Randy D. Danielsen, PhD, PA-C, DFAAPA

The other day, a colleague told me, after spending 10 hours volunteering his expertise as a PA at a local athletic event, what an uplifting experience it had been and, although he was tired, how invigorated he felt. Recently, a faculty member shared with me how exciting it was to see her students volunteering for Head Start, providing physical examinations for children, and an NP colleague reported on how his recent experience with Doctors Without Borders had enriched his life.

Over the past five years, I have had the opportunity not only to volunteer my expertise but also to coordinate the volunteering of both PAs and NPs for a number of events in the Competitor Group Rock ’n’ Roll Marathon series (see the CE/CME article, “Marathon Medicine”) around the country. This has been a very rewarding experience for me and, I believe, for the hundreds of PAs and NPs who have assisted. Although it is a long and tiring day, it always comes down to the knowledge that the money generated by these events goes to lymphoma and leukemia research.

“The road to success is not crowded,” as an anonymous quote goes, “because while most are looking for ways to take, the truly successful people are finding ways to give. With a giving attitude, every situation is an opportunity for success.”¹

Volunteerism is defined as contributing one’s time and talents for charitable, educational, social, political, professional, or other altruistic purposes, usually in one’s community or profession, freely and without regard for compensation.² This altruistic spirit is intertwined throughout the history of the United States. Since the 1700s, Americans have served many causes on a volunteer basis, from the women who rolled bandages and nursed soldiers in the Revolutionary and Civil Wars to the many citizens who “staffed” the Underground Railroad. Caring for the poor and disadvantaged, fighting for civil rights, and organizing political action are all largely volunteer efforts.

 Unfortunately, the world is not a perfect place, and many people and communities need our help. Governments, faith-based organizations, and nonprofit entities try to meet everyone’s needs, but it is impossible for them to do it all. We become medical volunteers because we can make a difference where someone needs help.

There is no doubt that PAs and NPs, both students and graduates, can play a huge role in volunteerism in the United States and abroad. A growing number of PA and NP programs have become actively engaged in encouraging their students to participate in some form of volunteer service, as part of the curriculum or as released time, for underserved populations in this country or another. In addition to the content of didactic and clinical education, PA and NP students are—and should be—continually encouraged to become caring, community-minded health care providers.

A study by Sax, Astin, and Avalos,³ reported in the Review of Higher Education in 1999, suggests that when controlled student participation in volunteer service during the undergraduate years is strongly encouraged, volunteerism persists beyond college and is not just a short-term artifact. A positive association with a variety of cognitive and affective outcomes was also noted.

Subsequently, PA and NP graduates are expected to be leaders in their professional organizations, communities, and churches. There is no lack of opportunities to volunteer. The table lists just a few of them.

Part of being a great volunteer is enjoying what you’re doing. It is also identifying something that you’re passionate about or that inspires you, and then finding the opportunity and vehicle to fulfill that need. There are many reasons why you should volunteer; I’ve listed 10 below:

 1. Help underserved/needy populations

 2. Make a difference

 3. Broaden your cultural awareness

 4. Immerse yourself in a foreign language

 5. Use your medical/surgical skills in a productive way

 6. Develop new medical/surgical skills

 7. Meet new people/make new friends

 8. Share your experience and knowledge

 9. Strengthen your résumé

10. Feel better about yourself

You need to find your incentive. Think about where and what type of volunteering project or job fits your needs and your skills.

Of course, there are reasons not to volunteer. These include:

1. Not enough time in a busy practice or educational setting

2. Worry that you don’t have the requisite skills

3. Concern about the potential for medical liability

4. Questions about the financial commitment involved

5. Apathy

Nonetheless, the best way to surmount these barriers is to muster a willingness to leave your comfort zone. There are really few restrictions that should prevent anyone from getting involved. Volunteering is good for the soul. If you are new to medical volunteering, I suggest the following steps:

• Talk to colleagues who have volunteered and ask them about their experience. Your professional organizations probably have a number of subgroups or committees whose members would be happy to share their experiences with you.

• Review the brochures or Web sites of organizations looking for medical volunteers. Find out what level of education/experience is required for the volunteer assignment. Take a look at pictures provided, and ask yourself “Could I fit in here?”

• Review the expectations of the setting/populations served. Ask up front about reimbursement or financial coverage for travel to the site, travel undertaken as part of the assignment, and cost of meals, lodging, and special equipment, such as stethoscopes, BP cuff, etc.

• If the assignment is in the US, be sure to investigate the potential for malpractice liability coverage and whether there are any state or federal laws that may need to be addressed.

As one of the great democratic activities, medical volunteering should always be accessible, representative, and meaningful.

I would appreciate hearing from you regarding your experiences, both within your educational program and postgraduation, with volunteering. I’d also like to add to the list of national and international medical volunteering opportunities and to hear what barriers might be out there that prevent or hinder your service opportunities. Please send your comments to [email protected].     

