2211206P - SCIENTIFIC WRITING FOR RESEARCH

Presentation at the Research Week of AlMaarefa University, Riyadh via online on December 6, 2022 at 7.00pm by Professor Omar Hasan Kasule Sr. MB ChB (MUK). MPH (Harvard), DrPH (Harvard) Professor of Epidemiology and Bioethics

 

THE TITLE AND KEYWORDS FROM THE JOURNAL

• Sleep quantity, quality, and insomnia symptoms of medical students during clinical years: Relationship with stress and academic performance
  
• Keywords:  sleep, students, stress, academic performance

 

ABSTRACT 1:

• The abstract is an overview of the report with a few significant details.
• The abstract should be written to be read by both those who read the full paper and those who do not read the full paper.
• Normally the abstract should not exceed 250 words.
• Abstracts for conference proceedings can be longer.

 

ABSTRACT 2:

• The abstract should mirror the sections of the paper: introduction, materials & methods, results, and discussion.
• The subsections of the abstract may be indicated as sub-titles.
• The sub-sections of the abstract may be signaled as follows.
• The research question is signaled by ‘to determine’, and ‘to test the hypothesis..’
• The results are signaled as ‘we found’.
• The answer is signaled as ‘we found’ or ‘we concluded’.
• The implication or conclusion is signaled as ‘the results suggest..’ or ‘we conclude..’.

 

ABSTRACT 3:

• The present tense is used to state the research hypothesis and the answer.
• The past tense is used for the experiment.
• An abstract is accompanied by keywords that are used for indexing.

 

STUDENT PRESENTATION ON INTRODUCTION

• Need for sleep
• Insufficient study before
• Scales and grades
• Effects
• Past studies
• Aims of the research
• Hours of sleep
• 77% poor sleep
• Psychological stress

 

INTRODUCTION 1:

• The introduction should be short. It should start with stating the research question or research hypothesis and then go to elaborate.
• The transition should be from the known to the unknown and from the big bird’s eye view picture to the detail.
• A literature review, not a laundry list.

 

INTRODUCTION 2:

• The introduction should mention the type of study, and the study subjects or materials (substances, animals, persons).
• In some cases, the introduction may briefly mention the proposed experimental approach to answering the research question.
• Results should not be mentioned in the introduction.
• The introduction should state whether the work is new or original.

 

INTRODUCTION FROM THE JOURNAL

• Studies from various countries have documented a high prevalence of sleep disturbances among medical students
• . sleep. The academic performance of medical students seems to influence and be influenced by
• Among medical students, high levels of stress have been associated with sleep problems.
• Objectives: To determine sleep habits and sleep quality in medical students during their clinical years using validated measures; and to investigate associations with academic performance and psychological stress.

 

MATERIALS AND METHODS 1: Aims:

• The aim of the materials and methods section is to describe the experimental techniques in detail sufficient for another trained scientist to replicate the procedures.
• Some procedures may be referenced and not described.

 

MATERIALS AND METHODS 2: The order of presentation for animal studies is:

• Materials and animals,
• Preparation,
• Study design,
• Interventions,
• Methods of measurement,
• Calculations,
• Data analysis.

 

MATERIALS AND METHODS 3: order of presentation for clinical studies is:

• Study subjects,
• Inclusion criteria,
• Exclusion criteria,
• Study design,
• Interventions,
• Methods of measurement,
• Calculations,
• Data analysis.

 

MATERIALS AND METHODS 4:

• Independent and dependent variables should be identified.
• Intermediate results can be put in the materials and methods section.
• The final results should be put only in the results section.
• Details of sample size determination should be provided.

 

MATERIALS AND METHODS 5: terms often confused: ‘measured’, ‘calculated’, ‘estimated’, and ‘determined’:

• Measurement using instruments.
• Calculation deals with numbers and formulas.
• Estimation is used in two senses as an approximation in measurements or as a computation of statistical parameters.
• Determination is a general term for getting to a conclusion by use of the 4 methods above.
• The term ‘study’ is generic and can be confused with an experiment which refers to only some types of studies.

 

METHODS FROM THE JOURNAL ABSTRACT

• In this cross-sectional study, medical students n=320 were randomly selected from a list of all enrolled clinical-year students in a Saudi medical school from 2011-2012. Students filled out a questionnaire including demographic and lifestyle factors, Pittsburgh Sleep Quality Index, Epworth Sleepiness Scale, and Perceived Stress Scale.

