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At least 433 records · Page 24Linked to original sources

PubMed2006

Participatory design of a collaborative clinical trial protocol writing system.

OBJECTIVE: To explore concrete approaches to socio-technical design of collaborative healthcare information systems and to design a groupware technology for collaborative clinical trial protocol writing. METHOD: We conducted "quick and dirty ethnography" through semi-structured interviews, observational studies, and work artifacts analysis to understand the group work for protocol development. We used participatory design through evolutionary prototyping to explore the feature space of a collaborative writing system. Our design strategies include role-based user advocacy, formative evaluation, and change management. RESULTS: Quick and dirty ethnography helped us efficiently understand relevant work practice, and participatory design helped us engage users into design and bring out their tacit work knowledge. Our approach that intertwined both techniques helped achieve a "work-informed and user-oriented" design. This research leads to a collaborative writing system that supports in situ communication, group awareness, and effective work progress tracking. The usability evaluation results have been satisfactory. The system design is being transferred to an organizational tool for daily use.

Clinical Protocols↗

PubMed2007

Impairment in writing, but not reading, morphologically complex words.

We report a patient, FP, with phonological dyslexia who is impaired in writing affixed words to dictation, but demonstrates no such deficit when reading affixed words. Moreover, she was much more impaired in the writing of regularly inflected words (e.g., "walked") as compared to irregularly inflected words (e.g., "ran") and derived words (e.g., "walker"). These findings indicate that FP's deficit was morphologically based and are consistent with accounts that assume that morphologically complex words are decomposed during lexical processing. The data also suggest that the lexical representations mediating reading and writing are, at least in part, dissociable.

Adult↗

PubMed1991

Analysis of the spontaneous writing errors of normal and aphasic writers.

Samples of spontaneous writing were collected from 150 normal subjects, 13 Broca's aphasics, 23 Wernicke's aphasics and 14 conduction aphasics. The errors obtained were classified using a system derived from investigations of slips of the pen in normal subjects. All three aphasic groups made a higher proportion of word-level errors than did the normal writers. Word-level errors tended to be selection errors (substitutions, blends, neologisms, and omissions) rather than movement errors (anticipations, perseverations and reversals). Conduction aphasics showed proportionately more letter movement and fewer letter selection errors than normal writers while Wernicke's and Broca's aphasics showed similar proportions. Graphic and phonetic similarity was no more important a determinant of letter errors in aphasics than in normals. The span of movement errors was particularly restricted in the Broca's and conduction aphasics. Asking patients to write connected text yields insight into the nature of the underlying disorder that could not be obtained from studying the writing of single words.

Agraphia↗

PubMed2003

Acquired mirror writing and reading: evidence for reflected graphemic representations.

Mirror writing occurs when individual letters and whole word strings are produced in reverse direction. By analogy, mirror reading refers to the preference to read mirror reversed over normally written words. These phenomena appear rarely after brain damage and offer insight into the nervous system's organization of visual-spatial and visual-motor representations. We present the case of a 51-year-old patient with persistent mirror writing and reading following traumatic brain injury. She preferred to write in the mirror direction with either hand. She drew asymmetric pictures with the same directional bias as normal right-handed subjects, and she did not exhibit left-right confusion regarding other pictures. By contrast, on picture-word matching and lexical decision tasks, she was faster and more accurate with mirrored than normally written words. This pattern of performance suggests that her behavior was not accounted for by reflected motor programs, or by the mirroring of visual-spatial representations in general. Rather, we suggest that her behavior was produced by privileged access to mirrored graphemes. Furthermore, because she seemed better able to read irregular words in mirrored than in normal formats, we suggest that mirrored representations may exist at the whole word level and not simply at the letter level.

Brain Injuries↗

PubMed2000

Striatal dopamine release in reading and writing measured with [123I]iodobenzamide and single photon emission computed tomography in right handed human subjects.

