Young scientists would be wise to embrace written Young scientists would be wise to embrace written communication as the foundation of an academic communication as the foundation of an academic career and the key to earning tenure, winning career and the key to earning tenure, winning funding, and, ultimately, sustaining a research funding, and, ultimately, sustaining a research programprogram

If your result is not published, you haven't done If your result is not published, you haven't done anythinganything

You might not set out to be an enthusiastic writer, You might not set out to be an enthusiastic writer, but you should try to learn to love itbut you should try to learn to love it

““There is no form of There is no form of

prose more difficult prose more difficult

to understand and to understand and

more tedious to more tedious to

read than the read than the

average scientific average scientific

paper!”paper!”

-Dr. Francis Crick, 1994

The Astonishing Hypothesis

Many papers deserve to be better Many papers deserve to be better

written than they arewritten than they are

If your research is worth writing, it’s If your research is worth writing, it’s

worth writing up worth writing up wellwell

Communicating science clearlyCommunicating science clearly

What makes a good paper—the journal What makes a good paper—the journal

editor’s perspectiveeditor’s perspective

Parts of a manuscript and manuscript Parts of a manuscript and manuscript

writing strategieswriting strategies

Advice from Journal EditorsAdvice from Journal Editors

No amount of clever No amount of clever writing can cover for a writing can cover for a poorly designed or poorly designed or executed study…executed study…

Recom

me

Recom

me

ndnd

Rejection

Rejection

but there are but there are manymany ways to disguise a ways to disguise a good one!good one!

Medical science is becoming increasing Medical science is becoming increasing specializedspecialized In 1976: ~ 5,000 biomedical journals, only in librariesIn 1976: ~ 5,000 biomedical journals, only in libraries In 2009: >25,000 biomedical journals, electronic on internetIn 2009: >25,000 biomedical journals, electronic on internet The number of subspecialties and new vocabularies has increased 5-10-The number of subspecialties and new vocabularies has increased 5-10-

fold over past 20 yearsfold over past 20 years

Yet biomedical research moving to Yet biomedical research moving to interdisciplinaryinterdisciplinary initiatives: NIH Roadmapinitiatives: NIH Roadmap

Thus readership Thus readership increasingly specialized yet interdisciplinaryincreasingly specialized yet interdisciplinary, , requiring an approach that is common, clear, and simplifiedrequiring an approach that is common, clear, and simplified

““We must strive to make our articles increasingly ‘reader friendly’ We must strive to make our articles increasingly ‘reader friendly’ and cross-discipline in language…”and cross-discipline in language…” Jerome Kassier, M.D.Jerome Kassier, M.D. Former Editor, NEJMFormer Editor, NEJM

““Clearly, in all disciplines of science and Clearly, in all disciplines of science and

medicine, researchers continue to struggle medicine, researchers continue to struggle

with communicating clearly…this is particularly with communicating clearly…this is particularly

evident in peer-reviewed manuscripts, which evident in peer-reviewed manuscripts, which

often are deficient in clear, logical writing.”often are deficient in clear, logical writing.”

Jeffrey M. Drazen, M.D., Editor-in-ChiefJeffrey M. Drazen, M.D., Editor-in-Chief

Your researchYour research Carefully Carefully plannedplanned NovelNovel Flawlessly Flawlessly designeddesigned andand executedexecuted

Your paper or grantYour paper or grant Not as carefully planned, designed, or poorly executed Not as carefully planned, designed, or poorly executed

(written), leading to (written), leading to rejection or delaysrejection or delays The The loss or delayloss or delay of disseminating important critical of disseminating important critical

information to the science community is avoidableinformation to the science community is avoidable

Many papers are Many papers are poorly constructed and writtenpoorly constructed and written

Often, scientists Often, scientists have not learnedhave not learned good manuscript writing good manuscript writing techniquestechniques

Many Many do not enjoy writingdo not enjoy writing, and do not take the time or effort to , and do not take the time or effort to ensure that the prose is clear and logicalensure that the prose is clear and logical

Authors are typically Authors are typically so familiar with the materialso familiar with the material that it is that it is difficult to step back and view it from the point of view of difficult to step back and view it from the point of view of a reader not familiar with the sciencea reader not familiar with the science

Peer reviewPeer review before submission is critical before submission is critical

A good A good science editor science editor is essentialis essential

““An awareness of the most common An awareness of the most common fatalfatal

flaws in writing is necessary if authors flaws in writing is necessary if authors are to improve the quality of their are to improve the quality of their manuscripts.”manuscripts.”

