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12. “Perhaps the most disturbing finding in the table is that low numbers of impaired drivers on the road are not accompanied by proportionately low numbers of impaired drivers in fatal crashes.”
13. Secondary References Secondary references interpret the work of other authors and researchers.
A comparison of secondary sources with one another and to primary sources allows a more balanced viewpoint.
Authors should separate fact from opinion.
A Writer's Resource: Finding and Using References. Gilbride, JA. Topics in Clinical Nutrition: Volume 19(4), October/November/December 2004, p 326–337
14. Secondary References Secondary references interpret the work of other authors and researchers.
A comparison of secondary sources with one another and to primary sources allows a more balanced viewpoint.
Authors should separate fact from opinion.
A Writer's Resource: Finding and Using References. Gilbride, JA. Topics in Clinical Nutrition: Volume 19(4), October/November/December 2004, p 326–337
15. “Recent fatality research in Scandinavia has shown to an astonished public that the role of alcohol in fatal crashes in the northern countries is only marginally less than in countries with much higher alcohol consumption and far more drinking drivers on the road.”
16. A Dictionary of Useful Research Phrases "It has long been known..."
17. A Dictionary of Useful Research Phrases "It has long been known..."
I didn't look up the original references.
18. A Dictionary of Useful Research Phrases "It has long been known..."
I didn't look up the original references.
"It is believed that..."
19. A Dictionary of Useful Research Phrases "It has long been known..."
I didn't look up the original references.
"It is believed that..."
I think.
36. Study Purpose
% smokers among pregnant women
% smokers among non-pregnant women
compare to 50%
38. R1
?
C1
.
.
.
R2
?
C2
40. Structured Discussion – BMJ
41. Other resources to help you write better papers Observational studies – STROBE
Clinical trials – CONSORT
Diagnostic studies – STARD
Meta-analysis – QUOROM
44. The true number of examinations for oral cancer is probably far below the national objective of 40%. An unknown number of clinicians may not conduct oral examinations routinely or when patient behaviors indicate one.
45. The true number of examinations for oral cancer is probably far below the national objective of 40%. An unknown number of clinicians may not conduct oral examinations routinely or when patient behaviors indicate one.
48. The true number of examinations for oral cancer is probably far below the national objective of 40%. An unknown number of clinicians may not conduct oral examinations routinely or when patient behaviors indicate one.
54. Tables/Figures
55. Tables/Figures
Use tables to highlight individual values.
Use figures to highlight trends/relationships.
Check your math.
Provide consistent row or column summation.
Keep lines to a minimum; avoid vertical lines.
Use footnotes to clarify points of potential ambiguity.
Check heading, labels of rows/columns/axes, and footnotes.
56. Tables/Figures
Use tables to highlight individual values.
Use figures to highlight trends/relationships.
Check your math.
Provide consistent row or column summation.
Keep lines to a minimum; avoid vertical lines.
Use footnotes to clarify points of potential ambiguity.
Check heading, labels of rows/columns/axes, and footnotes.
59. Tables/Figures
Use tables to highlight individual values.
Use figures to highlight trends/relationships.
Check your math.
Provide consistent row or column summation.
Keep lines to a minimum; avoid vertical lines.
Use footnotes to clarify points of potential ambiguity.
Check heading, labels of rows/columns/axes, and footnotes.
60. Trends in Postpartum Diabetes Screening and Subsequent Diabetes and Impaired Glucose Regulation among Women with Histories of Gestational Diabetes Mellitus “A large number (n= 600) of women with gestational diabetes underwent an oral glucose tolerance test. Of these women, 4 (25%) were diagnosed by fasting plasma glucose alone. Of the remaining 12 women, 8 (50%) had impaired fasting glucose and 4 (25%) had a normal fasting glucose.”
67. Tables/Figures
Use tables to highlight individual values.
Use figures to highlight trends/relationships.
Check your math.
Provide consistent row or column summation.
Keep lines to a minimum; avoid vertical lines.
Use footnotes to clarify points of potential ambiguity.
Check heading, labels of rows/columns/axes, and footnotes.
70. Tables/Figures
Use tables to highlight individual values.
