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Abstract Introduction:Syrian medical research synthesis is marginal compared to neighboring countries and faces numerous obstacles that have been intensified by the Syrian armed conflict. Perceived research barriers include the lack of mentorship and academic writing skills. We evaluate the outcomes of a peer-run academic writing and publishing workshop, and contrast training synchronicity and its supplementary peer-reviewed assignments. Methods:This randomized controlled trial studied an online workshop that targeted under- and post-graduate medical and paramedical students at all Syrian universities. Blinded participants were randomized into four arms; Two arms attended the workshop synchronously, and the others asynchronously. One arm in each group undertook peer-reviewed scientific writing exercises (active), while the other two self-reviewed the same exercises (passive). Objective knowledge and subjective confidence in the learnt skills were assessed before the workshop, and one month and one year after it.Results: One-hundred-twenty-one participants completed the workshop, which was effective in improving their knowledge (P<0.001) and confidence (P<0.001). The post-course measures of the synchronous and asynchronous groups were similar. Completing the assignments resulted in higher knowledge (P=0.005) and confidence (P=0.003) only in the active groups. Moreover, participants who joined the peer-review process gained higher knowledge (P<0.001). At one-year-follow-up, the participants showed stability of the objective and subjective gains.Conclusion:The investigated training was beneficial regardless of the methods of attendance (i.e., synchronicity). Participation in supplementary exercises, especially when associated with peer-review, improved knowledge and confidence. This workshop proves a utilizable effective cheap alternative to improve scientific writing skills with limited resources and expertise.
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