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©2023 American Medical Writers Association. All rights reserved.  
ISSN 2163-5315

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ABSTRACT 
The Fourth Annual Medical Writing Executives Forum took 
place during the 2022 American Medical Writers Association 
(AMWA) Medical Writing & Communication Conference 
with the aim of bringing together heads of medical writ-
ing departments to discuss relevant topics in medical writ-
ing. This year’s theme focused on the development of a 
framework for a medical writing apprentice program. The 
participants shared their experiences to begin laying the 
foundation for a successful medical writing apprentice pro-
gram framework that can be customized and deployed as 
needed to help develop and grow the next generation of 
medical writers.

INTRODUCTION 
In 2018, the American Medical Writers Association (AMWA) 
began an Executives Forum initiative with the aim to con-
vene medical writing department heads to interact and dis-
cuss topics of interest in the medical writing field.
 Against that backdrop, the Fourth Annual Executives 
Forum took place on November 2, 2022, in Denver, 
Colorado, led by Julia Cooper, Chair of the AMWA 
Executives Advisory Council. The Forum attendee compa-
nies, provided in Table 1, included representatives of small, 
midsize, and large pharma; contract research organizations; 
and other service providers. The theme was how to develop 
an apprentice program as a valuable tool to support the 
future of medical writing by offering an educational oppor-
tunity to the candidates as well as supporting the growth of 
the involved companies. The Forum began with a presenta-
tion of the results of an AMWA survey conducted in 2022 to 
obtain a snapshot of existing apprentice programs within the 
medical writing community. The survey presentation was a 
great starting point and provided context to Forum partici-
pants. However, the survey is not the focus of this article and 
will be discussed in greater detail in a separate publication. 
 For the main part of the Forum, participants were 
divided into 6 breakout groups, each addressing a specific 

subject related to apprentice programs, including consider-
ations for a business case, guidance on program structure 
and duration, core topics, learning methods, best practices 
for recruitment, and defining success of the program.
 This manuscript details the discussion of Forum mem-
bers with the goal of supporting AMWA members in justify-
ing, establishing, recruiting, and assessing the success of an 
apprenticeship program.

CONSIDERATIONS FOR A BUSINESS CASE 
Apprenticeships and similar programs are an effective 
way to develop a pipeline of new medical writing talent. 
Such programs require allocation of significant time and 
resources to achieve the desired outcome, and in many 
companies, a business case is needed to obtain approval to 

AMWA’s Fourth Medical Writing Executives Forum: Creating an Apprentice 
Program to Develop the Next Generation of Medical Writers 
Marta Mas,1 Janice Worley,2 Shiri Diskin,3 Lynne Munno,4 Robin Whitsell,5 and Julia Cooper6  / 1TFS HealthScience, 
Barcelona, Spain; 2ProPharma, Raleigh, NC; 3Bioforum Group, Tel Aviv, Israel; 4Takeda, Cambridge, MA; 5Whitsell 
Innovations, Inc, Chapel Hill, NC; 6Parexel International (IRL) Limited, Dublin, Ireland

AMWA NEWS

Table 1. 2023 Medical Writing Executives Forum Attendee 
Company List

• AbbVie
• Alexion, AstraZeneca

Rare Disease
• Amgen Inc.
• AMWA
• Astellas Pharma
• Bannick LLC, a primary 

device group
• Bioforum CDMC
• Boehringer Ingelheim
• Bristol Myers Squibb
• Certara Synchrogenix
• CSL Behring
• Genmab
• Gilead Sciences
• ICON plc
• Incyte
• Janssen, Johnson &

Johnson
• Jazz Pharmaceuticals
• Merck & Co., Inc.
• Moderna, Inc.
• Organon

• Otsuka Pharmaceutical
Development &
Commercialization

• Parexel
• Pfizer
• ProPharma
• PTC Therapeutics
• Reata Pharmaceuticals
• Regeneron

Pharmaceuticals, Inc.
• RRD International, LLC
• Seqirus, a CSL company
• Spark Therapeutics
• Syneos Health
• Synterex, Inc.
• Syros Pharmaceuticals
• Takeda
• TFS HealthScience
• Trilogy Writing &

Consulting
• Whitsell Innovations, Inc.
• Zentalis

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AMWAJournal.org     62AMWA’s Fourth Medical Writing Executives Forum

proceed. The breakout group discussed how best to present 
the benefits and return on investment for typical apprentice 
programs. It was recommended to divide the business case 
into financial benefits, which can usually be quantified at 
some level, and benefits that can be more difficult to mea-
sure, such as cultural and efficiency gains.