The other day, a colleague told me, after spending 10 hours volunteering his expertise as a PA at a local athletic event, what an uplifting experience it had been and, although he was tired, how invigorated he felt. Recently, a faculty member shared with me how exciting it was to see her students volunteering for Head Start, providing physical examinations for children, and an NP colleague reported on how his recent experience with Doctors Without Borders had enriched his life.

Over the past five years, I have had the opportunity not only to volunteer my expertise but also to coordinate the volunteering of both PAs and NPs for a number of events in the Competitor Group Rock ’n’ Roll Marathon series (see the CE/CME article, “Marathon Medicine”) around the country. This has been a very rewarding experience for me and, I believe, for the hundreds of PAs and NPs who have assisted. Although it is a long and tiring day, it always comes down to the knowledge that the money generated by these events goes to lymphoma and leukemia research.

“The road to success is not crowded,” as an anonymous quote goes, “because while most are looking for ways to take, the truly successful people are finding ways to give. With a giving attitude, every situation is an opportunity for success.”¹

Volunteerism is defined as contributing one’s time and talents for charitable, educational, social, political, professional, or other altruistic purposes, usually in one’s community or profession, freely and without regard for compensation.² This altruistic spirit is intertwined throughout the history of the United States. Since the 1700s, Americans have served many causes on a volunteer basis, from the women who rolled bandages and nursed soldiers in the Revolutionary and Civil Wars to the many citizens who “staffed” the Underground Railroad. Caring for the poor and disadvantaged, fighting for civil rights, and organizing political action are all largely volunteer efforts.

 Unfortunately, the world is not a perfect place, and many people and communities need our help. Governments, faith-based organizations, and nonprofit entities try to meet everyone’s needs, but it is impossible for them to do it all. We become medical volunteers because we can make a difference where someone needs help.

There is no doubt that PAs and NPs, both students and graduates, can play a huge role in volunteerism in the United States and abroad. A growing number of PA and NP programs have become actively engaged in encouraging their students to participate in some form of volunteer service, as part of the curriculum or as released time, for underserved populations in this country or another. In addition to the content of didactic and clinical education, PA and NP students are—and should be—continually encouraged to become caring, community-minded health care providers.

A study by Sax, Astin, and Avalos,³ reported in the Review of Higher Education in 1999, suggests that when controlled student participation in volunteer service during the undergraduate years is strongly encouraged, volunteerism persists beyond college and is not just a short-term artifact. A positive association with a variety of cognitive and affective outcomes was also noted.

Subsequently, PA and NP graduates are expected to be leaders in their professional organizations, communities, and churches. There is no lack of opportunities to volunteer. The table lists just a few of them.

Part of being a great volunteer is enjoying what you’re doing. It is also identifying something that you’re passionate about or that inspires you, and then finding the opportunity and vehicle to fulfill that need. There are many reasons why you should volunteer; I’ve listed 10 below:

 1. Help underserved/needy populations

 2. Make a difference

 3. Broaden your cultural awareness

 4. Immerse yourself in a foreign language

 5. Use your medical/surgical skills in a productive way

 6. Develop new medical/surgical skills

 7. Meet new people/make new friends

 8. Share your experience and knowledge

 9. Strengthen your résumé

10. Feel better about yourself

You need to find your incentive. Think about where and what type of volunteering project or job fits your needs and your skills.

Of course, there are reasons not to volunteer. These include:

1. Not enough time in a busy practice or educational setting

2. Worry that you don’t have the requisite skills

3. Concern about the potential for medical liability

4. Questions about the financial commitment involved

5. Apathy

Nonetheless, the best way to surmount these barriers is to muster a willingness to leave your comfort zone. There are really few restrictions that should prevent anyone from getting involved. Volunteering is good for the soul. If you are new to medical volunteering, I suggest the following steps:

• Talk to colleagues who have volunteered and ask them about their experience. Your professional organizations probably have a number of subgroups or committees whose members would be happy to share their experiences with you.

• Review the brochures or Web sites of organizations looking for medical volunteers. Find out what level of education/experience is required for the volunteer assignment. Take a look at pictures provided, and ask yourself “Could I fit in here?”

• Review the expectations of the setting/populations served. Ask up front about reimbursement or financial coverage for travel to the site, travel undertaken as part of the assignment, and cost of meals, lodging, and special equipment, such as stethoscopes, BP cuff, etc.

• If the assignment is in the US, be sure to investigate the potential for malpractice liability coverage and whether there are any state or federal laws that may need to be addressed.

As one of the great democratic activities, medical volunteering should always be accessible, representative, and meaningful.

I would appreciate hearing from you regarding your experiences, both within your educational program and postgraduation, with volunteering. I’d also like to add to the list of national and international medical volunteering opportunities and to hear what barriers might be out there that prevent or hinder your service opportunities. Please send your comments to [email protected].     

The other day, a colleague told me, after spending 10 hours volunteering his expertise as a PA at a local athletic event, what an uplifting experience it had been and, although he was tired, how invigorated he felt. Recently, a faculty member shared with me how exciting it was to see her students volunteering for Head Start, providing physical examinations for children, and an NP colleague reported on how his recent experience with Doctors Without Borders had enriched his life.

