Escribir para investigar: experiencias transformadoras en posgrado en Salud

Abstract

IntroductionThere is theoretical evidence advocating for writers´ education on graduate levels; however, Latin-American scientific literature on the issue is emerging. Therefore, acknowledging relationships among writing, research, and graduate education, this study aimed at identifying graduate experiences of Health students associated with their transformations as writers during their research education drawing on their voices. MethodsQualitative study based on interviews with graduate students in Pediatrics and Public Health from Colombian two public universities, that were analyzed by Grounded Theory. ResultsThe students associated their transformations as writers with: a) interactions with teachers, advisors, and peers based on oral and written feedback, instruction, and co-writing with advisors; and, b) their own initiatives and agency, such as consulting other people from and outside academic context, as well as university services, self-learning, and individual practice. ConclusionGraduate experiences valued the most as enriching and challenging might inform evaluation and curricular design graduate programs. The documented student experiences might be articulated as graduate pedagogical proposals.