 

RESULTS 1:

• The results section presents the findings of the procedures carried out in the methods section. It should be brief and to the point.
• A distinction must be made between results and data. The result refers to the summary information obtained from data analysis. Data is the actual numerical information often presented in a summarized form. The result is presented followed by presentation of supporting data.
• Results of hypothesis-based studies should be in the past tense. Data of descriptive studies should be in the present tense.
• Data are presented in the form of tables and diagrams (figures, bar diagrams, graphs, pie-charts, maps etc.). Presentation of numerical data in text should be kept to a minimum.

 

RESULTS 2:

• Only results relevant to the research hypothesis should be presented. Both negative and positive results are presented. It is considered scientific fraud to present only those results that the author thinks to favor a particular hypothesis.
• The results section is written in chronological order. The most important results are presented before the least important.
• Emphasis can be put on some results and not others. Not all the data from the study need to be reported. Citing data in the text takes less space but is more difficult to read.

 

RESULTS 3:

• The magnitude of change should be presented as a summary statistic such as percentage change instead of presenting the raw data.
• Summary statistics are normally used as the mean, the median, and the proportion. The mean should be presented properly as mean +/- standard deviation or standard error of the mean (SD or SE) with units of measure indicated.
• Measures of effect are normally the chi-square and the t-statistics. Actual p values should be given instead of indicating <0.05 or >0.05.

 

RESULTS 4:

• The following types of figures are used: line graph, scattergram, bar graph, histogram, and frequency polygon.
• The title of the figure should reflect its contents.
• The figure must be labeled correctly.
• Symbols must be defined.
• The names of variables and units of measurement must be labeled appropriately.
• Tables must be properly titled and column headings clearly indicated.
• Footnotes, subscripts, and superscripts can be used.

 

RESULTS FROM THE JOURNAL

• The total number of participants was 305 students, aged 20-29 years old )22 ± 1.3(, and 58% of the participants were female. Regarding grade level, 44% of the students were in their fourth year, 23% in their fifth year, and 33% in their sixth year.
• Students acquired on average, 5.8 hours of sleep each night, with an average bedtime at 01:53. Approximately 8% reported acquiring sleep during the day, and not during nighttime. Poor sleep quality was present in 30%, excessive daytime sleepiness (EDS) in 40%, and insomnia symptoms in 33% of students. Multivariable regression models revealed significant associations between stress, poor sleep quality, and EDS. Poorer academic performance and stress were associated with symptoms of insomnia.

 

DISCUSSION / CONCLUSION FROM THE JOURNAL

• Sleep deprivation, poor sleep quality, and EDS are common among clinical years medical students. High levels of stress and the pressure of maintaining grade point averages may be influencing their quality of sleep.

 

SENTENCES: CLARITY:

• The goal of scientific writing is clarity. The essential information must be communicated effectively.
• The author does not lose the forest for the trees by providing a lot of details that do not communicate a clear and definitive message.
• Clear writing is not only a help for the reader but also helps the writer clarify his or her thinking. Scientific writing is in the first-place communication with the self. It shows the writer whether what is communicated is clear to himself. A writer who has no clarity about any subject will definitely fail in communicating it to others.

 

CLEAR SENTENCES:

• Short concise sentences: Short sentences are preferred. A sentence is considered overloaded if it has more than 20 words. Each sentence should have only one idea or piece of information. Stringing several ideas together in a sentence is bad writing.
• Use of personal pronouns: Personal pronouns like ‘I’ and ‘we’ can be used in the paper. They help avoid the use of passive sentences that make the writing weak.
• Subject-verb agreement: Subject-verb agreement is a common mistake. The verb and the subject it refers to must agree. It is wrong to write ‘the student prefers’. The correct form is ‘the student prefers’.
• Helping verbs: Helping verbs should not be omitted. It is wrong to write ‘the skin was opened and the peritoneum exposed’. The correct way is to write ‘the skin was opened and the peritoneum was exposed’.

