The paper highlights how a well-organized professional development workshop has been strategically utilized to improve the scholarship of graduate trainees on a multi-STEM educational program. The paper further highlights the strategies used for planning, implementation, and assessment of the workshop. The paper equally elaborates on the writing accountability group structure as a catalyst for achieving writing goals. Results show a significant increase in self-efficacy of the participants in the development of STEM education manuscripts. Additionally, through the writing accountability group structure, there was a significant increase in trainees' scholarship productivity.
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Aladeokin et al. (2024) studied this question.
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