Competition between endogenous dopamine and a radioligand for postsynaptic dopamine D(2) receptor binding was examined in two groups of eight subjects each who had to read or write off a text, respectively, and in a control group. Single photon emission computed tomography (SPECT) and the ligand [(123)I]iodobenzamide (IBZM) were used for in vivo imaging. Subjects commenced reading or writing immediately before IBZM injection and continued for 30min thereafter. SPECT images were acquired 60min later. Striatum-to-parietal-cortex IBZM uptake ratios were lower in subjects who wrote off the text than in controls indicating competition of IBZM and dopamine. There was no difference between subjects who read the text and controls. Thus, dopamine release occurs as a consequence of the motoric activity involved in writing rather than of cognitive functions necessary for reading the text.

Age Factors↗

PubMed2006

The reading, writing, and arithmetic of the medical literature, part 3: critical appraisal of primary research.

OBJECTIVE: To offer suggestions that will help clinicians improve their scrutiny of the medical literature and apply these suggestions to their own medical writings. DATA SOURCES: Literature searches began at the National Library of Medicine's online database and were traced to primary sources. STUDY SELECTION: Studies were selected for their ability to provide historical background, discuss the aspects of study design and statistical analysis, and explore important facets of reading and writing medical manuscripts. RESULTS: Physician readers will become more proficient in their skills as both users and creators of the medical literature. CONCLUSIONS: Reading and interpretation of the medical literature requires a set of skills that can be learned. Similarly, good medical writing skills can be developed. Achieving these skills will enhance the clinician's practice of medicine.

Authorship↗

PubMedDate not supplied

Grant writing rewards the community and the home care team.

We have found it well worth the time and effort expended to write grants. Results have benefited the community in lives saved, long-term disability prevented, human suffering reduced, parents empowered, and more than 30,000 St. Louis families served. The only way to learn grant writing is to just do it! Writing grants is a vehicle to community service. The potential rewards are immeasurable for both the community and yourself.

Community Health Nursing↗

PubMed1999

Effects of mode of writing on emotional narratives.

The authors hypothesized that writing longhand about a stressful experience, compared to typing, arouses greater negative emotion. Eighty college students were randomly assigned to describe either a neutral or stressful topic by typing or writing longhand, in a 2 x 2 factorial design. Students describing the stressful topic, compared to the neutral topic, wrote for a longer period, used more words, and reported greater negative and less positive affect. Consistent with prediction, writing about a stressful experience longhand induced greater negative affect than typing, and led to more self-rated disclosure. These findings suggest a method whereby therapists can help patients control their levels of negative affect when producing a trauma narrative.

Adult↗

PubMed2001

Expressive writing can increase working memory capacity.

The effect of emotional disclosure through expressive writing on available working memory (WM) capacity was examined in 2 semester-long experiments. In the first study, 35 freshmen assigned to write about their thoughts and feelings about coming to college demonstrated larger working memory gains 7 weeks later compared with 36 writers assigned to a trivial topic. Increased use of cause and insight words was associated with greater WM improvements. In the second study, students (n = 34) who wrote about a negative personal experience enjoyed greater WM improvements and declines in intrusive thinking compared with students who wrote about a positive experience (n = 33) or a trivial topic (n = 34). The results are discussed in terms of a model grounded in cognitive and social psychological theory in which expressive writing reduces intrusive and avoidant thinking about a stressful experience, thus freeing WM resources.

Adaptation, Psychological↗

PubMed1998

Expression of stressful experiences through writing: effects of a self-regulation manipulation for pessimists and optimists.

This study assessed the effectiveness of a writing task designed to foster self-regulatory coping with stressful experiences to reduce medical clinic visits and to promote adjustment. Students entering college (N = 122) who were classified as optimists or pessimists by using a dispositional optimism measure participated in a self-regulation task (expressing thoughts and feelings about entering college and then formulating coping plans), a disclosure task (expressing thoughts and feelings only), or a control task (writing about trivial topics) for 3 weekly writing sessions. Among optimists, both the self-regulation task and the disclosure task reduced illness-related clinic visits during the following month; among pessimists, only the self-regulation task reduced clinic visits. In general, the self-regulation task beneficially affected mood state and college adjustment whereas the disclosure task increased grade point averages.