Over the past five years, I have had the opportunity not only to volunteer my expertise but also to coordinate the volunteering of both PAs and NPs for a number of events in the Competitor Group Rock ’n’ Roll Marathon series (see the CE/CME article, “Marathon Medicine”) around the country. This has been a very rewarding experience for me and, I believe, for the hundreds of PAs and NPs who have assisted. Although it is a long and tiring day, it always comes down to the knowledge that the money generated by these events goes to lymphoma and leukemia research.

“The road to success is not crowded,” as an anonymous quote goes, “because while most are looking for ways to take, the truly successful people are finding ways to give. With a giving attitude, every situation is an opportunity for success.”¹

Volunteerism is defined as contributing one’s time and talents for charitable, educational, social, political, professional, or other altruistic purposes, usually in one’s community or profession, freely and without regard for compensation.² This altruistic spirit is intertwined throughout the history of the United States. Since the 1700s, Americans have served many causes on a volunteer basis, from the women who rolled bandages and nursed soldiers in the Revolutionary and Civil Wars to the many citizens who “staffed” the Underground Railroad. Caring for the poor and disadvantaged, fighting for civil rights, and organizing political action are all largely volunteer efforts.

 Unfortunately, the world is not a perfect place, and many people and communities need our help. Governments, faith-based organizations, and nonprofit entities try to meet everyone’s needs, but it is impossible for them to do it all. We become medical volunteers because we can make a difference where someone needs help.

There is no doubt that PAs and NPs, both students and graduates, can play a huge role in volunteerism in the United States and abroad. A growing number of PA and NP programs have become actively engaged in encouraging their students to participate in some form of volunteer service, as part of the curriculum or as released time, for underserved populations in this country or another. In addition to the content of didactic and clinical education, PA and NP students are—and should be—continually encouraged to become caring, community-minded health care providers.

A study by Sax, Astin, and Avalos,³ reported in the Review of Higher Education in 1999, suggests that when controlled student participation in volunteer service during the undergraduate years is strongly encouraged, volunteerism persists beyond college and is not just a short-term artifact. A positive association with a variety of cognitive and affective outcomes was also noted.

Subsequently, PA and NP graduates are expected to be leaders in their professional organizations, communities, and churches. There is no lack of opportunities to volunteer. The table lists just a few of them.

Part of being a great volunteer is enjoying what you’re doing. It is also identifying something that you’re passionate about or that inspires you, and then finding the opportunity and vehicle to fulfill that need. There are many reasons why you should volunteer; I’ve listed 10 below:

 1. Help underserved/needy populations

 2. Make a difference

 3. Broaden your cultural awareness

 4. Immerse yourself in a foreign language

 5. Use your medical/surgical skills in a productive way

 6. Develop new medical/surgical skills

 7. Meet new people/make new friends

 8. Share your experience and knowledge

 9. Strengthen your résumé

10. Feel better about yourself

You need to find your incentive. Think about where and what type of volunteering project or job fits your needs and your skills.

Of course, there are reasons not to volunteer. These include:

1. Not enough time in a busy practice or educational setting

2. Worry that you don’t have the requisite skills

3. Concern about the potential for medical liability

4. Questions about the financial commitment involved

5. Apathy

Nonetheless, the best way to surmount these barriers is to muster a willingness to leave your comfort zone. There are really few restrictions that should prevent anyone from getting involved. Volunteering is good for the soul. If you are new to medical volunteering, I suggest the following steps:

• Talk to colleagues who have volunteered and ask them about their experience. Your professional organizations probably have a number of subgroups or committees whose members would be happy to share their experiences with you.

• Review the brochures or Web sites of organizations looking for medical volunteers. Find out what level of education/experience is required for the volunteer assignment. Take a look at pictures provided, and ask yourself “Could I fit in here?”

• Review the expectations of the setting/populations served. Ask up front about reimbursement or financial coverage for travel to the site, travel undertaken as part of the assignment, and cost of meals, lodging, and special equipment, such as stethoscopes, BP cuff, etc.

• If the assignment is in the US, be sure to investigate the potential for malpractice liability coverage and whether there are any state or federal laws that may need to be addressed.

As one of the great democratic activities, medical volunteering should always be accessible, representative, and meaningful.

I would appreciate hearing from you regarding your experiences, both within your educational program and postgraduation, with volunteering. I’d also like to add to the list of national and international medical volunteering opportunities and to hear what barriers might be out there that prevent or hinder your service opportunities. Please send your comments to [email protected].     

Are you a clinically practicing PA or NP who wants to contribute to your profession, or an aspiring assistant professor seeking promotion? Whether you are new to the writing experience or have articles or book chapters under your belt, you may be seeking the personal enrichment that writing can bring to professional life.

For the past five years, I have had the privilege of teaching a medical writing course. A few of the explanations I have heard from students (many of whom are clinicians) regarding why they do not write are: (1) no mentor, (2) nothing to write about, (3) lack of secretarial support, (4) lack of research knowledge, (5) no motivation, (6) no confidence, and—the most common—(7) not enough time. As Tom Stoppard said, “The hard part is getting to the top of page 1.”

