Social representation of academic writing in medical students

Abstract

Introduction: writing is a complex construct from which multiple definitions have been derived that have been adjusted to the historical moment and is understood today from different perspectives; it is a process that, among other things, demonstrates good cognitive functioning in all activities in which the student interacts.

Objective: to characterize the social representations that students of the Faculty of Medicine No. 2 of the Universidad de Ciencias Médicas de Santiago de Cuba, Cuba, construct about academic writing.

Method: a mixed-methods, sequential explanatory research was carried out from January to October 2024. A questionnaire was applied to collect information on the dimensions (knowledge about academic writing, hierarchy and orientation in this regard) and an semi-structured interview to delve into the required aspects.

Results: the main results showed that the figurative core was composed of the importance they attribute to academic writing and the negative emotional states and states of nervousness generated by the consumption and use of the types of representational objects. The information students possessed came primarily from academic experiences and interactions with professors and teaching support staff.

Conclusions: the attitude toward academic writing is not favorable, although it is active, given that there is no active, do-it-yourself behavior to enhance its consumption and use.