John W Griffin, MD Editor-in-ChiefJohn W Griffin, MD Editor-in-Chief

57 articles evaluated to 57 articles evaluated to Emergency MedicineEmergency Medicine—28 accepted, 29 rejected—28 accepted, 29 rejectedOf these 29:Of these 29:

Ambiguous methodsAmbiguous methods 77%77%Ambiguous resultsAmbiguous results 70%70%Conclusions not warranted by dataConclusions not warranted by data 72%72%Poor referencingPoor referencing 56%56%Inadequate study design descriptionInadequate study design description 51%51%Unclear tablesUnclear tables 49%49%Overly long discussionOverly long discussion 49% 49% Inadequate definition of termsInadequate definition of terms 49%49%

““Deficiencies in manuscript preparation are Deficiencies in manuscript preparation are more frequent than mistakes in more frequent than mistakes in study designstudy design and executionand execution. Specific training…in manuscript preparation is . Specific training…in manuscript preparation is recommended.”recommended.”

Taylor and Brown, Emergency Medicine 13(4):444-50, 2001Taylor and Brown, Emergency Medicine 13(4):444-50, 2001

TitleTitle descriptive and specificdescriptive and specific

AbstractAbstract descriptive, specific, and of correct lengthdescriptive, specific, and of correct length

IntroductionIntroduction and background short and strong and background short and strong

Research questionResearch question clearly stated clearly stated

LiteratureLiterature cited is comprehensive and relevant cited is comprehensive and relevant

MethodsMethods descriptive enough to be replicated; appropriate statistical analyses descriptive enough to be replicated; appropriate statistical analyses

Figures and TablesFigures and Tables stand on their own, support conclusions, well constructedstand on their own, support conclusions, well constructed

CitationsCitations relevant to topic relevant to topic

DiscussionDiscussion within boundaries of findings; demonstrate how findings have helped within boundaries of findings; demonstrate how findings have helped

resolve stated problem; implications and future work addressedresolve stated problem; implications and future work addressed

WritingWriting clear, terse, logical clear, terse, logical

ManuscriptManuscript follows journal guidelines follows journal guidelines

Receipt of Receipt of manuscript by manuscript by editorial assteditorial asst

Manuscript

EditorEditor

Title & AbstractTitle & Abstract

HeadingsHeadings

ReferencesReferences

Tables/FiguresTables/Figures

Read ThroughRead Through

Editor ReportsEditor Reports

Summary of peer reviews

Summary of editor’s review

Appropriate to Appropriate to journal?journal?

Conform to Conform to guidelinesguidelines?

No

- D

OA

Yes

Peer ReviewersPeer ReviewersMasked review Journal Journal

Decision EditorDecision Editor

Revise-Acceptance

Considered?

Acceptance

Rejection - Outright

TitleTitle

AbstractAbstract

IntroductionIntroduction

Materials and MethodsMaterials and Methods

ResultsResults

DiscussionDiscussion

Figures, TablesFigures, Tables

OutlineOutline (in following order)(in following order)

ResultsResults

MethodsMethods

DiscussionDiscussion

IntroductionIntroduction

Fill in OutlineFill in Outline

Write Abstract, Finish TitleWrite Abstract, Finish Title

Outline each segment of the paper using traditional Outline each segment of the paper using traditional structure: I, II, III, A, B, 1, 2, astructure: I, II, III, A, B, 1, 2, a

Forces logical thought and orderForces logical thought and order

Eliminates unorganized thinking and writingEliminates unorganized thinking and writing

Concentrate on structure, not wordsmithingConcentrate on structure, not wordsmithing

Uncovers flaws in argumentsUncovers flaws in arguments

Reduces wordinessReduces wordiness

Makes writing easierMakes writing easier

Include your draft figures, tablesInclude your draft figures, tables

Outline even your abstract with headersOutline even your abstract with headers

The The first thing first thing you should tackle—put in your outlineyou should tackle—put in your outline

