Results

1. Results By Sara Elmi

2. Background • Here's a paradox for you. The Results section is often both the shortest and most important part of your report. • Your Materials and Methods section shows how you obtained the results, and your Discussion section explores the significance of the results, so clearly the Results section forms the backbone of the lab report

3. Most investigators have more to learn about presenting results than they do about any other part of manuscript • Paper will stand or fall in this section

4. Function • The function of the Results section is to objectively present your key results, without interpretation, in an orderly and logical sequence using both illustrative materials (Tables and Figures) and text. • Summaries of the statistical analyses may appear either in the text or in the relevant Tables or Figures (in the legend or as footnotes to the Table or Figure).

5. the data that allow you to discuss how your hypothesis was or wasn't supported. But it doesn't provide anything else, which explains why this section is generally shorter than the others

6. Let‘s begin • look at all the data you collected to figure out what relates significantly to your hypothesis. (You'll want to highlight this material in your Results section.) • Open the Results section by presenting the "big picture" or overview of the experiments.(Focus on the theoretical question at hand and do not repeat the experimental details described in the Experimental Procedures. Orient and prepare the reader for the data that follows.)

7. -The data must direct the reader toward the solution to the problem.-Data is presented in text, tables or graphs depending on the material and the emphasis that you desire • -Choosing a method for clear presentation of your data depends on the type of information • -Clarity in the Results is paramount.

8. Text • This should be a short paragraph, generally just a few lines, that describes the results you obtained from your experiment. In a relatively simple experiment, one that doesn't produce a lot of data for you to repeat, the text can represent the entire Results section • If you do use tables or figures, make sure that you don't present the same material in both the text and the tables/figures,

9. -no method description anymore • -not interpretation of data yet • -no refrence •  The passive voice will likely dominate here, but use the active voice as much as possible. Use the past tense. Avoid repetitive paragraph structures

10. ·This example highlights the trend/difference that the author wants the reader to focus: • The duration of exposure to running water had a pronounced effect on cumulative seed germination percentages (Fig. 2). Seeds exposed to the 2-day treatment had the highest cumulative germination (84%), 1.25 times that of the 12-h or 5-day groups and 4 times that of controls. • ·         In contrast, this example strays subtly into interpretation by referring to optimality (a conceptual model) and tieing the observed result to that idea: • The results of the germination experiment (Fig. 2) suggest that the optimal time for running-water treatment is 2 days. This group showed the highest cumulative germination (84%), with longer (5 d) or shorter (12 h) exposures producing smaller gains in germination when compared to the control group

11. Descriptive and analytic results • Descriptive result involve only one variable . • we enrolled 112 men with stomach cancer,35% of whom were smoker • Of our subject 31%smoked, 14%had diabetes,and 5% had previous MI • Analytic results involve a comparison of two or more variables or groups. • We found that boys were more likely than girls to have been called into the principal ‘s office

12. Type of descriptive data • Dichotomous:can have only one of two value (yes or no,dead or alive) • Categorical: can have a limited number of mutually exclusive possibilities(poor,fair ,good,excellent) • Continuous: theoretically have an infinite number of values.(serum urate level)

13. For describing dichotomous or categorical variables use number or the percentage ,and sometimes both,of the subjects.some journals do not allow the use of percentages if the denominator is small,less than 50 • Risk,rate and odds are estimates of the frequency of a dichotomous outcome in a group of subjects who have followed for a period of time.

14. Risk=who develop outcome Number at risk odds=who develop outcome____________ Number at risk who do no develop Rate= who develop outcome Person time at risk

15. Describing continuous variables • If data are normally distributed:use mean and SD • Data that are skewed are often describe by the median and the interquartile range

16. Analytic results • Analytic results involve a comparison of two or more variables or groups • The primary comparison is between the subjects who were initially assigned to different groups(to show comparing groups are as similar as possible) • The second step is making comparison between groups:effect size • It is essential to compare independent sampling unitin a study of angioedema ,five episodes in a single patient should not be counted as five separate sampling unit

17. Determine the most important Effect sizes in your study and design your presentation around them

18. Effect size ;a systematic approach • 1-list 5 to 10 most essential analytic result of your study • 2-decide which is the predictor variable and which outcome variable ,for each of your key results • 3-decide what sort of effect size to use

19. Predictor variable outcome variable effect size White/non white SBP Mean difference mean percent difference Drug/placebo change in DBP mean diff in change Creatinine clearance Vit D level slope Male/female hypertension relative prevalence diff in prevalence Bladder cancer history of odds ratio /control saccharine

20. AVOID THESE • Don't simply repeat table data; select. • Don't interpret results.     Avoid extra words: "It is shown in Table 1 that X induced Y" --> "X induced Y (Table 1)." • Example : it is clearly shown in figure X that… • ·Do not reiterate each value from a Figure or Table - only the key result or trends that each conveys. • ·Do not present the same data in both a Table and Figure - this is considered redundant and a waste of space and energy. Decide which format best shows the result and go with it.

21. In statistics • Statistical test summaries (test name, p-value) are usually reported parenthetically in conjunction with the biological results they support. Always report your results with parenthetical reference to the statistical conclusion that supports your finding (if statistical tests are being used in your course). This parenthetical reference should include the statistical test used and the level of significance (test statistic and DF are optional).

22. But avoid • Avoid devoting whole sentences to report a statistical outcome alone. • ·Two notes about the use of the word significant(ly). • oIn scientific studies, the use of this word implies that a statistical test was employed to make a decision about the data; in this case the test indicated a larger difference in mean heights than you would expect to get by chance alone. Limit the use of the word "significant" to this purpose only. • oIf your parenthetical statistical information includes a p-value that is significant, it is unncecssary (and redundant) to use the word "significant" in the body of the sentence

23. "Males (180.5 ± 5.1 cm; n=34) averaged 12.5 cm taller than females (168 ± 7.6 cm; n=34) in the AY 1995 pool of Biology majors (two-sample t-test, t = 5.78, 33 d.f., p < 0.001)." • Note that the report of the key result (shown in blue) would be identical in a paper written for a course in which statistical testing is not employed - the section shown in red would simply not appear.

24. Negative data • Report negative results - they are important! If you did not get the anticipated results, it may mean your hypothesis was incorrect and needs to be reformulated, or perhaps you have stumbled onto something unexpected that warrants further study. In either case, your results may be of importance to others even though they did not support your hypothesis. • Do not fall into the trap of thinking that results contrary to what you expected are necessarily "bad data". If you carried out the work well, they are simply your results and need interpretation. Many important discoveries can be traced to "bad data".