Winston Churchill was on target when he said, “Writing is an adventure. To begin with, it is a toy and an amusement. Then it becomes a mistress, then it becomes a master, then it becomes a tyrant. The last phase is that just as you are about to be reconciled to your servitude, you kill the monster and fling him to the public.”

The reasons for PAs and NPs to contribute to the medical literature are varied. As mentioned above, many write to share particular or unusual cases or to create an update on a specific medical condition. Others do so to enhance their academic rank at an educational institution, and some just enjoy the experience.

There is no doubt, however, that writing for medical publication is hard work. At the very core of medical writing is selecting the right topic, striking a balance between comprehensiveness and clarity, and engaging the audience’s interest—particularly among busy clinicians.

My advice for both potential and experienced writers is to make sure you develop a strategic approach to writing. Without that approach, you will only find frustration and a sense of never wanting to do this again.¹ Without having passion for a particular topic or issue, the experience will likely be painful.

There are plenty of good articles and books that will assist you in becoming or being a good writer (see the box, below). The following are a few suggestions I have for the PA or NP interested in writing for medical publication.

Choose the Right Topic
By far, the efforts put into selecting the right topic create the biggest hurdle. Indeed, this is where the proverbial “writer’s block” spends most of its time.

For our purposes, topics of interest lie predominantly in the following three areas:

(1) Clinical case reports, which offer the greatest opportunities for PAs and NPs who are actually seeing patients and want to share a case or an experience with others.

(2) Clinical review articles, which are comprehensive, balanced summaries of reports on a particular subject. The best clinical review articles, according to Siwek et al, “base the discussion on existing systematic reviews and meta-analysis, and incorporate all relevant research findings about the management of a given disorder. Such evidence-based updates provide readers with powerful summaries and sound clinical guidance.”²

(3) Articles written on a particular professional topic, such as ethics, economics, or educational design.

The best topic, however, is one for which the writer has a passion. My first journal article was based on a condition my father died from at age 48 (Hodgkin’s disease). Doing the research and putting the information together had a purpose.

The potential writer should always look for topics he or she could convert into a journal article—such as lectures, workshops, clinical cases, and personal experiences.

Choose the Right Audience
A crucial component of good medical writing is choosing and understanding your audience. Make sure your intended audience is focused and the subject appropriate.

It is important that you understand what your potential readers want to know and what they will do with the information you provide.

Choose the Right Journal
Selecting the right journal should occur early in the writing process. It is very important that you have a specific journal in mind while preparing your topic and manuscript.

To that end, you should review the “Instructions for Authors” that every medical journal provides to assist in proper formatting and selection of the article type. Most journals have a home page, which has a link for more information. (For example, on ClinicianReviews.com, a link on the lefthand side of the home page takes you to “Author Guidelines.”)

If you do not receive the journal yourself, this is an opportunity to visit the archives and review the types of articles that have been published previously. It is also proper to contact the journal editor in advance to see if your topic is relevant to the journal, as well as determine the potential timing of the article.

Choose the Right Time
It is critically important that you choose the right time to write. Do not rush the process. Too many clinicians rush the writing process because they are impatient and want to get it “off their desk.”

Few of us have the kind of schedule that allows us to sit down and write for more than a few minutes a day. If done correctly, however, this may be all the time you need to write a good article.

Iles suggests, “Experienced medical writers try to write for minutes, not hours. They know that setting aside a whole day or weekend with the idea that they will stay at their desk until they have completed a manuscript more often leads to frustration than to success.”³

The purpose of this editorial is to let you know, whether you are an aspiring or experienced writer, we need you and want to assist you in having success in journal writing. I would like to hear from you about how we can best encourage and support you in writing an article for a journal this year.

Please send your suggestions to [email protected].  

Are you a clinically practicing PA or NP who wants to contribute to your profession, or an aspiring assistant professor seeking promotion? Whether you are new to the writing experience or have articles or book chapters under your belt, you may be seeking the personal enrichment that writing can bring to professional life.

For the past five years, I have had the privilege of teaching a medical writing course. A few of the explanations I have heard from students (many of whom are clinicians) regarding why they do not write are: (1) no mentor, (2) nothing to write about, (3) lack of secretarial support, (4) lack of research knowledge, (5) no motivation, (6) no confidence, and—the most common—(7) not enough time. As Tom Stoppard said, “The hard part is getting to the top of page 1.”

Winston Churchill was on target when he said, “Writing is an adventure. To begin with, it is a toy and an amusement. Then it becomes a mistress, then it becomes a master, then it becomes a tyrant. The last phase is that just as you are about to be reconciled to your servitude, you kill the monster and fling him to the public.”

The reasons for PAs and NPs to contribute to the medical literature are varied. As mentioned above, many write to share particular or unusual cases or to create an update on a specific medical condition. Others do so to enhance their academic rank at an educational institution, and some just enjoy the experience.

There is no doubt, however, that writing for medical publication is hard work. At the very core of medical writing is selecting the right topic, striking a balance between comprehensiveness and clarity, and engaging the audience’s interest—particularly among busy clinicians.