Examples of financial benefits include:
• Recruiter cost savings. It is often easy to hire entry-

level employees for an apprentice program, whereas 
hiring at a senior level could involve expensive recruit-
ment agencies.

• Lower cost resource. Although not fully trained, 
apprentices can often get involved in simple project 
work a few months into the apprentice program at a 
lower cost. This frees up senior-level resources to focus 
on more complex documents. Even if additional hours 
are factored in, to account for apprentices needing a 
little longer to complete the same task, there can still 
be an overall cost saving.

• Senior-level writers hired may still need substan-
tial training in the company processes and (in some 
cases) because of misalignment between senior role 
expectations across companies, which could poten-
tially cost more than trainees.

• Because of pressure on availability of senior writers  
in the market, an apprentice program can allow  
the group to grow faster than if only senior writers  
are hired.

• Apprentice programs that include an element of 
cross-training facilitate scalability in line with busi-
ness needs.

• Attrition is generally lower among apprentices as 
they build strong bonds and loyalty to the company. 
This can be enhanced through completion bonuses or 
stock options to promote retention.

• Allowing senior writers to train apprentices while 
still working on billable activities may reduce senior 
writer attrition because experienced writers often 
find delivering training very rewarding. Trainers 
could be provided a time budget as a guide on how 
long to spend, and these hours should be included 
in the overall apprentice program budget. Reduced 
senior writer attrition stabilizes compensation models 
because frequent movement between companies 
drives up salaries.

Qualitative benefits include the following:
• Apprentices are trained in the company processes 

from the start (no undoing of bad habits required).
• Through a targeted hiring strategy, apprentice  

programs create a larger, more diverse pool of well-
trained medical writers.

• Sharing the work between the apprentices and their 
senior colleagues (eg, through job shadowing) forms 
strong bonds and relationships in the department.

• Apprentices provide useful support to senior  
writers, allowing the senior writers to delegate some 
of the work and improve their own work-life balance.

• Apprentice programs provide a forum for informal 
knowledge-sharing between less experienced and 
senior writers.

• Attrition among apprentices is typically lower, 
which improves morale across the team.

• By developing strong, well-trained medical writers, 
apprentice programs contribute to improvement in 
the overall quality of clinical research.

• Apprentice programs can be an integral part of a robust 
succession planning and sustainability strategy.

 When faced with the need to justify the development of 
a medical writing apprentice program, understanding and 
identifying specific internal business drivers and quantify-
ing long- and short-term advantages will help with building 
a well-rounded business case. 

GUIDANCE ON PROGRAM STRUCTURE AND 
DURATION 
Once the business case has been established, the first step for 
any company in creating an apprentice program should be to 
define their goal. The breakout group acknowledged that this 
may vary from company to company; thus, it is important to 
define the structure and duration of an apprentice program, 
and the following questions should be considered:

Structure
• Is the goal to have someone write something as 

quickly as possible? Or is it to develop and retain  
medical writers with soft skills and broader context?

• Should the program be time-based, competen-
cy-based, or a hybrid?

• How many apprentices should be brought in at one 
time?

• If the company is small, how will the concept of an 
apprentice program be applied?

• Should the program include fellowships partnering 
with an academic institution?

• Would apprentices be hired who do not have the typi-
cal educational background or skill set that is generally 
sought after when hiring medical writers? If yes, how 
will the program be adapted?

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AMWAJournal.org     63AMWA’s Fourth Medical Writing Executives Forum

Duration
• What is the overall recommended duration for an 

apprentice program cycle?
In answer to some of the above questions, the breakout 
group recommended the following: 

1. Using a hybrid approach in which the company 
defines competencies based on their current and future 
business needs while identifying the needs and/or gaps 
of the individual and defining the timeframe in which 
those competencies should be demonstrated.

