Open Access Software

WriteSim TCExam - An open source text simulation environment for training novice researchers in scientific writing

Jatin Shah13, Dimple Rajgor13, Meenakshi Vaghasia23, Amruta Phadtare23, Shreyasee Pradhan13, Elias Carvalho3 and Ricardo Pietrobon134*

  • * Corresponding author: Ricardo Pietrobon rpietro@duke.edu

  • † Equal contributors

Author Affiliations

1 Department of Research, Duke-NUS Graduate Medical School, (8-College Road), Singapore, (169857), Singapore

2 Kalpavriksha Healthcare and Research, Thane, (421202), India

3 Research on Research Group, Duke University Medical Center, Durham, NC, (27710), USA

4 Department of Surgery, Duke University Health System, (DUMC Box 3094), Durham, NC, (27710), USA

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BMC Medical Education 2010, 10:39  doi:10.1186/1472-6920-10-39

Published: 28 May 2010

Abstract

Background

The ability to write clearly and effectively is of central importance to the scientific enterprise. Encouraged by the success of simulation environments in other biomedical sciences, we developed WriteSim TCExam, an open-source, Web-based, textual simulation environment for teaching effective writing techniques to novice researchers. We shortlisted and modified an existing open source application - TCExam to serve as a textual simulation environment. After testing usability internally in our team, we conducted formal field usability studies with novice researchers. These were followed by formal surveys with researchers fitting the role of administrators and users (novice researchers)

Results

The development process was guided by feedback from usability tests within our research team. Online surveys and formal studies, involving members of the Research on Research group and selected novice researchers, show that the application is user-friendly. Additionally it has been used to train 25 novice researchers in scientific writing to date and has generated encouraging results.

Conclusion

WriteSim TCExam is the first Web-based, open-source textual simulation environment designed to complement traditional scientific writing instruction. While initial reviews by students and educators have been positive, a formal study is needed to measure its benefits in comparison to standard instructional methods.