出版物的世界对新来者来说似乎令人生畏和封闭。那么一个人是如何开始踏进门的呢?在这篇论文中,作者从文献和他们最近作为编辑实习生的生活经验中汲取经验,在访问主题下考虑这一挑战,以及它如何与学术出版物的各个组成部分重叠。本文讨论了出版物“机器”的主要三个组成部分,创作,reviewing,和编辑。这些之前是第一个,可以说是基础,与学术期刊出版-阅读的互动。如果不阅读不同期刊的文章,甚至在不同的学科中,了解奖学金的广度和目的是不可能的。创作的后续组件,reviewing,和编辑,通过进一步阅读对当前文学的持续熟悉,将在本文的其余部分中进一步详细讨论,提供了关于如何获得这些领域的访问和经验的实用建议,例如,撰写非研究文章手稿,参与协作同行评审,并在机会出现时(坚持不懈地)申请编辑机会。医学教育出版物似乎令人生畏,并且对入门级学者不开放。这篇文章是为了消除这种观点而写的,并挑战了出版世界仅供专家使用的观念。相反,该领域的新来者对于学术出版物保持相关性至关重要,活力,和创新,特别是面对不断变化的医学教育格局。
The world of publication can seem intimidating and closed to the newcomer. How then does one even begin to get a foot in the door? In this paper, the authors draw from the literature and their recent lived experience as editorial interns to consider this challenge under the theme of access, and how it overlaps with the various components of academic publication. The main three components of the publication \'machine\' are discussed in this article, authoring, reviewing, and
editing. These are preceded by the first, and arguably foundational, interaction with academic journal publishing-reading. Without reading articles across different journals, and even in different disciplines, understanding the breadth of scholarship and its purpose is impossible. The subsequent components of authoring, reviewing, and
editing, which are all enhanced by ongoing familiarity with current literature through further reading, are considered in further detail in the remainder of this article, with practical advice provided as to how to gain access and experience in each of these areas, for example, writing non-research article manuscripts, engaging in collaborative peer review, and applying for editorial opportunities (with perseverance) when the opportunity presents itself. Medical education publication can seem daunting and closed to entry-level academics. This article is written to dispel this view, and challenges the notion that the world of publication is reserved for experts only. On the contrary, newcomers to the field are essential for academic publications to retain relevance, dynamism, and innovation particularly in the face of the changing landscape of medical education.