Use figures to highlight trends/relationships.
Check your math.
Provide consistent row or column summation.
Keep lines to a minimum; avoid vertical lines.
Use footnotes to clarify points of potential ambiguity.
Check heading, labels of rows/columns/axes, and footnotes.
71. Table 1 Percent missing individual data elements, overall and for single and multiple race groups
73. Tables/Figures
Use tables to highlight individual values.
Use figures to highlight trends/relationships.
Check your math.
Provide consistent row or column summation.
Keep lines to a minimum; avoid vertical lines.
Use footnotes to clarify points of potential ambiguity.
Check heading, labels of rows/columns/axes, and footnotes.
76. Tables/Figures
Use tables to highlight individual values.
Use figures to highlight trends/relationships.
Check your math.
Provide consistent row or column summation.
Keep lines to a minimum; avoid vertical lines.
Use footnotes to clarify points of potential ambiguity.
Check heading, labels of rows/columns/axes, and footnotes.
77. Table 2. Exposure groups among adults by gender.
82. Text Summarize/emphasize highlights.
Be brief: a picture (table/figure) is worth a thousand words.
Fill in gaps.
Make sure text is consistent with tables/figures.
83. Text Summarize/emphasize highlights.
Be brief: a picture (table/figure) is worth a thousand words.
Fill in gaps.
Make sure text is consistent with tables/figures.
84. Text Summarize/emphasize highlights.
Be brief: a picture (table/figure) is worth a thousand words.
Fill in gaps.
Make sure text is consistent with tables/figures.
87. During 1980 to 1989, the smoking initiation rate increased for adolescents and decreased for young adults, resulting in a large disparity in initiation rates between the two groups.
In 1982, smoking initiation rates among young adults and adolescents were similar, however between 1982-84, significant changes began occurring, resulting in increased smoking initiation rates among adolescents and decreased rates with young adults.
Beginning in 1980, over the next 5 years smoking initiation rates among adolescents and young adults decreased slightly and then over the subsequent 5 years, rates for adolescents increased while rates for young adults declined.
92. Text Summarize/emphasize highlights.
Be brief: a picture (table/figure) is worth a thousand words.
Fill in gaps.
Make sure text is consistent with tables/figures.
93. Text Summarize/emphasize highlights.
Be brief: a picture (table/figure) is worth a thousand words.
Fill in gaps.
Make sure text is consistent with tables/figures.
98. Text Summarize/emphasize highlights.
Be brief: a picture (table/figure) is worth a thousand words.
Fill in gaps.
Make sure text is consistent with tables/figures.
Remember that readers aren’t mind readers.
99. Adolescents (aged 13-19 years) and young adults (aged 20-29 years) accounted for 25% and 27% of heterosexual-contact cases reported in 1992 and 1993, respectively.
103. Adolescents (aged 13-19 years) and young adults (aged 20-29 years) accounted for 25% and 27% of heterosexual-contact cases reported in 1992 and 1993, respectively.
Persons aged 13-29 years accounted for 25% and 27% of heterosexual-contact cases reported in 1992 and 1993, respectively.
105.
Persons aged 13-29 years accounted for 25% and 27% of heterosexual-contact cases reported in 1992 and 1993, respectively.
“Respectively” – see Strunk and White, p57
Can we revise this sentence without using “respectively”?
109. Logical Sequence in parallel with methods
background data ? descriptive ? bivariate ? multivariable
111. Results (Excerpt: Neonatal Intensive Care Nurse Stressors: An American Study) The highest ratings for selected stressor items on a five-point scale (0-4) were floating out of the unit (3.38; SD=1.02; n=53), unnecessary prolongation of life (3.10; SD=1.27; n=51), emergencies/arrests (3.07; SD=1.03; n=57), and inadequate staffing (3.04; SD=1.04; n=56).
114. NICU nurses identified the following situations as the most stressful: floating out of the unit, unnecessary prolongation of life, emergencies/arrests, and inadequate staffing (Table).