 

ACTIVE vs PASSIVE SENTENCES:

• Each sentence should be active and should have an action verb. The action verb should be a principal part of the sentence and not hidden in a phrase or a clause within the sentence.
• Passive sentences should be avoided. It is better to write ‘the drug lowered blood pressure’ than to write ‘the drug caused lowering of blood pressure’.
• Noun clusters of more than 2 nouns should be avoided. It is better to write ‘indicators of blood pressure’ than to write ‘blood pressure indicators’.
• An adjective should not be added to a noun cluster. It is better to write ‘chronic disease of the heart’ than to write ‘chronic heart disease’.
• Care must be taken to make sure that the pronouns refer to the right nouns. It the pronoun-noun relation may not be clear in a sentence with 2 or more nouns or pronouns leading to confusion in meanings. In a worst-case scenario, a pronoun in a sentence may refer to a missing or unknown noun.

 

SENTENCES: PARALLEL IDEAS 1:

• Parallelism helps avoid repetition thus improving the flow of the writing. It is for example better to write ‘cases had high blood pressure but controls did not’ than to write ‘cases had high blood pressure but controls did not have high blood pressure.
• Confusions arise when the parallel ideas of equal logic or importance are joined by ‘and’, ‘or’, or ‘but’. Confusions also arise with the use of paired conjunctions such as ‘both… and …’, either… or …, ‘neither … nor …’ and ‘not only … but ….’.
• Care must be taken to make sure that the 2 parallel ideas are similar in form. It is good to write ‘was asses blood pressure sed and pulse pressure was calculated’ and not ‘blood pressure was assessed and pulse pressure assessed’. 

 

SENTENCES: PARALLEL IDEAS 2:

• The term ‘compared to’ is overused and often misused. It is better to use terms like ‘higher’, ‘greater’, or ‘lower’ to compare parallel things.
• Parallel ideas being compared must be equal or similar. It is better to write ‘results of this study are similar to results of previous studies' and not ‘results of this study are similar to previous studies.
• It is possible to write more than 2 parallel ideas in a sentence but this must be discouraged.

 

SENTENCES: EXPRESSIONS OFTEN MISUSED:

• The term ‘compared with’ is often confusing and should be avoided; use more than or ‘less than’. ‘Could not’ meaning ‘unable to’ is sometimes confused with ‘did not’ meaning the action was not carried out irrespective of ability.
• ‘Did not’ is not the same as ‘failed to’.
• The term ‘marked’ or ‘markedly’ are misused widely. They have no meaning unless some form of quantification is attached to them.
• The term ‘significantly’ is wrongly used instead of ‘significant’ to indicate statistical significance.

 

PARAGRAPHS: Topic sentence and message:

• A paragraph starts with a topic sentence that is an overview of the message contained in that paragraph.
• The topic sentence must be short and simple. The sentences following the topic sentence provide details and support for the topic sentence.
• Each paragraph should convey only one message.
• Key terms are repeated in the paragraph for clarity and accuracy.

 

PARAGRAPH ORGANIZATION:

• All steps of the logic relating to the paragraph message should be presented in the right order with no missing steps.
• The following are alternative logical orders of paragraph organization:
• least to most important,
• most to least important,
• concise to the detailed,
• time chronological order,
• the problem followed by the solution,
• solution followed by the problem.

 

PARAGRAPH: Links and transitions:

• Link terms such as ‘which is’ should be used when moving from one group of ideas to another.
• Transitions ensure continuity in the paragraph. These may be words, phrases, clauses, or sentences. Examples of transitions are: ‘therefore’, ‘thus’, ‘in addition’, ‘in contrast’, ‘however’, ‘for example’, and ‘on the other hand’.
• Transitions can be placed within sentences or can be placed between sentences.

 

PARAGRAPH: Consistency:

• There must be consistency in the order in which information is mentioned. If certain objects were mentioned in a certain order in the introduction, they must be mentioned in the same order all through the writing.
• The writer should maintain a consistent viewpoint throughout the paper and not appear to be jumping from point to point.

 

PARAGRAPH: Emphasis:

• A piece of scientific writing must have a specific message to convey. This message is emphasized and given prominence.
• Emphasis can be achieved by:
• putting important information in power positions (the start and the end),
• identifying important information with appropriate labeling and clearly stating that it is important and not leaving the implication to the reader,
• repetition of important facts,
• labeling important information.
• De-emphasis is achieved by condensing, omitting, or labeling less important information.