My advice for both potential and experienced writers is to make sure you develop a strategic approach to writing. Without that approach, you will only find frustration and a sense of never wanting to do this again.¹ Without having passion for a particular topic or issue, the experience will likely be painful.

There are plenty of good articles and books that will assist you in becoming or being a good writer (see the box, below). The following are a few suggestions I have for the PA or NP interested in writing for medical publication.

Choose the Right Topic
By far, the efforts put into selecting the right topic create the biggest hurdle. Indeed, this is where the proverbial “writer’s block” spends most of its time.

For our purposes, topics of interest lie predominantly in the following three areas:

(1) Clinical case reports, which offer the greatest opportunities for PAs and NPs who are actually seeing patients and want to share a case or an experience with others.

(2) Clinical review articles, which are comprehensive, balanced summaries of reports on a particular subject. The best clinical review articles, according to Siwek et al, “base the discussion on existing systematic reviews and meta-analysis, and incorporate all relevant research findings about the management of a given disorder. Such evidence-based updates provide readers with powerful summaries and sound clinical guidance.”²

(3) Articles written on a particular professional topic, such as ethics, economics, or educational design.

The best topic, however, is one for which the writer has a passion. My first journal article was based on a condition my father died from at age 48 (Hodgkin’s disease). Doing the research and putting the information together had a purpose.

The potential writer should always look for topics he or she could convert into a journal article—such as lectures, workshops, clinical cases, and personal experiences.

Choose the Right Audience
A crucial component of good medical writing is choosing and understanding your audience. Make sure your intended audience is focused and the subject appropriate.

It is important that you understand what your potential readers want to know and what they will do with the information you provide.

Choose the Right Journal
Selecting the right journal should occur early in the writing process. It is very important that you have a specific journal in mind while preparing your topic and manuscript.

To that end, you should review the “Instructions for Authors” that every medical journal provides to assist in proper formatting and selection of the article type. Most journals have a home page, which has a link for more information. (For example, on ClinicianReviews.com, a link on the lefthand side of the home page takes you to “Author Guidelines.”)

If you do not receive the journal yourself, this is an opportunity to visit the archives and review the types of articles that have been published previously. It is also proper to contact the journal editor in advance to see if your topic is relevant to the journal, as well as determine the potential timing of the article.

Choose the Right Time
It is critically important that you choose the right time to write. Do not rush the process. Too many clinicians rush the writing process because they are impatient and want to get it “off their desk.”

Few of us have the kind of schedule that allows us to sit down and write for more than a few minutes a day. If done correctly, however, this may be all the time you need to write a good article.

Iles suggests, “Experienced medical writers try to write for minutes, not hours. They know that setting aside a whole day or weekend with the idea that they will stay at their desk until they have completed a manuscript more often leads to frustration than to success.”³

The purpose of this editorial is to let you know, whether you are an aspiring or experienced writer, we need you and want to assist you in having success in journal writing. I would like to hear from you about how we can best encourage and support you in writing an article for a journal this year.

Please send your suggestions to [email protected].  

Are you a clinically practicing PA or NP who wants to contribute to your profession, or an aspiring assistant professor seeking promotion? Whether you are new to the writing experience or have articles or book chapters under your belt, you may be seeking the personal enrichment that writing can bring to professional life.

For the past five years, I have had the privilege of teaching a medical writing course. A few of the explanations I have heard from students (many of whom are clinicians) regarding why they do not write are: (1) no mentor, (2) nothing to write about, (3) lack of secretarial support, (4) lack of research knowledge, (5) no motivation, (6) no confidence, and—the most common—(7) not enough time. As Tom Stoppard said, “The hard part is getting to the top of page 1.”

Winston Churchill was on target when he said, “Writing is an adventure. To begin with, it is a toy and an amusement. Then it becomes a mistress, then it becomes a master, then it becomes a tyrant. The last phase is that just as you are about to be reconciled to your servitude, you kill the monster and fling him to the public.”

The reasons for PAs and NPs to contribute to the medical literature are varied. As mentioned above, many write to share particular or unusual cases or to create an update on a specific medical condition. Others do so to enhance their academic rank at an educational institution, and some just enjoy the experience.

There is no doubt, however, that writing for medical publication is hard work. At the very core of medical writing is selecting the right topic, striking a balance between comprehensiveness and clarity, and engaging the audience’s interest—particularly among busy clinicians.

My advice for both potential and experienced writers is to make sure you develop a strategic approach to writing. Without that approach, you will only find frustration and a sense of never wanting to do this again.¹ Without having passion for a particular topic or issue, the experience will likely be painful.

There are plenty of good articles and books that will assist you in becoming or being a good writer (see the box, below). The following are a few suggestions I have for the PA or NP interested in writing for medical publication.

Choose the Right Topic
By far, the efforts put into selecting the right topic create the biggest hurdle. Indeed, this is where the proverbial “writer’s block” spends most of its time.

For our purposes, topics of interest lie predominantly in the following three areas:

(1) Clinical case reports, which offer the greatest opportunities for PAs and NPs who are actually seeing patients and want to share a case or an experience with others.

