@article{MRA, author = {Bethtrice Elliott and Shiva Mehravaran and Christine Hohmann}, title = { Empowering Underrepresented Researchers Through Effective Writing Support}, journal = {Medical Research Archives}, volume = {12}, number = {10}, year = {2024}, keywords = {}, abstract = {Background: Effective writing support is crucial for enhancing research competitiveness, particularly at Historically Black Colleges and Universities (HBCUs), where faculty face significant challenges such as high teaching loads and limited research resources. These barriers often hinder research productivity, particularly in biomedical and STEM fields, which are critical for addressing health disparities. To address these challenges, Morgan State University, a midsize HBCU, implemented a series of grant-writing workshops (GWWs) and Scientific Writing Accountability Groups (SWAGs) to enhance faculty research capabilities. Aims: The goal of this study was to assess their effectiveness in terms of increasing writing confidence among participants and increasing grant submission rates and research productivity among early-career and tenure-stream faculty. The workshops were particularly focused on helping faculty develop competitive NIH-style research proposals. Methods: The GWWs and SWAGs provided structured, hands-on coaching for proposal and manuscript writing. The GWWs focused on teaching key grant-writing skills, such as formulating research questions, designing studies, and writing proposals. Meanwhile, the SWAGs supported ongoing writing accountability, encouraging participants to develop consistent writing habits and providing peer feedback. Participants’ progress was assessed through pre- and post-workshop surveys that measured confidence in writing tasks, as well as tracking grant submissions and funding outcomes. Results: Since 2019, five series of GWWs and four SWAG sessions have been held, leading to significant gains in self-efficacy and productivity. Participants in the GWWs reported improved confidence in tasks such as formulating research questions, conducting literature reviews, and writing proposals. Those involved in accountability groups reported improved writing habits and progress on manuscripts, grants, and other academic projects. Overall, these programs contributed to a 78% grant submission rate among attendees, compared to 55% for non-attendees. A total of 174 proposals were submitted, resulting in over \$84 million in funding. Conclusion: The workshops and accountability groups were highly effective in enhancing faculty research productivity and grant success. These initiatives demonstrate the value of providing structured writing support at under-resourced institutions, particularly HBCUs, to build a more competitive and diverse research workforce. The success of these programs highlights the potential for similar models to be implemented at other minority-serving institutions to address health disparities and foster academic excellence.}, issn = {2375-1924}, doi = {10.18103/mra.v12i10.5969}, url = {https://esmed.org/MRA/mra/article/view/5969} }