2. Bringing in cohorts of at least 2 depending on the 
size of the company, business needs, and the availabil-
ity of senior-level medical writers to train. 

3. Using an apprentice program even if the company is 
small, because it can be adapted and customized for 
each company, regardless of size. 

4. Using an academic institution if the company has a 
relationship with one.

5. Hiring apprentices who do not fit the mold of a reg-
ular medical writer, which can bring the benefit of 
diversity of thought and experience to the company. 
However, if this is done, a needs assessment/gap anal-
ysis should be performed and the individual’s appren-
tice program experience tailored accordingly.

6. Establishing an apprentice 
program with a duration of 
anywhere from 6 months to 2 
years depending on program 
structure and individual and/
or company needs. The break-
out group proposed a suggested 
duration for an example pro-
gram in Figure 1. In Year 1, the 
medical writer works on lower 
complexity documents, and 
as they gain document knowl-
edge and build an understand-
ing of medical writing concepts, 
they move onto higher com-
plexity documents in Year 2+. The ultimate goal of 
the program would be for the medical writer to inde-
pendently manage a project from start to finish. 

CORE TOPICS 
The next step in building a medical writing apprentice pro-
gram is to identify the specific content or curriculum that 
will form the basis of the program. Because medical writing 
is more than simply putting words on a page, the partici-
pants in the core topics breakout group agreed that a well-
rounded medical writing apprentice program will include 
not only technical training on medical writing–related skills 

but also provide a solid foundation of broader, essential soft 
skills training (eg, project/stakeholder management, time 
management, etc.). The goal of this discussion was to iden-
tify the core topics for inclusion in the program as well as 
what specific content should be included within each area. 
The discussion centered on some of the most relevant skills 
that contribute to being a proficient medical writer, irre-
spective of what type of documents are being written, and to 
identify and outline core topics and suggest minimum con-
tent within each of them. 
 The 4 core topic areas or domains agreed upon by the 
breakout group for inclusion in an apprentice program are 
presented in Figure 2. The content of each core topic area 
was explored, and the participants in the breakout group 
agreed that within each topic or domain, the list of individ-
ual subtopics could vary significantly depending on how the 
program will be deployed. 

Medical Writing–Related Skills and Knowledge
The participants in the breakout group acknowledged that 
these skills form the initial basis of a solid medical writ-
ing apprentice program. It was agreed that there is a min-
imum level of core knowledge that every individual needs 
as they embark on their journey to becoming a medical 

Figure 1. Suggested apprentice program duration. 

Figure 2. Apprentice program model core topics. MW, medical writing.

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AMWAJournal.org     64AMWA’s Fourth Medical Writing Executives Forum

writer. An understanding of the drug development process, 
the relevant documents within the development lifecy-
cle, and how they all relate to each other is a fundamental 
requirement, especially for a regulatory medical writer. In 
addition, the participants in the breakout group felt it was 
essential to instill a solid understanding of basic statistics, 
lean authoring, and good documentation principles. Other 
skills included knowledge of technology-driven tools, doc-
ument preparation, and review processes as well as the use 
of the quality check (QC). This is not a comprehensive list of 
all the medical writing–related skills and knowledge, but it 
represents an essential starting point for establishing a solid 
foundation in medical writing. The group acknowledged 
that customizations to this core topic could include building 
out document and/or therapy area-specific trainings.

Time/Project Management
Within this core topic, the participants in the breakout 
group agreed that any curriculum for an apprentice medical 
writer program should include a basic education on project 
planning, execution, and management. This would include, 
at a minimum, training on timeline development and man-
agement as well as training on essential skills of negotiation, 
decision-making, time management, prioritization, and 
risk mitigation and management. The focus of the discus-
sion centered on these topics, and the participants acknowl-
edged that other aspects of this topic could be included but 
that these represented a vital primary skill set for a medical 
writer to master.

Communication 
Medical writing at its core is about effective and purposeful 
communication, on and off the page. Within this subset of 
skills, there are many different types of training that could 
be implemented and deployed. However, the participants 
in the breakout group agreed that a robust medical writing 
apprentice program should include training on appropri-
ate and effective professional communication. An import-
ant and often overlooked aspect of communication in 
medical writing is how to establish and align expectations, 
which is crucial when working with a group of cross-func-
tional stakeholders and contributors. Another fundamental 
aspect of the communication skill set for a medical writer 
to master is effectively driving and leading team meetings. 
Incorporating essential training around managing and driv-
ing meetings, including how to influence without authority, 
was considered by the breakout group participants to be an 
essential facet of any medical writing training program. 

