Empowering research: The role of writing accountability groups

Abstract

Productive writing is a challenge for researchers balancing multiple roles. Writing Accountability Groups (WAGs) can increase productivity by providing dedicated writing time. Patterned after a validated structure established by Kimberly Skarupski, Ph.D. (Johns Hopkins School of Medicine), the University of Cincinnati Department of Internal Medicine initiated four 10-week-long WAGs. Weekly virtual one-hour writing sessions were organized by staff with protected time and included an emphasis on principles of time management. Two WAGs were for junior faculty and two for residents/postdoctoral fellows, with 3–6 participants each. Attendance was approximately 80%, and 18 of 20 participants continued for the entire 10-week period. 14 of 20 participants completed a post-WAG survey. 85% reported improved time management skills. Additionally, most participants felt the WAG provided communal support and accountability. Rigorous writing project completion tracking is a future goal. Motivated by the experience, one postdoctoral fellow participant established a laboratory-based WAG. The participants included one faculty member, two postdocs, one Ph.D. student, two research staff, and ten undergraduate students. WAG participation was 50 ± 17 % over 44 weeks. In summary, similar to the experience of Skarupski, the UC WAGs facilitated consistent focus on writing, fostered a sense of community, and provided accountability.