(2) Clinical review articles, which are comprehensive, balanced summaries of reports on a particular subject. The best clinical review articles, according to Siwek et al, “base the discussion on existing systematic reviews and meta-analysis, and incorporate all relevant research findings about the management of a given disorder. Such evidence-based updates provide readers with powerful summaries and sound clinical guidance.”²

(3) Articles written on a particular professional topic, such as ethics, economics, or educational design.

The best topic, however, is one for which the writer has a passion. My first journal article was based on a condition my father died from at age 48 (Hodgkin’s disease). Doing the research and putting the information together had a purpose.

The potential writer should always look for topics he or she could convert into a journal article—such as lectures, workshops, clinical cases, and personal experiences.

Choose the Right Audience
A crucial component of good medical writing is choosing and understanding your audience. Make sure your intended audience is focused and the subject appropriate.

It is important that you understand what your potential readers want to know and what they will do with the information you provide.

Choose the Right Journal
Selecting the right journal should occur early in the writing process. It is very important that you have a specific journal in mind while preparing your topic and manuscript.

To that end, you should review the “Instructions for Authors” that every medical journal provides to assist in proper formatting and selection of the article type. Most journals have a home page, which has a link for more information. (For example, on ClinicianReviews.com, a link on the lefthand side of the home page takes you to “Author Guidelines.”)

If you do not receive the journal yourself, this is an opportunity to visit the archives and review the types of articles that have been published previously. It is also proper to contact the journal editor in advance to see if your topic is relevant to the journal, as well as determine the potential timing of the article.

Choose the Right Time
It is critically important that you choose the right time to write. Do not rush the process. Too many clinicians rush the writing process because they are impatient and want to get it “off their desk.”

Few of us have the kind of schedule that allows us to sit down and write for more than a few minutes a day. If done correctly, however, this may be all the time you need to write a good article.

Iles suggests, “Experienced medical writers try to write for minutes, not hours. They know that setting aside a whole day or weekend with the idea that they will stay at their desk until they have completed a manuscript more often leads to frustration than to success.”³

The purpose of this editorial is to let you know, whether you are an aspiring or experienced writer, we need you and want to assist you in having success in journal writing. I would like to hear from you about how we can best encourage and support you in writing an article for a journal this year.

Please send your suggestions to [email protected].  

Flashback to the mid-1960s: Combat medics and corpsmen were providing outstanding health care to our troops in Vietnam, extending the capability of military physicians and nurses. These combat veterans returned to a country that was in dire need of the kind of medical skills they possessed.

In response, Dr. Eugene Stead, Jr, and Dr. Harvey Estes started the first PA program at Duke University, and at the University of Washington, Dr. Richard Smith launched the MEDEX PA training program—both specifically focused on fitting in the unique experience and knowledge of medics and corpsmen with those of community primary care physicians. Meanwhile, Dr. Henry Silver and Loretta Ford, RN, began the first training program for NPs at the University of Colorado.

All these programs recruited individuals who had been medics or nurses in Vietnam. According to Sadler et al, “The political appeal of providing a useful civilian health occupation for the returning Vietnam medical corpsman is enormous.”¹

This was a monumental decision. The military had provided extensive training to these medics and corpsmen, who were responsible for providing battlefield medical care—emergent and ongoing care—in the absence of a readily available physician or nurse. They were considered an essential staple of military support, as every element was required to have a medic in attendance during hazardous missions. They were normally co-located with combat troops in order to easily move with them and monitor their health. They initiated treatment at the site of accident or injury, maintained medical support during evacuation to health care facilities, and provided continued treatment in those facilities.

Back to the present: Our professions (PAs and NPs) now have an opportunity to tap the skills of about 8,000 medics and corpsmen who leave military service in Iraq and/or Afghanistan each year² by offering them a pathway to become PAs or NPs. This was our legacy in the 1960s, and now these dedicated men and women can offer their hard-earned competencies to our communities in need of primary health care.

Today’s medics and corpsmen receive far more advanced training than did those who served in Vietnam—or even in the first Gulf War. On average, they now receive training equivalent to that of an EMT, including wound management and trauma level care.

According to VFW data, more than 1,300 Army medics have served in Afghanistan, and more than 8,000 have served in Iraq. Due to rapid deployment of medics and corpsmen in the combat zones, more than 90% of soldiers who are wounded today are saved (compared with 73% in Vietnam).³ If these skilled medics and corpsmen can provide primary care in a combat zone, they can no doubt do so in rural and remote areas here at home—provided they are given the chance to do so with complementary civilian education.

PAs and NPs are well established in civilian and military health care, but barriers in the academic community prevent some of the most experienced medics and corpsmen from entering NP and PA education programs. It is time to find a solution—as Stead, Estes, Smith, Silver, and Ford did in the 1960s.