116. Risk Factors for Invasive Pneumococcal Disease among Navajo Adults METHODS
Setting and Case Ascertainment
Participants
Data Collection
Definitions of Study Variables
Statistical Analysis
Ethical Considerations
RESULTS
Characteristics of study subjects
Univariable analysis
Multivariable analysis
118. Soft Drink Consumption and Risk of Developing Cardiometabolic Risk Factors and the Metabolic Syndrome in Middle-Aged Adults in the Community Methods Results
Study Sample
Measurement of Covariates
Assessment of Soft Drink Consumption
and Dietary Intake of Other Foods
Definition and Components of the
Metabolic Syndrome
Statistical Analyses
Soft Drink Consumption and
Prevalence of the Metabolic Syndrome Prevalence of the Metabolic Syndrome
Soft Drink Consumption and
Incidence of the Metabolic Syndrome Incidence of the Metabolic Syndrome
Incidence of Individual Components of Incidence of Individual Components of the Metabolic Syndrome Metabolic Syndrome
119. RESULTS
Impact of the Standard Weight Loss Intervention
Maintenance Intervention Effects
Weight Outcomes
BSM Psychological Targets
SFM Psychological Targets
Child Social Problems as a Moderator of Weight Outcome
120. RESULTS
Impact of the Standard Weight Loss Intervention
Maintenance Intervention Effects
Weight Outcomes
Interventions vs. Controls
BSM vs SFM
ITT Analyses
BSM Psychological Targets
SFM Psychological Targets
Child Social Problems as a Moderator of Weight Outcome
122. (often requires just three paragraphs + three tables/figures)
123. When the sins of the Methods section
124. When the sins of the Methods section return to haunt
125. When the sins of the Methods section return to haunt the Results section
127. Preventing Alcohol-Exposed Pregnancies: A Randomized Controlled Trial American Journal of Preventive Medicine 2007:32(1):1-10 Do you think this title provides a brief, informative summary of the article?
Do you think the study intervention resulted in a decreased number/rate of alcohol-exposed pregnancies?
129. Emphasize what is new and useful.
130. Editing SUBSTANCE
Mistakes
Ambiguity
Missing key info
Extraneous/misleading info
Empty statements
131. Is the conclusion supported by the study results?
Is it clear that the study provides new/useful information?
132. The Abstract Purpose
Methods
Results
Conclusions RELIABILITY
VALIDITY
RELIABILITY
RELIABILITY
FLEXIBILITY
UTILITY
133. The Abstract Design
Brief Motivational Intervention to reduce risk of AEP
134. The Abstract Design
Intervention
Brief Motivational Intervention to reduce risk of AEP
Info + Br-Mot-Int vs Info only
135. The Abstract Design
Intervention
Results
Brief Motivational Intervention to reduce risk of AEP
Info + Br-Mot-Int vs Info only
Info + Br-Mot-Int > Info only
136. The Abstract Design
Intervention
Results
Conclusions Brief Motivational Intervention to reduce risk of AEP
Info + Br-Mot-Int vs Info only
Info + Br-Mot-Int > Info only
Brief Motivational Intervention
137. The Abstract Design
Intervention
Results
Conclusions Brief Motivational Intervention to reduce risk of AEP
Info + Br-Mot-Int vs Info only
Info + Br-Mot-Int > Info only
Brief Motivational Intervention
138. ABSTRACT
Reducing the risk of AEP
TITLE
Preventing AEP
139. ABSTRACT
Reducing the risk of AEP
TITLE
Preventing AEP
142. Elements of the Introduction GAP
GB – Key BACKGROUND to the gap.
GU – Why filling the gap will be USEFUL.
GL – Key LIMITATION(S) of previous studies responsible for the gap.
143. Elements of the Introduction GAP
GB – Key BACKGROUND to the gap.
GU – Why filling the gap will be USEFUL.
GL – Key LIMITATION(S) of previous studies responsible for the gap.
APPROACH
AB – BACKGROUND to the approach (not always necessary)
AN – What is NEW about the approach taken in the current study.
AL – How does this new approach address the LIMITATIONS of previous
studies.
144. Exercise
Briefly describe what is new about this study.
