通往拒绝弹性的崎岖之路:个人出版之旅。

IF 3.9 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Perspectives on Medical Education Pub Date : 2025-09-11 eCollection Date: 2025-01-01 DOI:10.5334/pme.1727
Lynette Jean van der Merwe, Gina Joubert
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引用次数: 0

摘要

简介:学术作品的提交、拒绝和最终出版的过程对学术研究人员的适应力是一个挑战。处理拒绝而不屈服于倦怠或骗子综合症需要一种成长的心态。本文分析了一位作者近五年来的论文退稿情况,并对学术研究者提出了退稿建议。方法:本回顾性纵向混合方法研究纳入了一名作者2019 - 2023年被拒投稿。对论文退稿特征的定量数据进行描述性分析:退稿数量、后续发表、投稿(领域和研究类型)、期刊位置和影响因子、退稿性质(桌面退稿、审稿或修订后退稿)。定性数据(说明拒绝办公桌原因的叙述性文本)按主题进行分析。获得伦理批准。结果:拒稿47篇80篇,其中退稿65%。大多数稿件被拒绝一次(60%)或两次(26%),77%的稿件随后发表。大多数提交给非洲期刊(56%),研究生研究(63%),医学领域(71%)。与退稿原因相关的主题包括不符合期刊要求(范围、重点、标准或优先级)、稿件不足(新颖性、相关性、方法学或贡献)和伦理问题(相似指数或伦理文件)。讨论:这项对一位作者在五年内收到的退稿的研究表明,大多数被退稿的稿件随后被发表。办公桌拒绝是最常见的。我们支持将拒绝正常化和去污名化的文献,并支持学术研究人员在处理技术、手稿相关修订和不可避免的拒绝情绪反应时的恢复力,以确保他们的学术生涯健康长寿。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Rocky Road to Rejection Resilience: A Personal Publishing Journey.

Introduction: The journey through submission, rejection, and eventual publication of scholarly work is challenging to academic researchers' resilience. Dealing with rejection without succumbing to burnout or impostor syndrome requires a growth mindset. This paper analyses one author's manuscript rejections over five years and makes recommendations for academic researchers regarding manuscript rejections.

Methods: This retrospective longitudinal mixed-methods study included one author's rejected submissions from 2019 to 2023. Quantitative data on manuscript rejection characteristics: number of rejections, subsequent publication, submission (field and research type), journal location and impact factor, and nature of rejection (desk rejection, rejection after review or revision) were analysed descriptively. Qualitative data (narrative text indicating reasons for desk rejection) were analysed thematically. Ethics approval was obtained.

Results: Eighty submissions of 47 manuscripts were rejected, including 65% desk rejections. Most manuscripts were rejected once (60%) or twice (26%), and 77% were subsequently published. Most submissions were to journals in Africa (56%), on postgraduate student research (63%), in the field of medicine (71%). Themes related to reasons for desk rejection included not meeting journal requirements (scope, focus, criteria or priority), manuscript inadequacy (novelty, relevance, methodology, or contribution), and ethical issues (similarity indices, or ethics documentation).

Discussion: This study on manuscript rejections received by one author over five years revealed that most rejected manuscripts were subsequently published. Desk rejection was most common. We support literature on normalizing and destigmatizing rejection and bolstering resilience to support academic researchers when dealing with technical, manuscript-related revisions and inevitable emotional responses to rejection to ensure healthy longevity in their scholarly careers.

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来源期刊
CiteScore
5.70
自引率
8.30%
发文量
31
审稿时长
28 weeks
期刊介绍: Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Official journal of the The Netherlands Association of Medical Education (NVMO). Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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