Teamwork 
Most medical writers operate as part of a cross-functional 

team and in some cases function as a process driver, driving 
the overall development of a medical writing deliverable. 
This requires a level of leadership and the ability to navi-
gate the individual team dynamics to solve problems, medi-
ate differences of opinion, and foster and encourage group 
harmony. Although these skills take time and confidence 
to build, the participants in the breakout group agreed that 
a medical writing apprentice program should include spe-
cific training to begin developing them as early as possible. 
Several topics were identified for inclusion such as navigat-
ing difficult personalities and interpersonal relationships, 
conflict resolution and problem solving, and navigating 
team lifecycle and contingency planning. The participants 
in the breakout group acknowledged that this was one core 
topic that could have a large variety of topics covering a 
broad range of soft skills. 

LEARNING METHODS 
Another important factor for consideration in the appren-
tice program model is how the curriculum will be delivered. 
This breakout group discussed some learning methods that 
have been tried in different medical writing departments 
and have been proven to work well as well as who should 
deliver the training. 
 The breakout group agreed that as a starting point, each 
person’s baseline knowledge/skill set and background 
(Talent Assessment) should be evaluated at entry to serve 
as a basis for and guide the individualization of the appren-
tice program. This evaluation should not rely solely on 
self-presentation of a candidate because they could  
overestimate their experience or the extent to which their  
previous writing tasks (eg, journal articles or grant appli-
cations during graduate school) qualify them to perform 
regulatory writing tasks or highly complex medical com-
munication projects. 
 It was also agreed by the breakout group that it was 
important for training to start as early as possible.
 When considering specific learning methods, some of 
the established methods recommended by the breakout 
group included the following:

• Completion of the AMWA Essential Skills program
• Completion of mock writing tasks (could also be used 

as Talent Assessment tools)
• Implementation of simple QC findings 
• Review of completed documents and team/QC com-

ments on drafts to understand expectations from spe-
cific document types as well as learn the style guide 
and get acquainted with working processes

• Completion of live project work – partnering with a 
senior writer as a contributor (eg, writing document 
sections, performing QCs)

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• Gradual advancement to writing full low-level, 
low-complexity documents 

• Attending project meetings, such as kickoff meetings, 
data interpretation meetings, comment resolution/
consensus meetings and lessons-learned meetings 
(even if outside the assigned teams). It was recom-
mended to have the trainee engaged in the meeting by 
taking minutes rather than simply being a passive par-
ticipant.

• Participation in meeting debriefings (lessons learned: 
how to read the room, understanding the approach 
and the strategy)

 The breakout group also emphasized the need for soft-
skill training. Some methods that can be applied to train 
medical writers on soft skills include the following: 

• Completion of relevant AMWA courses and workshops
• Presentation to colleagues (eg, sharing learnings from 

attending AMWA, presenting a timeline to a team) in 
support of having the trainee learn and experience 
how to orally communicate the most important points 
clearly and effectively

• Shadowing a senior medical writer and observing how 
projects are managed and problems are solved

 Ongoing assessments should be based on bidirectional 
periodic feedback sessions wherein managers/senior writ-
ers provide feedback on the apprentice’s progress (using 
competency-based evaluations) and apprentices provide 
feedback on the program’s effectiveness.
 The completion of the apprenticeship or promotion to 
the next level in the medical writing role hierarchy would 
be defined by the ability to autonomously drive the devel-
opment of at least one document type (predefined by 
apprentice program guidelines or job descriptions) with 
independent de novo content development.
 It can be said that it “takes a village” to train a medical 
writer because it requires input from several different types 
of trainers. Internal or external subject matter experts (at all 
levels) often develop and deliver formal training sessions. 
From there, senior medical writers are often leveraged as 
“buddies” to provide ongoing support, guidance, and men-
toring. Being a mentor and “trainer” may require specific 
train-the-trainer training, so the need for this type of train-
ing should be considered in an apprentice program model. 
In addition, this extra responsibility should be included in 
the senior writer’s job description.