146. Participants
Intervention
Study Design
Outcome Measures
Baseline Measures
Sample Size
Statistical Analysis
147. Participants
Inclusion criteria were: (1) 18–44 years old; (2) no condition causing infertility (tubal ligation, hysterectomy, menopause, or other reason); (3) not pregnant or planning to become pregnant in the next 9 months; (4) had vaginal intercourse during the previous 3 months (or 3 months before going to jail or residential treatment) with a fertile man (not surgically sterile) without using effective contraception (defined in Outcome Measures); (5) engaged in risky drinking (defined in Outcome Measures) . . .
148. Participants
Women in jail
What is their access to alcohol/sexual activity?
149.
150. No significant differences were found in the sociodemographic and clinical characteristics of the intervention and control groups at baseline (Table 2).
151. Overall, study participants had a mean age of 30 years, were predominately African-American (48%), had never been married (51%), and had annual incomes of <$20,000 (55%).
Fifty-six percent met the criteria for alcohol dependence on a DSM-IV checklist.
Illicit drug use (>90%) and tobacco smoking (>70%) were highly prevalent in the population.
Approximately 30% consumed on average eight drinks per occasion and 36 drinks per week.
About one-third reported no contraception use, with the remainder reporting using contraception inconsistently or ineffectively.
More than 98% of the women in the intervention group received at least one session, and 63% received all four sessions.
On average, they attended 3.2 counseling sessions, and approximately 70% attended a contraception consultation visit.
Overall, 71% of participants completed the 9-month follow-up interview.
The longitudinal analysis included 665 participants who completed the 3-month follow-up interview, 604 who completed the 6-month follow-up interview, and 593 who completed the 9-month follow-up interview, with approximately equal numbers in treatment and control groups at each of the phases.
156.
The average number of binge-drinking episodes in the intervention group was reduced from 30.1 at baseline to 7.1 episodes at 9 months follow-up. In comparison, women in the control group changed from 29.1 binge episodes at baseline to 9.8 at 9 months follow-up.
The median number of drinks per week at baseline was reduced from 36 drinks to 2.3 drinks at 9 months for intervention women, compared to 38 drinks at baseline and 3.1 drinks at the 9-month follow-up for the control group.
Women in the intervention group at the 9-month follow-up were more likely to reduce alcohol consumption to below risk levels at an OR of 1.5 (95% CI 1.1–2.2), and were also more likely to use effective contraception at an OR of 2.4 (95% CI 1.7–3.4).
161. Preventing Alcohol-Exposed Pregnancies: A Randomized Controlled Trial
162. Preventing Alcohol-Exposed Pregnancies: A Randomized Controlled Trial
164. II THE PUBLICATION PROCESS
166. Conduct literature review
174. Conduct literature review
175. Start the paper even before I do the study??
177. Start the paper Draft the Introduction
perhaps borrow from a study protocol or grant proposal that you already wrote
Draft dummy table shells and figure axes for Results.
178. Conduct study/analyze data Now it’s time to write the first draft, right?
Maybe not.
179. Organize/summarize results succinctly
Fill in dummy tables and figures with real data.
Draft additional tables and figures if needed – look at published articles for potential templates.
Summarize each table/figure in a single sentence.
180. Get early, frequent feedback
181. Get early, frequent feedback Share your tables/figures and single-sentence summaries to coauthors/colleagues. Ask if they are clear/concise/compelling.
184. Get early, frequent feedback Show your tables/figures and single-sentence summaries to coauthors/colleagues. Ask if they are clear/concise/compelling.
Give presentations to colleagues at work, at conferences.
Try to formulate a concise key message.
185. Get early, frequent feedback Show your tables/figures and single-sentence summaries to coauthors/colleagues. Ask if they are clear/concise/compelling.
Give presentations to colleagues at work, at conferences
Try to formulate a concise key message. Get feedback.
186. Please listen carefully to what I am about to say. . .
Don’t wait for a complete draft to begin getting feedback.
188. Formulate your key message Keep it simple; try to boil down to a single sentence.
Your message must contain something new and useful.
Make sure your results support your key message.
189. Formulate your key message Keep it simple; try to boil down to a single sentence.
Your message must contain something new and useful.
