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Scholarly article writing and publishing in international peer-reviewed journals can become an overwhelming task for many medical, nursing, and healthcare professionals in a university setting, especially in countries whose native language is not English. To help improve their scientific writing skills and publishing capacity, a university-based editing system and writing programs can be developed as educational platforms. These are delivered by a team of specialist editors composed of tenured faculty members who have a strong medical background and extensive experience in teaching courses on medical research, editing, writing, and publishing. For the editing system, the specialist editors provide comprehensive editing, personalized consultation, full editorial support after peer review, guidance with online submissions/resubmissions, and detailed editorial review at different stages of the manuscript writing. In addition, the specialist editors can develop writing programs such as medical writing and editing internships, academic courses in medical writing or research study designs and reporting standards, special interactive lectures and sessions on predatory publishing, seminars on updated editorial guidance of global editorial associations, academic visits on medical writing and editing, medical writing mentoring program, networking programs in scholarly communication, and publication resources in medical writing and scholarly publishing. These editing system and writing programs can serve as integrated platforms for improving scientific writing skills and publishing capacity by providing continuing education in medical writing, editing, publishing, and publication ethics., Competing Interests: Disclosure: The authors have no potential conflicts of interest to disclose.

The primary objective of educational programs on biomedical writing, editing, and publishing is to nurture ethical skills among local and international researchers and editors from diverse professional backgrounds. The mechanics, essential components, and target outcomes of these programs are described in this article. The mechanics covers the objectives, design, benefits, duration, participants and qualifications, program formats, administrative issues, and mentorship. The essential components consist of three core schedules: Schedule I Basic aspects of biomedical writing, editing, and communications; Schedule II Essential skills in biomedical writing, editing, and publishing; and Schedule III Interactive lectures on relevant topics. The target outcomes of the programs comprise knowledge acquisition, skills development, paper write-up, and journal publication. These programs add to the prestige and academic standing of the host institutions.

Medical writers often help train researchers to compose and publish scholarly articles. Although this represents only a small portion of what medical writers do, it is important for those who train academic researchers to be knowledgeable and competent. Here, I describe 16 modules, each consisting of specific writing and editing activities, which need to be taught to publication writers. I also suggest a simple evaluation system for assessing 14 competencies in medical writing and editing needed by publication writers to perform their role successfully. [ABSTRACT FROM AUTHOR]

We present a model of editorial services and a filing system for medical universities. The model facilitates authors' personalised consultation throughout the writing process, full editing support following peer review until acceptance, assistance with online submissions and manuscript editing at different stages by a team of editors. The model serves as a platform for communication between academic staff and editors. It generates data that can be analysed to improve the authors competency in medical writing. [ABSTRACT FROM AUTHOR]

Although the importance both of skills in medical writing in English and of an understanding of ethics in medical publishing is increasingly recognised, these subjects are not comprehensively taught to Japanese medical doctors and students. Limited resources, teaching staff, and time prevent most Japanese medical schools from implementing standard educational programmes on these topics. To address this, we developed two brief but intensive programmes of lectures and group-based workshops, each incorporating both medical writing skills and publication ethics; one was for Japanese postgraduate medical students, the other for faculty development. The main topics in the programme for postgraduate students were the Uniform Requirements for Manuscripts Submitted to Biomedical Journals, and oral and poster presentation skills. The programme emphasised the importance of medical writing skills and of issues, such as authorship and conflict of interest. The faculty development programme covered handling communications with editors and reviewers after manuscript submission, as well as ethical misconduct issues. We believe these programmes provide a unique and effective means of enhancing awareness of publication ethics and improving medical writing skills among professionals in Japanese healthcare institutions. [ABSTRACT FROM AUTHOR]