BEST PRACTICES FOR RECRUITMENT 
Once the program has been designed and is ready to deploy, 
it’s time to identify potential candidates for the program. The 

recruitment process for potential medical writing candidates 
is a key consideration for the success of an apprentice pro-
gram. As previously mentioned, an apprentice program can 
be an effective way to develop a pipeline of new medical writ-
ing talent, which is a win-win for both the company and the 
candidate having a long-term career path. The participants in 
this breakout group discussed several topics that should be 
considered in the selection process of the candidates. 

Process to start. The first step for recruiting candidates for 
an apprentice program is a successful advertisement “cam-
paign.” To that end, fostering relationships with academic 
institutions was seen as a particularly good option by the 
participants because this provides visibility into a large pool 
of potentially strong apprentice candidates. To do this, the 
interested companies can organize open sessions or webi-
nars with graduates to explain the medical writing profes-
sion and the structure of the program they are offering. In 
addition to posting the job on the standard job search plat-
forms, another potential strategy could be to leverage social 
media such as LinkedIn and include a brief questionnaire 
that allows the company to have an initial interaction with 
possible candidates. 

Defining the right profile. Medical writing is not an aca-
demic discipline, and medical writing professionals come 
from many diverse backgrounds. The participants agreed that 
a background in the life sciences (either by training or work 
experience) is a good starting point for profiling prospec-
tive candidates (based on initial review of the CV and cover 
letter). In addition, other important skills would be a passion 
for communication and writing (a good cover letter and pos-
sible previous publications can be a good way to evaluate 
this), curious scientific spirit (that will support working in dif-
ferent therapeutic areas and documents), and social skills (to 
develop project management responsibilities). 

Selection process. First, the breakout group considered that 
knowing how to effectively evaluate resumes, paying atten-
tion to the grammar style, formatting, and technical skills, 
was an important first step to start the selection process. If 
a cover letter accompanies the resume, a well-written one 
can demonstrate not only an aptitude for writing but an 
interest in obtaining the position. Once potential candidates 
are identified, one way to further screen a candidate is to 
administer a timed writing assessment before the interview. 
The participants believed this could be an effective way to 
evaluate a candidate’s writing skills. However, this may not 
be allowed in some companies because of internal HR pol-
icies, so it may not always be feasible. If an assessment is 
used, it is important to ensure the same assessment is used 

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for all candidates and that a uniform, objective method to 
score the assessment is implemented. Finally, the partic-
ipants agreed that the final pivotal piece of the selection 
process is a comprehensive interview to understand the full 
profile of each candidate and make an informed decision.

Interview questions. The participants discussed different 
interview questions that would be the most effective and 
meaningful to identify appropriate apprentice candidates. 
They agreed that a combination of role-specific questions, 
general questions related to personality and/or behavior, 
and questions around previous experience were good start-
ing points for an interview. Some of the questions included:

• Why are you applying? Why this company? (Shows 
preparation and motivation for the role)

• What do you understand medical writing to be?
• Panel interview with behavioral questions (eg, tell us 

about challenges you have overcome and how)

Title within the organization. The breakout group consid-
ered the topic of possible job titles for an apprentice going 
through the program. Suggestions for a title included asso-
ciate, fellow, or trainee. Although this can be defined in the 
framework of the program, the participants felt it could  
also be driven by or depend on the HR policies of the indi-
vidual company.

Possibility of developing multiple training tracks. The 
breakout group also considered the possibility of having 
multiple training “tracks” within the apprentice program, 
for example, having an accelerated program (vs a stan-
dard duration or longer program) for people with advanced 
degrees or candidates with minimal writing experience 
compared with less experienced candidates. 
 The success of a medical writing apprentice program 
could depend on the quality of the candidates selected, so  
it is important to recruit, screen, and identify appropriate 
candidates.

