Enhancing Undergraduate Academic Writing in the Context of Medical Research: A Comprehensive Training Framework

Abstract

Objective: Scientific writing is essential for students to engage in research and contribute meaningfully to academic communities. Yet many undergraduates lack formal training in how to write clearly and rigorously. This often leads to work that falls short in logic, structure, and originality. This study asks how a structured, multi-component training framework can improve academic writing skills and research output among undergraduates.

Methods: We present a long-term case study from Guangdong Medical University, where an undergraduate research group in computer-aided drug design implemented a comprehensive academic writing program. The framework combines four strategies: a student-led writing platform, peer mentorship and collaborative learning, regular outcome-focused seminars, and bilingual, practice-driven writing instruction.

Results: Between 2015 and 2024, over 300 students participated. Many produced publishable manuscripts, with 30 Science Citation Index papers authored by undergraduates. These outcomes reflect both skill development and sustained research engagement.

Conclusion: Our work offers a tested model for building academic writing capacity at scale. It may serve as a guide for institutions seeking to equip students especially non-native English speakers with the skills to write and publish scientific work.