Evaluation of “Paper Chase”: Enhancing research dissemination and collaborative writing skills

Abstract

We use Paper Chase as a team science model to engage interdisciplinary learners in research. Paper Chase is a structured collaborative writing approach for rapidly disseminating research findings and serves as a collaborative active learning professional development program for students at a southeastern university. We evaluated the impacts across 2 years of campus-wide Paper Chase trainings (virtual and in-person). Data was collected 1 to 2 years following participation. Trained research assistants unaffiliated with the Paper Chase program conducted semi-structured interviews with a sample of past participants who were undergraduate students, graduate students, and faculty. We analyzed the 21 interviews using thematic analyses. Participants described immediate impacts: training/structure of Paper Chase, mentorship, and scientific integration. Intermediate impacts included teamwork, attitudes toward teamwork, writing skills, and publications. Longer-term impacts were career influences. These findings suggest that Paper Chase active learning exercise fosters favorable changes in individual attitudes and skills and interpersonal skills among participants. Involvement in research dissemination was instrumental in demystifying research and researchers among undergraduate students. More than 2 years from Paper Chase participation evaluations may be needed to understand further longer-term impacts, such as changes in faculty’s team science, mentorship approaches, or publication records.