CriticalCritical to a paper—Editors and readers look at these to a paper—Editors and readers look at these before reading the paperbefore reading the paper

Editors judgeEditors judge your paper on how well these are your paper on how well these are constructedconstructed

Stand aloneStand alone and tell a complete story and tell a complete story

Unambiguous—Unambiguous—immediately clearimmediately clear

ResultsResults

Mean translational movements in the X (left to right), Y Mean translational movements in the X (left to right), Y (back to front) and Z (bottom to top) head directions (back to front) and Z (bottom to top) head directions were 0.10 ± 0.11 mm, 0.16 ± 0.03 mm, and 0.65 ± were 0.10 ± 0.11 mm, 0.16 ± 0.03 mm, and 0.65 ± 0.58 mm, respectively. Mean rotational movements 0.58 mm, respectively. Mean rotational movements about the three axes were 0.44 ± 0.42 degrees, 0.24 about the three axes were 0.44 ± 0.42 degrees, 0.24 ± 0.26 degrees, and 0.18 ± 0.17 degrees, ± 0.26 degrees, and 0.18 ± 0.17 degrees, respectively. Movement was not significantly respectively. Movement was not significantly correlated with age for translation in the X (correlated with age for translation in the X (rr = -0.09; = -0.09; pp = 0.69), Y ( = 0.69), Y (rr = 0.21; = 0.21; pp = 0.35) or Z ( = 0.35) or Z (rr = -1.02; = -1.02; pp = = 0.64) directions. Movement was not significantly 0.64) directions. Movement was not significantly correlated with age for rotation in the X (r = 0.15; correlated with age for rotation in the X (r = 0.15; pp = = 0.51), Y (0.51), Y (rr = -0.20; = -0.20; pp = 0.35) or Z (r = 0.02; p = 0.94) = 0.35) or Z (r = 0.02; p = 0.94) directions.directions.

Growth medium aeration was essential for the growth of S. coelicolor. At room temperature (24°C) in stationary cultures, bacterial growth was not measurable, whereas in aerated cultures, substantial growth was evident (78 Klett units).

In survivors, medical resources use after VAP In survivors, medical resources use after VAP diagnosis was significantly higher in high and diagnosis was significantly higher in high and very-high-risk patients when compared to mild-very-high-risk patients when compared to mild-risk patients, evaluated using ICU length of stay risk patients, evaluated using ICU length of stay (22.5 ± 10.3 days vs 18.7 ± 12.9 days; median, (22.5 ± 10.3 days vs 18.7 ± 12.9 days; median, 21.0 vs 16.0 days; Mann-Whitney 21.0 vs 16.0 days; Mann-Whitney U test Z U test Z statistic = −3.413; p < 0.001) and duration of statistic = −3.413; p < 0.001) and duration of mechanical ventilation (18.9 ± 9.9 days vs 15.1 ± mechanical ventilation (18.9 ± 9.9 days vs 15.1 ± 11.5 days; median, 17.0 vs 12.0 days; Mann-11.5 days; median, 17.0 vs 12.0 days; Mann-Whitney U test Z statistic = −3.454; p < 0.001) Whitney U test Z statistic = −3.454; p < 0.001) after VAP diagnosis.after VAP diagnosis.

As compared with patients in the placebo As compared with patients in the placebo group, the proportion of patients in the anti-group, the proportion of patients in the anti-CD20 treatment group with relapses was CD20 treatment group with relapses was reduced at week 24 (14.5% vs. 34.3%, p= reduced at week 24 (14.5% vs. 34.3%, p= 0.02) and week 48 (20.3% vs. 40.0%, 0.02) and week 48 (20.3% vs. 40.0%, p=0.04).p=0.04).

In women with BMI <26 kg/m2, zinc supplementation was associated with a significant increase in birth weight of 248 g (P=0.005), an increase in head circumference of 0.7 cm (P=0.005), and increase in arm length of 0.3 cm (P=0.03). The other outcome measures all favored the zinc supplement group but the differences were not statistically significant (Table 2).

Table 3 shows the mean birth weight by the BMI categories

recommended by the NIH Institute of Medicine. The lower the BMI,

the greater the effect of zinc supplementation on birth weight.