Returning medics and corpsmen face several obstacles in the civilian setting:

1. Lack of an undergraduate degree (some undergraduate work, but thousands of hours of real-world direct patient care provided)

2. Lack of formal science prerequisites

3. Absence of formal credentialing for military skills, knowledge, and training

4. Personal health issues (including PTSD and physical disabilities)

5. Family support issues

6. Lack of access to financial aid for professional degrees (although the GI bill program provides up to 36 months of education benefit that may be used for undergraduate degree and certificate programs).

Based on what we learned in the 1960s, returning medics and corpsmen could give back tenfold to their communities. Don’t we educators and clinicians have social, moral, and ethical responsibilities to these veterans—and to society—to help them gain access to the PA and NP professions?

Thousands of combat medics and corpsmen will soon return home with valuable medical experience. The challenge will be to match them up with opportunities and resources in the civilian medical field. How can we help them make the transition? Here are some suggestions:

1. Support a veteran’s preference process for admission to both undergraduate and professional school programs.

2. Create and support bridge programs, giving veterans accelerated opportunities to complete their undergraduate degrees and enter graduate programs.

3. Support the American Council on Education on the evaluation of equivalency of military training to that in the civilian sector (www .militaryguides.acenet.edu/Occu pationSearch.asp).

We have just scratched the surface in this discussion, with many more questions than answers. We cannot reduce or minimize our professional educational standards, nor am I suggesting that we do that—but I do see an opportunity here that should not be ignored. I also acknowledge that entry into the NP professions involves prerequisite nursing education. But I am calling on the Physician Assistant Education Association, the National Organization of NP Faculties, the American Association of Colleges of Nursing, and others, to spearhead this possibility.

How can we support our returning medics and corpsmen and facilitate their entry into our professions? I’d welcome your input at [email protected].

Flashback to the mid-1960s: Combat medics and corpsmen were providing outstanding health care to our troops in Vietnam, extending the capability of military physicians and nurses. These combat veterans returned to a country that was in dire need of the kind of medical skills they possessed.

In response, Dr. Eugene Stead, Jr, and Dr. Harvey Estes started the first PA program at Duke University, and at the University of Washington, Dr. Richard Smith launched the MEDEX PA training program—both specifically focused on fitting in the unique experience and knowledge of medics and corpsmen with those of community primary care physicians. Meanwhile, Dr. Henry Silver and Loretta Ford, RN, began the first training program for NPs at the University of Colorado.

All these programs recruited individuals who had been medics or nurses in Vietnam. According to Sadler et al, “The political appeal of providing a useful civilian health occupation for the returning Vietnam medical corpsman is enormous.”¹

This was a monumental decision. The military had provided extensive training to these medics and corpsmen, who were responsible for providing battlefield medical care—emergent and ongoing care—in the absence of a readily available physician or nurse. They were considered an essential staple of military support, as every element was required to have a medic in attendance during hazardous missions. They were normally co-located with combat troops in order to easily move with them and monitor their health. They initiated treatment at the site of accident or injury, maintained medical support during evacuation to health care facilities, and provided continued treatment in those facilities.

Back to the present: Our professions (PAs and NPs) now have an opportunity to tap the skills of about 8,000 medics and corpsmen who leave military service in Iraq and/or Afghanistan each year² by offering them a pathway to become PAs or NPs. This was our legacy in the 1960s, and now these dedicated men and women can offer their hard-earned competencies to our communities in need of primary health care.

Today’s medics and corpsmen receive far more advanced training than did those who served in Vietnam—or even in the first Gulf War. On average, they now receive training equivalent to that of an EMT, including wound management and trauma level care.

According to VFW data, more than 1,300 Army medics have served in Afghanistan, and more than 8,000 have served in Iraq. Due to rapid deployment of medics and corpsmen in the combat zones, more than 90% of soldiers who are wounded today are saved (compared with 73% in Vietnam).³ If these skilled medics and corpsmen can provide primary care in a combat zone, they can no doubt do so in rural and remote areas here at home—provided they are given the chance to do so with complementary civilian education.

PAs and NPs are well established in civilian and military health care, but barriers in the academic community prevent some of the most experienced medics and corpsmen from entering NP and PA education programs. It is time to find a solution—as Stead, Estes, Smith, Silver, and Ford did in the 1960s.

Returning medics and corpsmen face several obstacles in the civilian setting:

1. Lack of an undergraduate degree (some undergraduate work, but thousands of hours of real-world direct patient care provided)

2. Lack of formal science prerequisites

3. Absence of formal credentialing for military skills, knowledge, and training

4. Personal health issues (including PTSD and physical disabilities)

5. Family support issues

6. Lack of access to financial aid for professional degrees (although the GI bill program provides up to 36 months of education benefit that may be used for undergraduate degree and certificate programs).

Based on what we learned in the 1960s, returning medics and corpsmen could give back tenfold to their communities. Don’t we educators and clinicians have social, moral, and ethical responsibilities to these veterans—and to society—to help them gain access to the PA and NP professions?

Thousands of combat medics and corpsmen will soon return home with valuable medical experience. The challenge will be to match them up with opportunities and resources in the civilian medical field. How can we help them make the transition? Here are some suggestions:

1. Support a veteran’s preference process for admission to both undergraduate and professional school programs.

2. Create and support bridge programs, giving veterans accelerated opportunities to complete their undergraduate degrees and enter graduate programs.