Achievement↗

PubMed1999

Difficulty in writing Japanese semantic characters in a 9-year-old boy with Williams syndrome.

A 9-year-old boy diagnosed as having Williams syndrome was evaluated using psychological test batteries in order to clarify his ability in language and visual cognition. The subject had difficulty in writing some of the Japanese semantic characters (called Kanji) which he could otherwise read and understand. Although he could write the small components of which the Kanji characters were composed, he could not locate these correctly. This phenomenon is considered to be very similar to the difficulty in copying a figure observed clinically. The Kaufmann Assessment Batteries for Children clearly revealed that the boy had difficulty with the sub-test of spatial memory compared to his average score for simultaneous processing. This result is considered to be closely related to the difficulty in copying figures or writing Kanji characters. On the Illinois Test of Psycholinguistic Abilities, the present authors found that the subject's vocabulary was relatively good, although semantic and pragmatic problems remained. Clarifying the strong and weak points of the abilities of such patients will help to determine the most appropriate mode of education for them.

Apraxia, Ideomotor↗

PubMed1997

Mentoring state hospital nurses to write.

There is a shortage of clinical nurses, particularly in the area of psychiatric nursing, who feel competent and comfortable writing for publication. This is unfortunate since clinical nurses have valuable experiences to share, to promote and advance the nursing profession. This manuscript describes the work of one Director of Nursing at a state hospital who mentored the nursing staff to write for publication. Over a period of five years some 28 articles have been published by nurses at this hospital. This success in publication has led to an increase in self-esteem among nurses, an increased willingness to share their writing experiences with others, and increased numbers of workshop presentations on clinical subjects. This article describes how the mentoring process can be used to promote authorship, and specifically, how it was used at this one hospital.

Clinical Nursing Research↗

PubMed2001

Use of a journal club and letter-writing exercise to teach critical appraisal to medical undergraduates.

INTRODUCTION: There is growing interest in methods of teaching critical appraisal skills at undergraduate and postgraduate levels. We describe an approach using a journal club and subsequent letter writing to teach critical appraisal and writing skills to medical undergraduates. METHODS: The exercise occurs during a 3-week public health medicine attachment in the third year of the undergraduate curriculum. Students work in small groups to appraise a recently published research paper, present their findings to their peers in a journal club, and draft a letter to the journal editor. Evaluation took place through: informal and formal feedback from students; number of letters written, submitted and published, and a comparison of marks obtained by students submitting a literature review assignment with and without critical appraisal teaching during the public health attachment. RESULTS: Feedback from students was overwhelmingly positive. In the first 3(1/2) years, 26 letters have been published or accepted for publication, and 58 letters published on the Internet. There were no significant differences in overall marks or marks for the critical appraisal component of the literature review assignments between the two student groups. DISCUSSION: We believe our approach is an innovative and enjoyable method for teaching critical appraisal and writing skills to medical students. Lack of difference in marks in the literature review between the student groups may reflect its insensitivity as an outcome measure, contamination by other critical appraisal teaching, or true ineffectiveness.

Communication↗

PubMed2005

Visual perception of writing and pointing movements.

Studies of movement production have shown that the relationship between the amplitude of a movement and its duration varies according to the type of gesture. In the case of pointing movements the duration increases as a function of distance and width of the target (Fitts' law), whereas for writing movements the duration tends to remain constant across changes in trajectory length (isochrony principle). We compared the visual perception of these two categories of movement. The participants judged the speed of a light spot that portrayed the motion of the end-point of a hand-held pen (pointing or writing). For the two types of gesture we used 8 stimulus sizes (from 2.5 cm to 20 cm) and 32 durations (from 0.2 s to 1.75 s). Viewing each combination of size and duration, participants had to indicate whether the movement speed seemed "fast", "slow", or "correct". Results showed that the participants' perceptual preferences were in agreement with the rules of movement production. The stimulus size was more influential in the pointing condition than in the writing condition. We consider that this finding reflects the influence of common representational resources for perceptual judgment and movement production.