Use graphing software to create but keep it unclutteredUse graphing software to create but keep it uncluttered No more than 3-4 groupsNo more than 3-4 groups Keep all lines solid, few symbolsKeep all lines solid, few symbols Put in SD and P values if relevantPut in SD and P values if relevant

WriteWrite afterafter figures and tables figures and tables are constructedare constructed Consider your data criticallyConsider your data critically Construct Construct tables, figurestables, figures and include them in outlineand include them in outline Write the resultsWrite the results Use Use subheadings within Resultssubheadings within Results Order is dictated by your storyOrder is dictated by your story, not the order of your , not the order of your

experimentsexperiments

Results Results determinedetermine Whether you’ve Whether you’ve answered your original question(s)answered your original question(s) Your direction for Your direction for futurefuture studies studies Both of which belong in the Both of which belong in the discussiondiscussion

ShortShort and to the point—Main or most important findings first and to the point—Main or most important findings first Focus—Focus—Present only data directly relevant to the studyPresent only data directly relevant to the study Don’t repeat methods Don’t repeat methods (but may remind the reader briefly (but may remind the reader briefly

how you measured something if needed)how you measured something if needed) Allow the data to Allow the data to speak for itselfspeak for itself—use tables/figures ——use tables/figures —

construct them first and use as a basis for writingconstruct them first and use as a basis for writing Figures and tables will guide the outlineFigures and tables will guide the outline In Tables and Figures, be In Tables and Figures, be descriptive, specificdescriptive, specific. Do not repeat . Do not repeat

the obvious:the obvious: NO: Results of the kidney lead analysis are shown in Table 1…NO: Results of the kidney lead analysis are shown in Table 1… YES:YES: Kidney lead concentrations increased in group 1 over the first 10 Kidney lead concentrations increased in group 1 over the first 10

study weeks (Table 1).study weeks (Table 1).

NO: Figure 1 is an illustration of fMRI analysis in control adults during the NO: Figure 1 is an illustration of fMRI analysis in control adults during the study showing that…study showing that…

YES:YES: fMRI analysis of control adults revealed an increase in blood flow to fMRI analysis of control adults revealed an increase in blood flow to the amygdala during visual stimulus (Fig. 1).the amygdala during visual stimulus (Fig. 1).

State ALL the findings State ALL the findings Whether significant or notWhether significant or not Without bias or interpretationWithout bias or interpretation Do not include weaknesses, strengths of study, ie don’t Do not include weaknesses, strengths of study, ie don’t

discuss resultsdiscuss results

List experiments List experiments in order listed in methodsin order listed in methods

Use Use logicallogical headers and group your findings headers and group your findings Characteristics of study subjectsCharacteristics of study subjects Findings in order listed in methodsFindings in order listed in methods General to specificGeneral to specific

As shown in Table 1, the mean age of participants was 20.4 ± 2 years, As shown in Table 1, the mean age of participants was 20.4 ± 2 years, and 80% of patients were Caucasian. Treatment group contained 40 and 80% of patients were Caucasian. Treatment group contained 40 patients, whereas control group contained 45 patients. Table 2 shows patients, whereas control group contained 45 patients. Table 2 shows the demographics of women in these groups. There were 24 women in the demographics of women in these groups. There were 24 women in the control group, and 33 women in the treatment group... the control group, and 33 women in the treatment group...

There were no significant differences in treatment and control patient There were no significant differences in treatment and control patient intake demographics (Table 1), although a significantly greater intake demographics (Table 1), although a significantly greater number of patients in the treatment group dropped from the study for number of patients in the treatment group dropped from the study for a variety of reasons, mostly relating to adverse reactions. However, a variety of reasons, mostly relating to adverse reactions. However, analysis of patients in this group later revealed that those dropped analysis of patients in this group later revealed that those dropped patients had significant disease at intake (Table 2). In comparing the patients had significant disease at intake (Table 2). In comparing the two treatment groups (Fig. 1), we found that...two treatment groups (Fig. 1), we found that...

Figure 1 is a line graph illustrating the plasma zinc levels (µmoL/L) over the 37 weeks versus gestational age in both the zinc supplement group and placebo group. The placebo and the zinc group both decreased over the 37 weeks of the study, but the differences were significant for the zinc group.

We measured mothers’

plasma zinc levels before

randomization (week 19) and

at 26, 32, and 37 weeks’

gestational age (Fig 1).

