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PubMed2006

Writing good abstracts.

INTRODUCTION: Writing an abstract means to extract and summarize (AB - absolutely, STR - straightforward, ACT - actual data presentation and interpretation). Thousands of abstracts are submitted to stroke conferences each year. The following suggestions may improve the chances of your work being selected for presentation, and to communicate results in the most efficient and unambiguous way. TITLE AND STRUCTURE: Make the title dynamic and informative, rather than descriptive. Structure the abstract following the IMRaD (Introduction, Methods, Results and Discussion) principle for your future original paper where background would become Introduction and conclusions would enter Discussion. Select the appropriate category for submission carefully. This determines which experts grade the abstract and the session where your competitors represent their work. If selected appropriately, your abstract is more likely to be graded by peers with similar interests and familiarity with your work or field. Methods should describe the study design and tools of data acquisition shortly, not data. RESULTS: Provide data that answer the research question. Describe most important data with numbers and statistics. Make your point with data, not speculations and opinions. Abbreviations should be avoided and only be used after they have been spelled out or defined. Common mistakes include failure to state the hypothesis, rationale for the study, sample size and conclusions. Highlight the novelty of your work by carefully chosen straightforward wording. CONCLUSIONS: Conclusions have to be based on the present study findings. Make sure your abstract is clear, concise and follows all rules. Show your draft to colleagues for critique, and if you are not a native English speaker show it to a person who can improve/correct your text. Remember that accepted abstracts of completed original research should be followed by published original papers - if this is not intended or fails, it may indicate an impaired ability to succeed in scientific writing and an academic career.

Abbreviations as Topic↗
PubMed2006

A taxonomy for disease management: a scientific statement from the American Heart Association Disease Management Taxonomy Writing Group.

BACKGROUND: Disease management has shown great promise as a means of reorganizing chronic care and optimizing patient outcomes. Nevertheless, disease management programs are widely heterogeneous and lack a shared definition of disease management, which limits our ability to compare and evaluate different programs. To address this problem, the American Heart Association's Disease Management Taxonomy Writing Group developed a system of classification that can be used both to categorize and compare disease management programs and to inform efforts to identify specific factors associated with effectiveness. METHODS: The AHA Writing Group began with a conceptual model of disease management and its components and subsequently validated this model over a wide range of disease management programs. A systematic MEDLINE search was performed on the terms heart failure, diabetes, and depression, together with disease management, case management, and care management. The search encompassed articles published in English between 1987 and 2005. We then selected studies that incorporated (1) interventions designed to improve outcomes and/or reduce medical resource utilization in patients with heart failure, diabetes, or depression and (2) clearly defined protocols with at least 2 prespecified components traditionally associated with disease management. We analyzed the study protocols and used qualitative research methods to develop a disease management taxonomy with our conceptual model as the organizing framework. RESULTS: The final taxonomy includes the following 8 domains: (1) Patient population is characterized by risk status, demographic profile, and level of comorbidity. (2) Intervention recipient describes the primary targets of disease management intervention and includes patients and caregivers, physicians and allied healthcare providers, and healthcare delivery systems. (3) Intervention content delineates individual components, such as patient education, medication management, peer support, or some form of postacute care, that are included in disease management. (4) Delivery personnel describes the network of healthcare providers involved in the delivery of disease management interventions, including nurses, case managers, physicians, pharmacists, case workers, dietitians, physical therapists, psychologists, and information systems specialists. (5) Method of communication identifies a broad range of disease management delivery systems that may include in-person visitation, audiovisual information packets, and some form of electronic or telecommunication technology. (6) Intensity and complexity distinguish between the frequency and duration of exposure, as well as the mix of program components, with respect to the target for disease management. (7) Environment defines the context in which disease management interventions are typically delivered and includes inpatient or hospital-affiliated outpatient programs, community or home-based programs, or some combination of these factors. (8) Clinical outcomes include traditional, frequently assessed primary and secondary outcomes, as well as patient-centered measures, such as adherence to medication, self-management, and caregiver burden. CONCLUSIONS: This statement presents a taxonomy for disease management that describes critical program attributes and allows for comparisons across interventions. Routine application of the taxonomy may facilitate better comparisons of structure, process, and outcome measures across a range of disease management programs and should promote uniformity in the design and conduct of studies that seek to validate disease management strategies.

Cardiology↗
PubMed1983

Personal writings in psychotherapy.

The author suggests that written materials can be used within a psychoanalytic psychotherapy. They are particularly valuable as a tool for sustaining communication when a spoken dialogue falters, as, for example, in the treatment of patients with marked schizoid tendencies. In the past, written materials have often been regarded as a resistance to a verbal therapy. The article begins with a letter Freud wrote to the American poet H. D. Freud tells H.D. that he has read her poems in order to "get a glimpse of her personality" before starting her analysis. Five clinical examples are presented demonstrating the usefulness of writings in psychotherapy. The patients are all young women with borderline and schizoid features. The article concludes with a discussion describing a variety of uses for writings in psychotherapy. Since therapist reading time is usually given without a fee, the occasional gift of time may be particularly valuable.

