Assis$ngthePhDstudentinwri$ngresearchpapers

LarsÅkePerssonMDPhDlars.persson@lshtm.ac.uk

Assis$ngthePhDstudentinanalysisandinterpreta$on;planforappropriaterepor$ng

•  Repor$ngofobserva$onalepidemiologicalstudies:STROBEguidelineshGp://strobe-statement.org/index.php?id=strobe-home

•  Repor$ngoftrials:CONSORTguidelineshGp://www.consort-statement.org

•  Repor$ngofqualita$vestudies:COREQguidelineshGp://www.equator-network.org/repor$ng-guidelines/coreq/

Assis$ngthePhDstudentinwri$ngresearchpapers

Coachthestudenttoreadliterature!•  Teachhowtousethenettofollowliterature

•  S$mulatebyshowingrelevantpapers

•  Encouragebroaderintereststhanjustanarrowfocusontheplannedstudies

•  Literatureclub?•  Givethestudentmanuscriptstoreview,discussthereview

Assis$ngthePhDstudentinwri$ngresearchpapers

•  Coachthestudenttowritetheworkupstepbystep(literaturereview,organizingreferences,describingaimsandmethods..)

•  Tolearnfromothers(andbyreadinglotsofresearchar$cles)butnoplagiarism!

•  Whatis$tleofthepaper?Helpsthestudenttofocuswhatthepaperisabout

Assis$ngthePhDstudentinwri$ngresearchpapers:wri$nganabstract

Afirstdra3oftheabstractisusefulforthestudentatanearlystage(maybebeforeresults):•  Whywasitworthdoing(ra$onale)andaim

•  Whatdidyoudo?•  Howdidyoudoit?•  Whatwerethekeyresults?•  Whataretheimplica$onsofyourresults?

Assis$ngthePhDstudentinwri$ngresearchpapers:Commonstructureofthepaper

Title Authors (plan at an early stage, only those

contributing) Abstract Background, maybe theoretical framework

rationale. Maybe hypothesis. Aims (objectives) Methods •  Study area •  Study design •  Study population •  Sample size •  Study methods •  Analyses Ethical considerations Results (deliver results as promised in aims) Discussion (short summary of findings, validity,

discuss key findings in relation to other research)

Conclusion (of the findings presented) Contributions, Funding, Acknowledgements References

Assis$ngthePhDstudentinwri$ngresearchpapers:graphsandtables

•  Thestudyflow–notonlyintrialreports

SeeSTROBEandCONSORTguidelines

Table1.Levelofeduca$onamong30-yearoldwomenandmeninFic$$a2014.Primary,Secondary,University.Women,Men.Table?How?Makeadummytable

Discusswiththestudent:makingatable

Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014.

Level Women MenPrimary Secondary University

Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014

Thesewerethenumbers,whatabout%?

Level Women MenPrimary 300 150Secondary 150 250University 50 100

Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014.

Dataaren(%)

Level Women MenPrimary 300(60) 150(30)Secondary 150(30) 250(50)University 50(10) 100(20)

Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014.

Dataaren(%)Statistics?Whereshouldthatbewritten?

Level Women MenPrimary 300(60) 150(30)Secondary 150(30) 250(50)University 50(10) 100(20)

Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014

Dataaren(%).Chi291.7,p<0.001

Level Women MenPrimary 300(60) 150(30)Secondary 150(30) 250(50)University 50(10) 100(20)

Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014

Dataaren(%).Chi291.7,p<0.001Butwewouldliketoshowthisforurbanandruralareas?How?

Level Women MenPrimary 300(60) 150(30)Secondary 150(30) 250(50)University 50(10) 100(20)

Table1.Levelofeducationamong30---yearoldwomenandmeninurbanandruralareasofFictitia,2014.

Dataaren(%)

Geographicalarea

Levelofeducation

Women Men

Urban Primary 100(42) 50(18)Secondary 100(42) 150(53)University 40(16) 80(29)

Rural Primary 200(77) 100(43)Secondary 50(19) 100(43)University 10(4) 30(13)

Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014

Couldweshowthisinagraph?

Level Women MenPrimary 300(60) 150(30)Secondary 150(30) 250(50)University 50(10) 100(20)

Levelofeduca$onamong30-yearoldwomenandmeninFic$$a2014

0

10

20

30

40

50

60

70

Primary Secondary University

Women

Men

%

Otherwaysofmakingthegraph?

Levelofeduca$onamong30-yearoldwomenandmeninFic$$a2014

0

10

20

30

40

50

60

70

80

90

100

Women Men

University

Secondary

Primary

%

Whataboutifwehavetwocon$nuousvariables?

Andwewanttoshowtheirrela$oninagraph

Maybewehaveyearsofeduca$on,andheightoftheindividual(cm)

Whatsortofgraph?

AscaGerplot

AscaGerplotIsthereanassocia$on?

Nowwehaveaddedtheregressionline

Andnowwehavenotedwhoiswomanandwhoisaman

Andnowforurbanandruralareas

Helpthestudenttocheckthelogicalflow

Background,ra$onale Aims Methods Results Discussion Conclusion