Beginning as early as 26

weeks and at each timepoint,

differences in plasma zinc

levels between placebo and

zinc supplement groups were

statistically significant after

randomization.

0 5 10 15 20

% Responses

Discussion

Results

Methods

Introduction

What section contains the most flaws?

0 5 10 15 20

% Responses

Discussion

Results

Methods

Introduction

What section responsible for outright rejection?

How frequently do Editors encounter manuscript problems?

Seldom Occasionally Frequently

Poorly written, excessive jargon

Inadequate/inappropriate presentation

Poor description of design

Excessive zeal and self promotion

Rationale confused, contradictory

Essential data omitted, ignored

Boring

Important work of others ignored

Byrne DW, Publishing Medical Research Papers, Williams and Wilkins, 1998Byrne DW, Publishing Medical Research Papers, Williams and Wilkins, 1998

Editors judge the study on whether your methods Editors judge the study on whether your methods are are adequate to answer your specific aim or adequate to answer your specific aim or hypothesis hypothesis Rationale for choosing procedures/testsRationale for choosing procedures/tests The pivotal point to judge whether the validity of resultsThe pivotal point to judge whether the validity of results

Don’t suggest a method you have Don’t suggest a method you have no expertise no expertise withwith Peer reviewers may uncover thisPeer reviewers may uncover this Use consultants for methods you have no experience with, Use consultants for methods you have no experience with, stating this in paperstating this in paper

Methods usually the Methods usually the weakest section weakest section Often Often deficient in detaildeficient in detail, not providing enough information to , not providing enough information to replicate the studyreplicate the study StatisticalStatistical shortcomings closely reviewed shortcomings closely reviewed

BalanceBalance between brevity and completeness between brevity and completeness Reference an commonly used methodReference an commonly used method

Use Use figures and tablesfigures and tables (eg, design, flow diagram) (eg, design, flow diagram)

Naming things—be Naming things—be consistentconsistent Acronyms—spell out first time, use consistently throughoutAcronyms—spell out first time, use consistently throughout Specialized tests, terms—use identical name in text, figs, tablesSpecialized tests, terms—use identical name in text, figs, tables

Develop list of Develop list of frequently used termsfrequently used terms

Present in logical order and your subsequent results should follow that Present in logical order and your subsequent results should follow that same ordersame order

Give enough information to replicate the study; don’t assume only the Give enough information to replicate the study; don’t assume only the specialist in your field will read itspecialist in your field will read it

Method diagrams communicate schedule of procedures, enrollment, study design, mechanisms of action, guidelines, algorithms to reduce text and increase comprehension

After the editor reads and scrutinizes your After the editor reads and scrutinizes your title comes they read first paragraph of your title comes they read first paragraph of your paper in the introductionpaper in the introduction

You must You must grab the reader’s attention grab the reader’s attention by by telling them the central story of your telling them the central story of your research and why this deserves to be told—research and why this deserves to be told—think of background and especially think of background and especially significancesignificance

SHORT! 1-2 pages double spaced SHORT! 1-2 pages double spaced

You can't write a strong, focused background and significance until you You can't write a strong, focused background and significance until you finally determine how you did the study, what you found, and what it finally determine how you did the study, what you found, and what it meansmeans

Why did you carry out this research? State the Why did you carry out this research? State the specific purposespecific purpose or or rationale for the studyrationale for the study

What is the existing state of knowledge of this topic? Synthesize What is the existing state of knowledge of this topic? Synthesize information tracing the development of the problem and summarize its information tracing the development of the problem and summarize its current state…ie, the background. You ask (with citations):current state…ie, the background. You ask (with citations):

What’s known?What’s known? What’s unknown?What’s unknown? What are the gaps in knowledge this study will fill?What are the gaps in knowledge this study will fill?

