BACKGROUND Despite its importance, the ability to produce high-quality scientific manuscripts is often perceived as the domain of academics and researchers. Traditional medical writing courses often focus on the critical appraisal of existing articles, which, while informative, may not fully equip participants with the skills needed to independently develop and submit a manuscript. These limitations highlight the need for innovative approaches to medical writing education that prioritize hands-on experience and practical application. OBJECTIVE To evaluate the effectiveness of a hands-on medical writing course developed by the advanced international mini-invasive surgery (AIMS) Academy in improving scientific writing skills and publication outcomes among clinicians and medical students. METHODS A prospective, non-randomized educational intervention study conducted over three years (2022–2024). Each course included manuscript drafting, peer collaboration, expert review, and a final workshop. The courses were held by the AIMS Academy Clinical Research Network, involving six surgical centers across Italy, including Desio Hospital, Niguarda Hospital, and other affiliated institutions offering tertiary-level care. RESULTS All eighteen participants contributed to and completed a clinical manuscript, resulting in three peer-reviewed publications following minor revisions. Questionnaire responses showed high satisfaction: 83% rated the course 9–10, and 72% reported significant improvement in writing skills. All participants expressed willingness to attend again and recommend the course. CONCLUSIONS The AIMS Academy course is an effective, replicable model for improving medical writing skills among clinicians. Its hands-on structure, emphasis on co-authorship, and tangible outcomes—such as successful publication—enhance engagement and address common barriers in medical writing education.
Mari et al. (Mon,) studied this question.