we had an
particularly low with a mean of 2.63 (standard experience of that in the [workshop] format'
deviation ¼ 1.012) for ‘having enough time to do 'it's very helpful for the research because teamwork
research in the workplace’ and for ‘working as part of a is very important …work with people from other
team doing research’ and rose significantly to 3.68 disciplines'
(standard deviation ¼ 0.946) following the workshop.
The final four questions of the survey were about Participants welcomed the opportunity to work
getting published and in this case participants were collaboratively, to have protected time to get to

Please cite this article as: Lander J, et al. Learning Practical Research Skills Using An Academic Paper Framework – An Innovative,
Integrated Approach. Health Professions Education (2018), https://doi.org/10.1016/j.hpe.2018.06.002
 J. Lander et al. / Health Professions Education ] (]]]]) ]]]–]]] 7

know each other, break down barriers and use '… people will sneak out if it's lecture, lecture,
individual strengths: lecture'.

'it was helpful because I was given the time and the '…if you did it from start to finish lecture, lecture,
actual opportunity to sit down with the different lecture, it would have been boring'.
members of our university to talk about really how The immediate application of skills was appre-
we do collaborative research and I actually had an ciated:
opportunity to start collaborating'
'… it's better to recall things if you get to apply it
Participants realised they learnt from each other: already'
'one of the things too that helped me was really
4.2.1.3. The integrated format of the workshop.
being with people from other disciplines because it
Responding to a specific question on this topic, many
gave me a lot of perspectives on – I did not learn
participants commented favourably on the integration
only from the speakers but I learnt also from the
of writing and research skills:
participants themselves'
(research and writing) '…go hand in hand… closer
Working in groups promoted confidence and
to what we do rather than learning everything from
reduced fear, especially with the passing of time.
introduction to recommendations and then write
By Day 3, having been working in small groups,
everything from there …the burden was less'
participants were also comfortable with the large
group and there was and contrasted this approach with previous
educational experience
‘absolutely no fear of embarrassing yourself
any more’ 'other workshops I’ve attended, especially the lecture
presentation … writing was not done'
One participant described observing others (legit-
imate peripheral participation21 – ‘just watching and For some, integrated writing was ‘novel’ and
seeing how people analyse’ as a ‘learning experience helped foster precision and concise writing:
for me’. 'you need to be precise when you’re writing. in an
Working together also gave ‘confidence for action’. exercise of defining your problem, the fact we had to
write them … lends itself to cutting things out.
'especially I was paired with some of my bosses, so
saying it in simpler terms…'
at first I was really a bit scared, the youngest, I
think, …, but after working with them we felt like, The scaffolded approach with text deconstruction
oh, this is something that we shouldn’t be scared of preceding writing was appreciated:
them because they’re really willing to help us young
'given us a structure in which we can organise our
people to really do it. And so it eliminated some of
ideas when we write our research'.
the fears and it eliminated the feeling of being
tentative in doing it, so now we can feel – we felt like
4.2.1.4. Other themes. Less commonly mentioned
we can really do something'.
but still considered positive aspects of the workshop
were the motivational aspect (research seen as exciting)
4.2.1.2. Opportunity to apply skills. Several partici- and the provision of a safe environment
pants mentioned the fact that the workshop was
'I’m not anymore that scared about these things'.
practical rather than theoretical:
Participants gained ‘different perspectives’ and were
'Hands on … based on the small quick discussions able to get away from traditional research norms – like
we had' starting with a title – and learnt the ‘clear distinction
They contrasted this workshop positively with between the research problem and the research ques-
previous lecture-only versions: tion’. The constant facilitation of groups was appre-
ciated and some gained fresh insights on how to adapt
'Practicality of activities, unlike the first one I their own research teaching. The participant guide
attended which was all lectures … [this workshop] ‘helped structure the training’ and the toolkits and
compelled me to practise the skills' templates were found to be helpful by many.

Please cite this article as: Lander J, et al. Learning Practical Research Skills Using An Academic Paper Framework – An Innovative,
Integrated Approach. Health Professions Education (2018), https://doi.org/10.1016/j.hpe.2018.06.002
8 J. Lander et al. / Health Professions Education ] (]]]]) ]]]–]]]

4.3. Areas for improvement when I write, I really want the environment right …
it's really hard to write with that group
Counterbalancing the positive assessment noted
above, participants felt there were some areas which Minor requests were for how to institute a research
could be improved, notably the timing of the activities, culture, sharing of best practice and success stories of
the type of research featured and the public nature of collaborative research to be included in the workshop.
the writing. There was consistency between the themes arising
from the focus groups and from the free text in the end-
of-workshop evaluation surveys (which were not part of
4.4. Timing this research).