What are you going to do and what do you expect to find? What are you going to do and what do you expect to find? State your State your hypothesis or research question clearlyhypothesis or research question clearly (Objectives, Aims) (Objectives, Aims)

Give only strictly Give only strictly pertinentpertinent references references

This is a This is a vital part of your papervital part of your paper—it convinces (or not) the —it convinces (or not) the reader (editor) whether your study:reader (editor) whether your study: Has merit and asks important research questionsHas merit and asks important research questions Is focused and supported by relevant recent citationsIs focused and supported by relevant recent citations Is ultimately important to human health and human diseaseIs ultimately important to human health and human disease

Reviewers and editors will Reviewers and editors will determine whether the work is determine whether the work is novel novel by the introductionby the introduction

Your Your research question is the most important part of research question is the most important part of introductionintroduction—in your discussion, you will address whether the —in your discussion, you will address whether the question or hypothesis was answered based on your results question or hypothesis was answered based on your results (analogous to specific aims)(analogous to specific aims)

I. Introduction

A. Zinc plays a critical role in cell function

1. Mitochondrial function decreased in vitro stems cells (Billings)

2. Cell motility of endothelial cells decreased (Jones, Smith)

B. Zn concentrations decreased by physiological changes during pregnancy in gibbons (Michaels)

C. Zn deficiency increases spontaneous abortions and pregnancy complications

1. Rhesus monkeys (Putter) 50% increase in spontaneous abortions.

2. White rats (Michaels, Reiss) 39% abortions with teratogenic anomalies

D. In humans, the role of Zn deficiency in pregnancy outcome is unclear (Brown, Smith-Evans, Reiss)

E. Objective: To whether Zn supplementation during pregnancy is associated with changes in birth outcomes

F. Significance and Importance: Nutritional guidelines for pregnancy

1.1. Overarching statement of findings and what you Overarching statement of findings and what you think it meansthink it means

2.2. Cast your data and interpretation in context of Cast your data and interpretation in context of others’ work (how it extends what is known)others’ work (how it extends what is known)

3.3. Limitations to interpretation or what new Limitations to interpretation or what new questions are raisedquestions are raised

4.4. Future workFuture work

5.5. Conclusion-the punch!Conclusion-the punch!

Few studies make discoveries changing the course of Few studies make discoveries changing the course of scientific direction, and authors:scientific direction, and authors: Overly stateOverly state or the importance of their findings or the importance of their findings Come to Come to erroneous or unsupportederroneous or unsupported conclusions conclusions Uncritically acceptUncritically accept statistical results statistical results

DistractsDistracts from work’s importance and signals to the from work’s importance and signals to the reviewer problems with the researchreviewer problems with the research

Results in discussion Results in discussion excessive lengthexcessive length

Authors should let the data ‘speak’ for themselvesAuthors should let the data ‘speak’ for themselves

If somebody reads your conclusions before If somebody reads your conclusions before reading the rest of your paper, will they fully reading the rest of your paper, will they fully understand them? understand them? If ‘yes’, there’s something wrong. If ‘yes’, there’s something wrong.

A good conclusion says things that become A good conclusion says things that become significant after the paper has been read. significant after the paper has been read.

A good conclusion gives perspective to sights A good conclusion gives perspective to sights that haven’t yet been seen at introduction. that haven’t yet been seen at introduction.

A conclusion is about the implications of A conclusion is about the implications of what the reader has learned.what the reader has learned.

Ask yourself: Ask yourself: “Why should anyone “Why should anyone care to read past the title of my care to read past the title of my paper?”paper?”

A succinct, informative but also A succinct, informative but also tempting title is essential, and the tempting title is essential, and the first first thing to come under editorial scrutinything to come under editorial scrutiny

First reviewedFirst reviewed by Journal Editors before abstract by Journal Editors before abstract

Short (~80 characters)Short (~80 characters)

Specific, Relevant, DescriptiveSpecific, Relevant, Descriptive

Finish lastFinish last—your findings and conclusions may —your findings and conclusions may alter your titlealter your title

A Study of… A Study to Determine Results of…A Study of… A Study to Determine Results of…

An Innovative Method…An Innovative Method…

Contributions to (of)…Contributions to (of)…

Investigations on (concerning, about)…Investigations on (concerning, about)…

Observations on…Observations on…

A Trial Comparing…A Trial Comparing…

A Study Involving Medical Imaging with Genetic A Study Involving Medical Imaging with Genetic Patients and Turner’s SyndromePatients and Turner’s Syndrome

MRI Brain Imaging in Children With Turner’s MRI Brain Imaging in Children With Turner’s Syndrome and Other X Chromosome AbnormalitiesSyndrome and Other X Chromosome Abnormalities