EVALUATION OF PROGRAM SUCCESS
The participants in this breakout group discussed the best 
way(s) to evaluate the success of an apprentice program. 
Put simply, if the purpose of an apprenticeship program is 
to develop a pipeline of new medical writing talent, the true 
measure of success of the program is the ability of the pro-
gram graduates to function as fully fledged medical writers. 
Hence, the program administrator can track the trajectory 
of the graduates. Were they hired directly either into the 
company or, if not already part of the program’s plan or not 
feasible for those administering it, into medical writing jobs 
elsewhere in industry? A truly effective apprenticeship will 

serve as the launchpad for a medical writing career. The 
expectation of the apprentice program is that well-trained 
graduates will be able to independently work on medi-
cal writing deliverables, with the expectation that as these 
new writers get more experience and exposure, documents 
of greater complexity and/or team situations with greater 
complexity will be manageable.
 To assess a program’s success at the level of an indi-
vidual apprentice, it’s critical to establish evaluators, 
create evaluation criteria, and estimate a timeline for pro-
gram completion. Competency models, such as the DIA 
Competency Model, create a good starting point for goals’ 
conversations and well-defined expectations. In addition, 
at the program’s outset, the administrator and/or mentor 
should define the evaluation criteria and clearly communi-
cate those with the intern. For example, if soft skills or other 
“intangibles” are particularly valued, those attributes should 
be detailed at the outset and evaluated throughout the pro-
gram to provide feedback on the intern’s progression. At 
the completion of the apprenticeship, the level at which the 
company can expect the intern to perform will be contin-
gent on the duration of the program and those prespecified 
goals of the apprentice and the mentor. 
 While the apprenticeship program is ongoing, effective-
ness assessments to support continuous improvement (and 
adaptations, when needed) can ensure the program is work-
ing toward its goal. Alignment could be achieved by includ-
ing feedback from multiple sources at multiple timepoints 
throughout the program. As this article has discussed, ongo-
ing direct feedback to the apprentice from those interact-
ing with the apprentice should be encouraged. In addition, 
the program administrator should seek feedback from team 
members on specific gaps they are observing. This could 
be as simple as providing additional training or expanding 
into other learning methods or even shifting into a different 
learning “track” if the program allows.
 The apprenticeship program administrator should 
also plan specific intervals for seeking feedback from the 
apprentices about the program. Do they feel they are having 
the learning experiences and leadership opportunities that 
will allow them to fulfill a medical writing function upon 
completion? Where do they perceive gaps in their knowl-
edge or opportunities to apply it? Do they feel the program 
prepared them for the next stages of their careers, and, if 
not, what was missing from the program? 
 As this paper has addressed the business case involved 
in creating and executing an apprentice program, this 
breakout group acknowledged that while apprentice pro-
grams enhance medical writing as a profession, they carry 
the inherent risk that a company could train someone only 
to have the graduate leave following completion of training. 

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AMWAJournal.org     67AMWA’s Fourth Medical Writing Executives Forum

This would have to be considered in the overall implemen-
tation of program and potentially mitigated with retention 
incentives, as discussed previously. 
 Overall, a robust apprentice program should include 
methods to evaluate the success of the program by defin-
ing specific criteria, identifying stakeholders who will pro-
vide feedback, and soliciting feedback from the apprentices 
throughout the program. A successful program provides 
adaptability and flexibility and ultimately results in an 
independent medical writer who demonstrates continued 
growth and development.

CONCLUSIONS
After a productive session thoroughly exploring the topics 
and discussions described above, the Forum participants 
outlined what a medical writing apprentice program could 
look like. Over the next year, the AMWA Executives Advisory 
Council will leverage these initial discussions to build 
out a comprehensive AMWA Medical Writing Apprentice 

Program framework. The goal is to provide an outline of 
the recommended content, structure, and duration of an 
apprentice program in addition to the skills and competen-
cies achieved upon successful completion of the program. 
The final aim of establishing this framework is to assist com-
panies that want to build their own program to develop the 
next generation of medical writers or benchmark their exist-
ing program against the industry standard. 

Acknowledgment
We thank all the Forum participants for their valuable con-
tribution to this relevant topic in the medical writing field.

Author declaration and disclosures: The authors note no  
commercial associations that may pose a conflict of interest in 
relation to this article. The opinions expressed in this article are 
the authors’ own and are not necessarily shared by their employ-
ers or AMWA.

Author contact: marta.mas@tfscro.com

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