This topic was the one on which there was most 5. Discussion
disagreement amongst participants. Some felt more
time was needed to decide on the areas and the specific The underlying concept for the design of the
research problem they wanted to address. An attempt workshop was to take participants through the process
was made to have participants consider pertinent of research and writing about research in tandem so that
research challenges prior to the workshop but this they could see the link between the research process
was unsuccessful. Some felt a bit rushed and wished for and the elements of an academic paper. Furthermore, it
more ‘time to process’, to work on objectives or to was hoped to motivate careful planning of robust
write. Others felt having limited time was ‘helpful’, research studies on pertinent topics in order to produce
fearing that with more time ‘more problems will a paper likely to be accepted by an academic journal.
emerge…more overthinking…in the group’. Finally, This is highly innovative contrasting with other
some would have liked a longer discussion about how approaches which address writing skills and research
to resolve ethical issues. skills separately. The use of a pedagogical framework
based on the structure of an academic paper was
4.5. Level and methodology intended to integrate the discussion and development of
research skills with the practicalities of writing up the
When planning a workshop for relatively unknown research.
contexts and participants, it can be difficult to pitch it at The approach taken was feasible and acceptable to
the right level and ensure the content is not too the participants as highlighted in survey and focus
technical. In the absence of data, we erred in assuming group data. The focus group comments suggest that
the healthcare-based participants would be conducting group-based learning is not yet common in the
clinical or lab-based research. Although participants participants’ educational contexts, but they understood
rated the skills and knowledge gained to be relevant to and appreciated the rationale and benefits of this
their research areas, some of the discipline-based pedagogy as well as becoming quite comfortable with
examples were considered too clinical and technical; it even in such a short time. The enthusiasm for the
more general examples were preferred. Interestingly, interactive methods is especially important in view of
the activities around developing appropriate methods the increasing use of technology in learning in an effort
saw a drift from quantitative to qualitative approaches. to scale up capacity building in research skills.22
This was reflected in the focus groups: some partici- One difficulty with this approach was that, in the
pants wanted more qualitative research methods and a time available it was not possible to actually conduct
grounded theory approach, while others argued that a the research or carry out a literature review. This meant
balance of these approaches was needed: ‘… it that, while the introduction could be collaboratively
probably could be balanced … so people could see constructed based on the problem identified by each
the difference’. group and the methods described retrospectively, as if
they had been employed, the writing of the literature
review and results and discussions sections were not
4.6. Others possible. This was a limitation of the intention to ‘learn
by doing’.
An interesting concern was voiced by one partici- One way to improve the structure of the workshop
pant: she found it hard to write in the public, would be to split it and run it as two separate
collaborative group work context: workshops with a long gap in between them. The

Please cite this article as: Lander J, et al. Learning Practical Research Skills Using An Academic Paper Framework – An Innovative,
Integrated Approach. Health Professions Education (2018), https://doi.org/10.1016/j.hpe.2018.06.002
 J. Lander et al. / Health Professions Education ] (]]]]) ]]]–]]] 9

research question and protocol could be planned in was well received by academics and clinicians in the
the first workshop, the literature review and the actual Philippines. The model of linking elements of an
research undertaken in the gap between workshops academic journal article to the components of devel-
and the results and analysis worked through in the oping a research protocol was helpful to participants in
second workshop and those sections along with giving them confidence to develop research plans and
discussion and conclusion written. The research in helping them to support and learn from each other.
process is complex and aiming to work through it in To achieve sustainable results a series of two or even
entirety in a single workshop risks content overload three workshops giving time for participants to
and insufficient time for reflection and consolidation implement each stage of the research process to
of learning. This is especially true if the participants consolidate their learning between sessions is recom-
are absolute beginners in research and academic mended. This would enable, for example; collecting
writing. If participants were required to bring results actual data prior to teaching about data analysis so that
to the second workshop, this may serve as an a true ‘learning by doing’ model can be optimally
incentive; adding project management guidance to effective.
the first workshop might assist.
Other possible improvements include making a Acknowledgements
concerted effort to engage more with participants before
the workshop regarding the schedule, their context and The authors would like to thank the workshop
preferences and any preparatory work they need to do, participants who took part in the study and the two
for example determine one or more problems they wish reviewers whose thoughtful comments have enabled an
to research. We need to guard against content which is improved paper.
too technical or related to only one discipline, and
importantly need to balance qualitative and quantitative
approaches. However, having separate workshops for
quantitative and qualitative research methods would not Funding
be a solution, since there is benefit in exposing all parties
to the two approaches; the importance of choosing The study was funded by a Sydney Southeast Asia
methods appropriate to the research question; and to the Centre Research Capacity-building Grant.
possibilities of mixed method approaches. Finally,
although the facilitators were keen to maintain an References
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Please cite this article as: Lander J, et al. Learning Practical Research Skills Using An Academic Paper Framework – An Innovative,
Integrated Approach. Health Professions Education (2018), https://doi.org/10.1016/j.hpe.2018.06.002
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Please cite this article as: Lander J, et al. Learning Practical Research Skills Using An Academic Paper Framework – An Innovative,
Integrated Approach. Health Professions Education (2018), https://doi.org/10.1016/j.hpe.2018.06.002