Nerve Growth Factors and Sodium Channels in Nerve Growth Factors and Sodium Channels in Pancreatic CellsPancreatic Cells

Nerve Growth Factor Increases Sodium Channel Nerve Growth Factor Increases Sodium Channel Expression in Pancreatic (Beta) Cells: Implications Expression in Pancreatic (Beta) Cells: Implications for Insulin Secretionfor Insulin Secretion

Down Syndrome—Where we are today: A ReviewDown Syndrome—Where we are today: A ReviewDown Syndrome: Genetic, Behavior, and Functional Neuroimaging Down Syndrome: Genetic, Behavior, and Functional Neuroimaging

Research 2000-2006Research 2000-2006

Aldosterone and Heart FailureAldosterone and Heart FailureAldosterone Plasma Concentrations Increase with Severity of Aldosterone Plasma Concentrations Increase with Severity of

Congestive Heart FailureCongestive Heart Failure

A study of MI in older Americans 1994-1999A study of MI in older Americans 1994-1999Epidemiological survey of MI in Community-Dwelling American Males Epidemiological survey of MI in Community-Dwelling American Males

Over 65 yearsOver 65 years

Lazarus arise! Life and Death Issues in Intensive CareLazarus arise! Life and Death Issues in Intensive CareEnd-of-Life Care Issues for Critically Ill Patients in Intensive Care End-of-Life Care Issues for Critically Ill Patients in Intensive Care

Hospitals Hospitals

Programmed death 1 ligand signaling Programmed death 1 ligand signaling regulatesregulates the the generation of adaptive Foxp3+CD4+ regulatory T cellsgeneration of adaptive Foxp3+CD4+ regulatory T cells

Increased 17Increased 17-estradiol -estradiol suppressessuppresses PTHrP gene expression PTHrP gene expression in breast cancer cell linesin breast cancer cell lines

Spinal cord stimulation Spinal cord stimulation attenuatesattenuates visceromotor reflexes in visceromotor reflexes in

a rat model of post-inflammatory colonic hypersensitivitya rat model of post-inflammatory colonic hypersensitivity

Rhinovirus challenge Rhinovirus challenge decreasesdecreases antioxidant enzymes in antioxidant enzymes in

respiratory epithelial cellsrespiratory epithelial cells

Regulation of the expression of multiple class II Regulation of the expression of multiple class II genes in murine B cells by B cell stimulatory factor-1 genes in murine B cells by B cell stimulatory factor-1

Reduced amygdala volume in children with 47,XXY Reduced amygdala volume in children with 47,XXY and 47,XXX karyotypes: a high-resolution MRI and 47,XXX karyotypes: a high-resolution MRI analysisanalysis

Increased brain gyrification in Williams syndrome: Increased brain gyrification in Williams syndrome: new evidence using 3D MRI methodsnew evidence using 3D MRI methods

Annual Revaccination Against Influenza and Mortality Annual Revaccination Against Influenza and Mortality Risk in Community-Dwelling Elderly Persons Risk in Community-Dwelling Elderly Persons

Dr. Catherine Dr. Catherine DeAngelis, DeAngelis, Editor-In-Editor-In-ChiefChief

““The abstract is the single most The abstract is the single most

important part of a manuscript, yet often important part of a manuscript, yet often

the most poorly writtenthe most poorly written””

““Winning over a skeptical editor, reader, Winning over a skeptical editor, reader,

or reviewer should be the ultimate goal or reviewer should be the ultimate goal

of your abstract”of your abstract”

Dr. Phillip CampbellDr. Phillip CampbellEditor-In-ChiefEditor-In-Chief

““For about two thirds of submissions seen For about two thirds of submissions seen during the study, editors were able to make during the study, editors were able to make decisions decisions based on reading only abstractsbased on reading only abstracts

……For all papers that editors thought should For all papers that editors thought should be rejected be rejected after reading the abstractafter reading the abstract, the , the final decision after full processing was still final decision after full processing was still rejection.” rejection.”

Schroter S, Barratt H. Editorial decision making based on abstracts. European Science Editing

2004;30: 8-9.