Make sure your results support your key message.
The message may change as you develop the paper.
190. Apply the “new/useful” test
191. BMJ “Rejection Checklist” Why did we reject your paper?
on balance, your paper is not sufficiently interesting for general readers (relative to other papers)
the message is not new enough
the topic is interesting but the paper does not cover it in enough depth
the paper adds a small amount of new information but not enough to warrant space in the BMJ
the message is not useful enough in practice
192. BMJ “Rejection Checklist” Why did we reject your paper?
on balance, your paper is not sufficiently interesting for general readers (relative to other papers)
the message is not new enough
the topic is interesting but the paper does not cover it in enough depth
the paper adds a small amount of new information but not enough to warrant space in the BMJ
the message is not useful enough in practice
193. What/Who is a “general reader”?
194. BMJ Mission Statement
to lead the debate on health, and to engage, inform, and stimulate doctors, researchers and other health professionals in ways that will improve outcomes for patients
195. BMJ Mission Statement
to lead the debate on health, and to engage, inform, and stimulate doctors, researchers and other health professionals in ways that will improve outcomes for patients
196. Choose your target audience
197. Choose your target journal
198. Choose your target journal Criteria
A journal that matches your target audience
How strong is your article?
199. Addiction Journals
AIDS Journals
Allergy Medicine/Allergology Journals
Allied Health
Anatomy Journals
Anesthesiology Journals
Arthritis Journals
Biochemistry Journals
Bioengineering & Biomechanics Journals
Biotechnology Journals
Cardiology Journals
Chiropractic Journals
Complementary & Alternative Medicine Journals
Critical Care Journals
Dentistry Journals
Dermatology Journals
Developmental Disabilities Journals
Diabetes Journals
Education, Medical Journals
Embryology Journals
Emergency Medicine Journals
Endocrinology Journals
ENT/Otolaryngology Journals
Environmental Medicine Journals
Epidemiology Journals
Evidence Based Medicine Journals
Family Medicine Journals
Forensic Science Journals
Gastroenterology Journals
General Medicine Journals
Genetics & Genomics Journals
Geriatrics Journals
Gerontology Journals
Gynecology Journals
Health & Wellness Journals
Healthcare Management Journals
Hematology Journals
Hepatology Journals
Hospital Management Journals
Imaging Journals
Immunology Journals
Infectious Disease Journals
Infertility Journals
Intensive Care Journals
Interdisciplinary Medical Journals
Internal Medicine Journals
Laboratory Science Journals
Managed Care Journals
Medical Assessment Journals
Medical Computing Journals
Medical Devices and Diagnostics Journals
Medical Economics Journals
Medical Education Journals
Medical Ethics Journals
Medical Informatics Journals
Medical Law Journals
Medical Physics Journals
Medical Policy Journals
Medical Practice Journals
Medical Statistics Journals
Medical Technology Journals
Mental Health Journals
Metabolism Journals
Microbiology Journals
Molecular Medicine Journals
Mycology Journals
Neonatology Journals
Nephrology Journals
Neurology Journals
Neuroscience Journals
Nuclear Medicine Journals
Nursing Journals
Nutrition Journals
Obstetrics Journals
Occupational Medicine Journals
Oncology Journals
Ophthalmology Journals
Oral Medicine Journals
Orthodontics Journals
Orthopaedic Journals
Orthotics Journals
Osteopathic Medicine Journals
Otolaryngology Journals
Pain Management
Parasitology Journals
Pathology Journals
Pediatrics Journals
Pharmacology Journals
Physical & Occupational Therapy Journals
Physical Medicine Journals
Physiology Journals
Plastic & Reconstructive Surgery
Podiatry Journals
Preventive Medicine Journal
Primary Care Journals
Prosthetics Journals
Protozoology Journals
Psychiatry Journals
Psychology Journals
Public Health Journals
Pulmonary/Pulmonology Journals
Radiology Journals
Rehabilitation Journals
Reproductive Medicine Journals
Respiratory Medicine Journals
Rheumatology Journals
Sexuality Journals
Social Work Journals
Sports Medicine Journal
Stomatology Journals
Substance Abuse Journals
Surgery Journals
Teratology Journals
Toxicology Journals
Transplantation Journals
Travel Medicine Journals
Tropical Medicine Journals
Urology Journals
Vascular Medicine Journals
Veterinary Journals
Virology Journals
Women's Health Journals
200. Instructions for authors can help to confirm whether your topic is relevant to the journal’s mission
e.g. Is AJPH interested in global health?