Adult↗
PubMed2000

Why we need to write openly about our clinical cases.

To learn more about what is and is not effective in the psychoanalytic situation, analysts need to develop a library of detailed analytic case material. Open case writing, by not overconstraining readers, allows them enough access to the analytic couple's affective experience to persuade them of the authenticity and validity of the analyst-author's views. They are then free to rethink the material creatively on their own, to use it as they need to, and to learn from others, in order to enhance their analytic skills. Closed case writing hinders readers' creative freedom to understand and interpret, and hence to learn. To encourage analyst-authors to share their affective experiences in the analytic situation more openly, analysts need to establish a constructively collaborative attitude toward playing with clinical material. They need to take for granted that new readers, even authors themselves newly rereading their work, will discover something new. A dialectical process can then be established in which clinical authors and readers contribute to each other in an ongoing imaginative interchange.

Humans↗
PubMed1984

Further reflections on Freud and his writing.

As we broaden our frames of reference, Freud's genius looms larger. An adequate appreciation of Freud accordingly necessitates an examination of how he read and wrote and how Strachey translated him. Despite the enormous amount of psychoanalytic commentary, the subject of his writing qua writing still remains untapped to a considerable extent. By deepening our awareness of the nuances and implications of the manner in which Freud wrote, we correspondingly increase our knowledge of his original mind and the way he understood psychoanalysis.

Dreams↗
PubMedDate not supplied

Features of an interactive writing discourse: conversational involvement, conventional knowledge, and internalization in "Morning Message".

This study describes how meaning potentials were constructed in the literacy event known as Morning Message. Morning Message provided teachers and students with opportunities to construct a written text around the experiences of one student. This discourse of writing allowed for the examination of how meaning was orchestrated and scaffolded between the teacher and her students. Three findings are discussed, including the function of a series of conversational involvement moves utilized by the teacher, the specific writing conventions and metamessages afforded in the Morning Message dialogue, and an examination of how the social dialogues of Morning Message may have come to guide independent action as internalized processes on several transfer measures.

Child↗
PubMed1989

Word processing: its impact on children's writing.

This paper describes the effects of using a word processor on the creative writing of a small group of children with learning disabilities. Each week the children wrote one word-processed and one handwritten story. The effects of using a word processor seemed to be influenced by the particular problems the children were experiencing with written work. For the children with severe spelling problems, using a word processor seemed to result in fewer spelling errors, while for the children who were still predominantly concerned with the mechanics of the writing task, using a word processor seemed to result in longer stories.

Child↗
PubMed1996

Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays.

A total of 38 problem learners comprising adolescents with learning disabilities and low achievers participated in this study. Of these, 20 were untrained control participants; the remainder were trained to plan, write, and revise opinion essays. Trainees were randomly divided into pairs and taught to collaboratively use interactive dialogues to plan and revise their essays (but they wrote their essays separately). The results from multivariate analyses of variance (MANOVAs) and effect sizes indicated that trainees improved significantly from pretest to posttest in clarity and cogency of written opinion essays, and maintained such gains. Additional analyses indicated that they surpassed the untrained control group. Questionnaire data indicated trainees improved in self-efficacy of writing only. The same finding held true in comparison with untrained participants. The discussion integrates the trainees' performance data with the questionnaire data and considers the research implications and limitations of the study.

Achievement↗
PubMed2000

Havelock Ellis, Eonism and the patient's discourse; or, writing a book about sex.

This paper argues that an analysis of the use of the case study in the sexological writings of Havelock Ellis is essential for a proper understanding of how texts about sex were written out of the patient's 'confessions'. It is maintained that by focusing on the construction of the book Eonism, rather than on just the patients' discourse, a fuller understanding of the processes necessary for the field of sexology to operate is achieved. In order to argue this, attention has been paid to archival and published sources, with the aim showing the social processes behind Ellis's writing activities.

Books↗
PubMed2004

How to...write a paper.

Writing a paper may seem like a daunting process for the inexperienced researcher (and sometimes for those who are experienced!). However, this does not need to be the case if the approach is logical and systematic. This article covers some of the most important aspects of writing a scientific paper.

Authorship↗
PubMed2002

GP letter writing in colorectal cancer: a qualitative study.