““Defects in abstracts, particularly Defects in abstracts, particularly inconsistencies inconsistencies between abstract and between abstract and body and the presentation of data in body and the presentation of data in abstract, but not in body, occur abstract, but not in body, occur frequently.” frequently.”

Pitkin RM, Branagan MA. Can the accuracy of abstracts be improved by providing specific Pitkin RM, Branagan MA. Can the accuracy of abstracts be improved by providing specific instructions? JAMA 1998 280:267-9.instructions? JAMA 1998 280:267-9.

Introduction (Background, Significance)Introduction (Background, Significance)/purpose/purpose

Put Put objectiveobjective as imperative style: as imperative style: Objective: To evaluate whether zinc supplementation Objective: To evaluate whether zinc supplementation

during pregnancy affects infant birth measures.during pregnancy affects infant birth measures.

Methods, ResultsMethods, Results

ConclusionConclusion

Include important Include important implicationsimplications or or significancesignificance

Avoid an abstract structure that says: Avoid an abstract structure that says:

““we did X, which told us Y, and has we did X, which told us Y, and has implications for Z”implications for Z”

Instead, start with why a reader should Instead, start with why a reader should care about learning more about Z and then care about learning more about Z and then explain how this work furthers that goalexplain how this work furthers that goal

Do not cut and paste from your paper—write this Do not cut and paste from your paper—write this section newsection new

Use a Use a structured outline structured outline with the headers of your with the headers of your paper—structured abstracts can improve changes paper—structured abstracts can improve changes of acceptanceof acceptance

Clearly describe the problem in the first sentence—Clearly describe the problem in the first sentence—grab the reader (the EDITOR!)grab the reader (the EDITOR!)

Double-check consistency of numerical data with Double-check consistency of numerical data with tables, text, figurestables, text, figures

Do not try to edit the abstract on the fly during Do not try to edit the abstract on the fly during electronic uploadelectronic upload

ObjectiveObjective——To evaluate whether zinc supplementation during pregnancy affects infant birth To evaluate whether zinc supplementation during pregnancy affects infant birth measures.measures.

DesignDesign——Randomized, double-blind, placebo-controlled trial.Randomized, double-blind, placebo-controlled trial.SettingSetting——Outpatient clinic at University of Alabama at Birmingham.Outpatient clinic at University of Alabama at Birmingham.PatientsPatients——580 healthy African-American pregnant women with plasma zinc levels below normal 580 healthy African-American pregnant women with plasma zinc levels below normal

levels, randomized at 19 weeks’ gestational age and divided by median body mass of 26 kg/mlevels, randomized at 19 weeks’ gestational age and divided by median body mass of 26 kg/m 22 into placebo and zinc supplement groups.into placebo and zinc supplement groups.

InterventionIntervention——Women receiving a non-zinc-containing prenatal vitamin tablet were randomized to Women receiving a non-zinc-containing prenatal vitamin tablet were randomized to 25 mg/day zinc or placebo.25 mg/day zinc or placebo.

Outcome MeasuresOutcome Measures——Birth weight, gestational age at birth, head circumference at birth.Birth weight, gestational age at birth, head circumference at birth.ResultsResults——Infants from zinc supplement group had greater birth weight (p<0.01) and head Infants from zinc supplement group had greater birth weight (p<0.01) and head

circumference (p=0.02) than those in placebo group. Women with body mass ≤ 26 kg/mcircumference (p=0.02) than those in placebo group. Women with body mass ≤ 26 kg/m 22 had had infants with significantly higher birth weights (median 245 g, p<0.001) and larger head infants with significantly higher birth weights (median 245 g, p<0.001) and larger head circumference (median 0.7 cm, p=0.003). circumference (median 0.7 cm, p=0.003).

ConclusionsConclusions——Daily zinc supplementation in women with low plasma zinc concentrations in early Daily zinc supplementation in women with low plasma zinc concentrations in early pregnancy is associated with greater birth weights and head circumferences, with the effect pregnancy is associated with greater birth weights and head circumferences, with the effect occurring in women with body mass index ≤26 kg/moccurring in women with body mass index ≤26 kg/m22. The specific effects of zinc on the fetus are . The specific effects of zinc on the fetus are unknown, and future work is focusing on zinc effects on embryonic cells in vitro.unknown, and future work is focusing on zinc effects on embryonic cells in vitro.

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