201.
“The foremost mission of the American Journal of Public Health is to promote public health research, policy, practice, and education. We aim to embrace all of public health, from global policies to the local needs of public health practitioners. Contributions of original unpublished research, social science analyses, scholarly essays, critical commentaries, departments, and letters to the editor are welcome.”
202.
“The foremost mission of the American Journal of Public Health is to promote public health research, policy, practice, and education. We aim to embrace all of public health, from global policies to the local needs of public health practitioners. Contributions of original unpublished research, social science analyses, scholarly essays, critical commentaries, departments, and letters to the editor are welcome.”
203. Instructions for authors
And now for the details . . .
208. Postmenopausal Hormone Therapy and Risk of Cardiovascular Disease by Age and Years Since Menopause JAMA. 2007;297:1465-1477 (Vol. 297 No. 13, April 4, 2007)
210. Submission Checklist Cover letter with conflict of interest disclosure
Justification for more than 6 authors
Explanation of authors' contributions
Abstract (correct format and word limit)
Text (manuscript file in Word format)
References (accuracy, style, and numbering)
Acknowledgments (funding sources, contributors who didn't fulfill authorship requirements)
Human Participant Protection (IRB approval, consent)
Tables (numbered, with title and footnotes)
Figures (numbered, black-and-white, EPS, WMF, PPT, or PDF)
Related supplementary material, including images (TIFF, PSD, EPS, WMF, PDF, or JPEG of more than 300 dpi, 4" x 6")
from: http://www.ajph.org/misc/ifora.shtml (March 7, 2008)
211. Draft (and debug) an abstract
212. Draft (and debug) an abstract Purpose
Methods
Results
Conclusions RELIABILITY
VALIDITY
RELIABILITY
RELIABILITY
FLEXIBILITY
UTILITY
213. Write the first draft
Finally!
214. Write the first draft
Write for your target audience (use appropriate terminology/jargon).
Consider using an outline.
Don’t sweat the grammar, syntax or details (only you need to understand the first draft).
215. When the Journal Responds Acknowledgment of receipt
Internal review
External review
Comments from editors/referees
Responding to the comments
Writing the cover letter
When to contact the editor
216. When the Journal Responds Acknowledgment of receipt
Internal review
External review
Comments from editors/referees
Responding to the comments
Writing the cover letter
When to contact the editor
219. When the Journal Responds Acknowledgment of receipt
Internal review
External review
Comments from editors/referees
Responding to the comments
Writing the cover letter
When to contact the editor
220. American Journal of Public Health Production Information Please help conserve precious Journal resources by consulting this and our other informational pages before directly contacting production staff with questions
ajph.production@apha.org
224. The Secret of Success
225. The Secret of Success
226. The Secret of Success Conduct literature review
Start the paper
Conduct study/analyze data
Organize/?summarize results succinctly
Get early, frequent feedback (in "chunks")
Formulate your key message
Apply the "new/useful" test
Choose your target audience
Choose your target journal
Read journal instructions for authors
Draft (and debug) an abstract
Write the first draft
227. The Secret of Success Conduct literature review
Start the paper
Conduct study/analyze data
Organize/summarize results succinctly
Get early, frequent feedback (in "chunks")
Formulate your key message
Apply the "new/useful" test
Choose your target audience
Choose your target journal
Read journal instructions for authors
Draft (and debug) an abstract
Write the first draft
228. The Secret of Success Conduct literature review
Start the paper
Conduct study/analyze data
Organize/summarize results succinctly
Get early, frequent feedback (in "chunks")
Formulate your key message
Apply the "new/useful" test
Choose your target audience
Choose your target journal
Read journal instructions for authors
Draft (and debug) an abstract
Write the first draft