BACKGROUND: The usual mode of communication with the specialist in the UK is a referral letter. Letters now primarily document the GPs' concerns for the patient and are no longer required to persuade the specialist to offer an appointment. The content of referral letters from GPs has failed to satisfy specialists responding to a series of surveys. Evidence suggests that GPs who improve their letters to specialists also refer more cases with significant pathology. AIMS: The aims of this research are to explore the factors that may influence GPs in writing the referral letter when consulting patients presenting with lower bowel symptoms. METHODS: A convenience sample of twelve GPs was interviewed in Nottinghamshire and inner city Sheffield practices. A framework approach was utilised in the analysis of data. Data from the interviews followed the prescribed steps, including: familiarisation, identifying a thematic framework, indexing, charting and mapping, and interpretation. RESULTS: The thematic framework reflected four major themes. These were: (1) the nature and content of referral letters, (2) knowledge about colorectal cancer, (3) issues relating to the quality of referral letters in colorectal cases and (4) factors that effect the use of guidelines for referral. CONCLUSIONS: GPs only have very short consultations in which to address many and complex issues. Pre-referral assessment in colorectal cases includes intimate examination of the patient. Therefore the writing of the letter of referral is often postponed until long after the patient has left the GP's office. Some GPs do not believe the consultant reads the letter of referral. However, GPs are keen to provide best care and welcome feedback about the quality of their letters. They acknowledge the responsibility to communicate with colleagues effectively and have differing ideas about what constitutes an adequate referral letter.

Adult↗
PubMed2004

Writing about patients III: Comparisons of attitudes and practices of analysts residing outside and within the USA.

When analysts write about patients, they find themselves in a position of conflict. Their first loyalty is to their patients and maintaining confidentiality. However, they are also committed to advancing scientific knowledge in the psychoanalytic field. The attitudes and practices of 36 analysts residing outside the USA, who published articles using clinical material from their patients, are reported. Their attitudes and practices are compared with those of 30 author-analysts residing within the USA, who had been previously interviewed. Among the 66 analysts, geographic region was not a basis for distinguishing differences in attitudes or practices. Slightly more than twice as many analysts use only disguised material as regularly ask permission of their patients to write about them. The decision to use only disguise is somewhat more frequent for analysts who reside outside the USA than for those living within it. Analysts around the world are increasingly concerned about the accessibility of published material. More analysts have come to believe that it is necessary to ask permission before publishing material. Some analysts also believe that the request itself, and the patients reading written material about themselves, focus issues that are central to patients' characters and conflicts that can then be explored analytically.

Confidentiality↗
PubMed2005

Writing it up: a step-by-step guide to publication for beginning investigators.

OBJECTIVE: Writing scientific manuscripts can be unnecessarily daunting, if not paralyzing. This paralysis is usually the result of one of two reasons: either researchers do not know how to start, or they do not know what to put where. However, most radiology manuscripts follow a definable blueprint. In this article, I attempt to lay out the paragraph-by-paragraph development of a typical radiology paper. CONCLUSION: If authors can accomplish the writing of the 18 paragraphs of text described in this article, they will produce a manuscript that is properly organized, correct in its essentials, and ready for the finishing hand of a seasoned writer and mentor.

Authorship↗
PubMed1980

Comparison of writing and drawing performance of dyslexic boys.

A group of 10 dyslexic boys and 10 control boys matched for age and nonverbal IQ were asked to draw a person and to write about their favourite television program. The two groups did not differ on mean raw scores or time taken on the drawing but differed in number of spelling errors and writing time. The ratios of spelling/number of words written and grammatical errors/number of words written differed for the groups. The former measure was reliable at 8-mo. retest for dyslexics and the latter was reliable at 8 mo. for controls. Correlations between measures showed a different pattern for the dyslexics and controls.

Art↗
PubMed1982

Role-reversed systematic desensitization in the treatment of a writing phobia.

A role-reversal technique was employed to teach cognitive coping skills to a patient with a writing phobia. The patient presented desensitization scenes to the therapist and devised coping strategies for lessening anxiety. Treatment resulted in a reduction of anxiety and an increased ability to write in the presence of other people. A 10-mo. follow-up showed no relapse.

Adaptation, Psychological↗
PubMed2000

Effective learning of writing and reading at preschool age with a multisensory method: a pilot study.

The readiness of preschool children (3 1/2 to 5 years old) for writing and reading was investigated using educational material specially designed for this purpose. 17 children participated in a three-month pilot program divided into monthly periods during which the language material was presented to them and subsequently, their behavior towards it was observed and recorded, 42.7% of the observations made it all three months (n = 408), showed occupation of the children with language material from 5 to 15 min. and another 49.0% occupation from 15 to 30 min. Children were involved with the language material mostly individually (92.2%). The materials that mostly attracted their interest were the tombolas and the four letter cards. Writing was the most popular activity (93.9%), followed by identifying (69.9%), reading (14.5%) and combining (6.3%).

Child, Preschool↗
PubMed2003

Poetry writing and secretory immunoglobulin A.

17 healthy students provided saliva samples for Immunoglobulin A (s-IgA) assay before and after sessions of either writing poetry or reading magazines (control). Levels of s-IgA increased after the poetry-writing sessions but not after reading.

Adult↗