3. Support the American Council on Education on the evaluation of equivalency of military training to that in the civilian sector (www .militaryguides.acenet.edu/Occu pationSearch.asp).

We have just scratched the surface in this discussion, with many more questions than answers. We cannot reduce or minimize our professional educational standards, nor am I suggesting that we do that—but I do see an opportunity here that should not be ignored. I also acknowledge that entry into the NP professions involves prerequisite nursing education. But I am calling on the Physician Assistant Education Association, the National Organization of NP Faculties, the American Association of Colleges of Nursing, and others, to spearhead this possibility.

How can we support our returning medics and corpsmen and facilitate their entry into our professions? I’d welcome your input at [email protected].

Flashback to the mid-1960s: Combat medics and corpsmen were providing outstanding health care to our troops in Vietnam, extending the capability of military physicians and nurses. These combat veterans returned to a country that was in dire need of the kind of medical skills they possessed.

In response, Dr. Eugene Stead, Jr, and Dr. Harvey Estes started the first PA program at Duke University, and at the University of Washington, Dr. Richard Smith launched the MEDEX PA training program—both specifically focused on fitting in the unique experience and knowledge of medics and corpsmen with those of community primary care physicians. Meanwhile, Dr. Henry Silver and Loretta Ford, RN, began the first training program for NPs at the University of Colorado.

All these programs recruited individuals who had been medics or nurses in Vietnam. According to Sadler et al, “The political appeal of providing a useful civilian health occupation for the returning Vietnam medical corpsman is enormous.”¹

This was a monumental decision. The military had provided extensive training to these medics and corpsmen, who were responsible for providing battlefield medical care—emergent and ongoing care—in the absence of a readily available physician or nurse. They were considered an essential staple of military support, as every element was required to have a medic in attendance during hazardous missions. They were normally co-located with combat troops in order to easily move with them and monitor their health. They initiated treatment at the site of accident or injury, maintained medical support during evacuation to health care facilities, and provided continued treatment in those facilities.

Back to the present: Our professions (PAs and NPs) now have an opportunity to tap the skills of about 8,000 medics and corpsmen who leave military service in Iraq and/or Afghanistan each year² by offering them a pathway to become PAs or NPs. This was our legacy in the 1960s, and now these dedicated men and women can offer their hard-earned competencies to our communities in need of primary health care.

Today’s medics and corpsmen receive far more advanced training than did those who served in Vietnam—or even in the first Gulf War. On average, they now receive training equivalent to that of an EMT, including wound management and trauma level care.

According to VFW data, more than 1,300 Army medics have served in Afghanistan, and more than 8,000 have served in Iraq. Due to rapid deployment of medics and corpsmen in the combat zones, more than 90% of soldiers who are wounded today are saved (compared with 73% in Vietnam).³ If these skilled medics and corpsmen can provide primary care in a combat zone, they can no doubt do so in rural and remote areas here at home—provided they are given the chance to do so with complementary civilian education.

PAs and NPs are well established in civilian and military health care, but barriers in the academic community prevent some of the most experienced medics and corpsmen from entering NP and PA education programs. It is time to find a solution—as Stead, Estes, Smith, Silver, and Ford did in the 1960s.

Returning medics and corpsmen face several obstacles in the civilian setting:

1. Lack of an undergraduate degree (some undergraduate work, but thousands of hours of real-world direct patient care provided)

2. Lack of formal science prerequisites

3. Absence of formal credentialing for military skills, knowledge, and training

4. Personal health issues (including PTSD and physical disabilities)

5. Family support issues

6. Lack of access to financial aid for professional degrees (although the GI bill program provides up to 36 months of education benefit that may be used for undergraduate degree and certificate programs).

Based on what we learned in the 1960s, returning medics and corpsmen could give back tenfold to their communities. Don’t we educators and clinicians have social, moral, and ethical responsibilities to these veterans—and to society—to help them gain access to the PA and NP professions?

Thousands of combat medics and corpsmen will soon return home with valuable medical experience. The challenge will be to match them up with opportunities and resources in the civilian medical field. How can we help them make the transition? Here are some suggestions:

1. Support a veteran’s preference process for admission to both undergraduate and professional school programs.

2. Create and support bridge programs, giving veterans accelerated opportunities to complete their undergraduate degrees and enter graduate programs.

3. Support the American Council on Education on the evaluation of equivalency of military training to that in the civilian sector (www .militaryguides.acenet.edu/Occu pationSearch.asp).

We have just scratched the surface in this discussion, with many more questions than answers. We cannot reduce or minimize our professional educational standards, nor am I suggesting that we do that—but I do see an opportunity here that should not be ignored. I also acknowledge that entry into the NP professions involves prerequisite nursing education. But I am calling on the Physician Assistant Education Association, the National Organization of NP Faculties, the American Association of Colleges of Nursing, and others, to spearhead this possibility.

How can we support our returning medics and corpsmen and facilitate their entry into our professions? I’d welcome your input at [email protected].