Adult↗

PubMed2005

Reading depends on writing, in Chinese.

Language development entails four fundamental and interactive abilities: listening, speaking, reading, and writing. Over the past four decades, a large body of evidence has indicated that reading acquisition is strongly associated with a child's listening skills, particularly the child's sensitivity to phonological structures of spoken language. Furthermore, it has been hypothesized that the close relationship between reading and listening is manifested universally across languages and that behavioral remediation using strategies addressing phonological awareness alleviates reading difficulties in dyslexics. The prevailing view of the central role of phonological awareness in reading development is largely based on studies using Western (alphabetic) languages, which are based on phonology. The Chinese language provides a unique medium for testing this notion, because logographic characters in Chinese are based on meaning rather than phonology. Here we show that the ability to read Chinese is strongly related to a child's writing skills and that the relationship between phonological awareness and Chinese reading is much weaker than that in reports regarding alphabetic languages. We propose that the role of logograph writing in reading development is mediated by two possibly interacting mechanisms. The first is orthographic awareness, which facilitates the development of coherent, effective links among visual symbols, phonology, and semantics; the second involves the establishment of motor programs that lead to the formation of long-term motor memories of Chinese characters. These findings yield a unique insight into how cognitive systems responsible for reading development and reading disability interact, and they challenge the prominent phonological awareness view.

Asian People↗

PubMed1997

Hypnotizability, the dissociative experiences scale, HGSHS: A amnesia, and automatic writing: is there an association?

The present study examined whether participants (N = 112) selected on the basis of high and low dissociative ability (Dissociative Experiences Scale [DES]; Bernstein & Putnam, 1986), high and low/simulating hypnotizability (Harvard Group Scale of Hypnotic Susceptibility, Form A [HGSHS:A]; Shor & Orne, 1962), and past performance on the HGSHS:A amnesia item differentially passed an automatic writing suggestion administered during a follow-up experiment. Results from a loglinear analysis supported a single main effect for hypnotizability. Low hypnotizable, simulating participants were more than six times as likely to pass the automatic writing suggestion than high hypnotizable participants. Results found dissociation status and past performance on an ostensibly dissociative suggestion (i.e., amnesia) to be independent of passing the automatic writing suggestion. Findings are discussed in light of other research regarding the relation between the DES and hypnotizability.

Adult↗

PubMed2002

Writing effective consultation letters: 12 tips for teachers.

Written correspondence is the standard mode of communication between healthcare providers. Despite the importance of this skill and increased emphasis on ambulatory care, communication skills and professionalism in training programs, there has been very little written on the teaching and evaluation of consultation letter writing. Consultation letter writing is an essential skill that cannot be learned simply by reading others' letters and should be taught in a formal manner. This article describes the authors' experience in teaching the skill of writing effective consultation letters to residents and describes strategies for evaluating this skill.

Canada↗

PubMed2005

Influence of community experiences on first-year medical students' reflective writing.

The purpose of this research was to investigate the usefulness of providing students with community-located experiences as a basis for reflection by observing the degree to which community-located experiences influenced the quality of a reflective writing exercise. Students were prepared for reflection by means of a lecture and a handout on the meaning, function and process of reflection. One hundred and twenty-eight students (66 Afrikaans-speaking, and 62 English-speaking) took part in the study. Initially, most students (71%) who revealed affect prior to the visit reported negative emotional states. For 54% of the students who revealed emotions upon arrival, positive emotional states replaced the negative and this increased to 67% as the visit continued. This represented the most important stage of the personal growth continuum, signifying awareness of perspective 'distortions'. The majority (94.3%) regarded the visit as being important prior to immersing themselves in the theory of primary healthcare. In the questionnaire survey, students were asked for their opinions on the value of reflective writing as a tool for promoting deep learning, as students' attitudes were considered an important determinant of increased uptake of this kind of activity. Reflective writing can be promoted through using a real-world experience as stimulus, and a framework for guiding students' thoughts.

Adult↗