[ATTW-L] #CONF: Proposals for the third annual WIHPcon due April 1

[Michael Madson]

x-posted

Good morning, everyone:

Just a quick reminder that proposals for the third annual Conference on
Teaching Writing in the Health Professions (WIHPcon) are due in two weeks,
on *April 1*. We invite proposals for 15-minute individual presentations,
45-minute panels, and asynchronous video posters.

Ready to submit? Please email your proposal to wihpconference at gmail.com,
using the subject header "Conference paper submission."

WIHPcon offers a sizable, international venue for sharing your
instructional strategies and research in progress. Last year, we had 237
attendees from ~140 organizations and eight countries. WIHPcon is also
richly interdisciplinary, attracting folks from writing studies, writing
center administration, tech comm, the health humanities, law, library
science and informatics, ESL/EFL, medical education, nursing, and
veterinary science, among other fields. You can check out the 2023 program
here <https://wihpconference.wordpress.com/>.

As always, WIHPcon will be fully online and free of charge.

If you have any questions, feel free to contact me directly:
Michael.Madson at asu.edu.

Full CFP pasted below.

**


*The THIRD Annual Conference on Teaching Writing in the Health Professions*

Sponsored by Arizona State University

Fully online and free of charge

Friday June 7, 2024

Submit proposals to wihpconference at gmail.com by April 1



Writing instruction tailored for the health professions is becoming high
demand. Indeed, scholarship on writing instruction has regularly appeared
not only in journals dedicated to composition and technical communication,
but in those dedicated to medicine, nursing, pharmacy, and allied health,
among other fields. An increasing number of training programs have
established writing courses that explore healthcare themes, foster
competencies expected of health workers, and/or are formal part of
licensure programs. There is growing recognition that the success of
healthcare organizations relies largely on the writing done within it [1].

Supporting these trends, numerous textbooks have been developed for health
professions students [2-6], who need to “write at times like a sociologist,
at others like a philosopher, yet again like a scientist and finally as a
reflective practitioner!” [7(p. 188)]. Unfortunately, there are fewer
supports for writing instructors in this area, including health professions
educators who want to improve how they teach writing, writing specialists
who want to better understand health professions training, and others
seeking professional development and a broader community of colleagues.
Surveys of faculty development needs in the health professions have, time
and again, emphasized writing and teaching [8-10], and calls have sounded
for additional knowledge sharing [11-14].

Building on our previous two conferences, we again call together presenters
across disciplines to share their instructional insights and research in
progress, drawing on the spirit of interprofessional education. We invite
15 minute individual presentations, 45 minute panels, and asynchronous
posters on any aspect of writing in the health professions – clinical,
scholarly, reflective, or public.

Specific topics may include:

   - assignment design
   - curriculum development
   - program management
   - feedback practices
   - needs assessments
   - professional identity formation
   - health literacy
   - the health humanities
   - educational psychology
   - educational research methods or
   - artificial intelligence


There will also be networking opportunities for those interested in
research collaborations across institutions.

*References*

1. Opel DS, Hart-Davidson W. The primary care clinic as writing space.
Written Communication. 2019 Jul;36(3):348-78.

2. Arntfield MA & Johnston JW. Healthcare writing: a practical guide to
professional success. Broadview Press; 2016.

3. Bonk RJ. Writing for today's healthcare audiences. Broadview Press; 2015.

4. Heifferon, B. Writing in the health professions. Longman; 2005.

5. Long TL & Beck CT. Writing in nursing: a brief guide. OUP; 2016.

6. Terryberry K. Writing for the health professions. Cengage; 2004.

7. Baynham M. Academic writing in new and emergent discipline areas. In:
Clarke J, Hanson A, Harrison R, Reeve F, eds. Supporting Lifelong Learning:
Volume I: Perspectives on Learning. Routledge; 2001:188-202.

8. Behar-Horenstein LS, Beck DE, Su Y. Perceptions of pharmacy faculty need
for development in educational research. Curr Pharm Teach Learn. 2018 Jan
1;10(1):34-40.

9. Haden NK, Chaddock M, Hoffsis GF, Lloyd JW, Reed WM, Ranney RR,
Weinstein GJ. Preparing faculty for the future: AAVMC members' perceptions
of professional development needs. J Vet Med Educ. 2010 Sep;37(3):220-32.

10. Smith A, Hardinger K. Perceptions of faculty development needs based on
faculty characteristics. Curr Pharm Teach Learn. 2012 Oct 1;4(4):232-9.

11. Hawks SJ, Turner KM, Derouin AL, Hueckel RM, Leonardelli AK, Oermann
MH. Writing across the curriculum: strategies to improve the writing skills
of nursing students. Nurs Forum. 2016 Oct; 51(4): 261-267.

12. Riley E. Exploring strategies to enhance scholarly writing for RN-BSN
students using an online tutorial. Teach Learn Nurs 2019 Apr 1;14(2):128-34.

13. Madson MJ, editor. Teaching writing in the health professions:
Perspectives, problems, and practices. Routledge; 2022.

14. Madson MJ, editor. Composing health literacies: Perspectives and
resources for undergraduate writing instruction. Routledge; 2023.
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