Writing for Publication: Keys for Success

Samy A Azer

King Saud University, Saudi Arabia

Background: One of the critical priorities of a scholarly teacher is to demonstrate the ability to contribute to the advancement of knowledge, and transformation of new knowledge into applications that can be of value to the profession and the teaching/learning community. However, successful contribution to a scholarly activity such as publication is challenging particularly when academics lack confidence in their writing skills.

Aim: This article aims to highlight keys for successful publication in medical education.

Methods: The current literature, recent medical education proceedings, and Association of Medical Education in Europe (AMEE) Guides were reviewed and the basic principles for creating a scholarly publication were explored. In this lecture, I will reflect on my long collective experience as a reviewer for educational, scientific, and clinical journals as well as my roles on editorial boards of medical education and scientific journals.

Results: Using the methods described, the following principles have been identified: (1) Start with the end of mind, (2) Sharpen your idea, (3) Select the right journal, (4) Discuss authorship, (5) Adhere to ethical principles, (6) Prepare the manuscript, (7) Avoid common mistakes, (8) See it from the reviewerʼs eyes, (9) Prepare a cover letter, (10) Respond to the editorʼs and reviewersʼ reports, (11) Donʼt be discouraged by rejection, and (12) Reflect on your experience. These principles will be discussed with real examples to explain their significance

Conclusions: Writing for publication in medical education, particularly in journals with high-impact ratings, is a challenging task. However, becoming passionate about your contention, and working on transforming your idea into a published work necessitates self-regulation, resilience, visualization of outcomes, and implementing scholarly approaches. Overcoming challenges and focusing on your goal can be reached if these tips are applied.

Biography:
Professor Samy Azer is an Australian physician and medical academic and educator. He was honoured to contribute to medical education in several countries. He graduated with a Bachelor in Medicine and Surgery and completed his training in gastroenterology and hepatology in the 80s. He obtained PhD from the University of Sydney in hepatology and a Master in Education from the University of New South Wales. He is a Fellow of the American College of Gastroenterology and obtained a Master of Public Health from the University of New South Wales. He is a Fellow of the Royal Society of Biology, and a Fellow of the Royal Society of Medicine.
He was a Senior Lecturer in Medical Education at the University of Sydney from 1997 to 1998 at that time the university was introducing a new PBL program. Then he was invited to join the University of Melbourne from 1999 to 2006 to support the team in medical education unit introducing the new PBL program and changing the curriculum.
He is a Visiting Professor of Medical Education at the University of Toyama, Japan and has helped the Faculty of Medicine in establishing its Medical Education Unit. He was Professor of Medical Education and Chair of Medical Education Research and Development Unit, Faculty of Medicine, Universiti Teknologi MARA, Malaysia from 2007 to 2009. During that time he was a key element in helping the Faculty to be ready and prepared for accreditation of its program. The program was credited for 5 years and the university was the first to be credited in Malaysia.
Professor Azer was a consultant to the Victorian Postgraduate Medical Foundation (VMPF), Australia. He has been invited to review curricula in Medicine, Nursing, Dentistry, Pharmacy, Occupational Therapy, and Speech Pathology.
He is Professor of Medical Education and the Chair of Curriculum and Research Unit at King Saud University College of Medicine and has played a significant role in introducing the new curriculum and preparing the College for accreditation. The program was accredited for 7 years in 2011.
Professor Azer has been invited as a keynote speaker to conferences in Australia, South East Asia, Sweden, Turkey, the Middle East countries and the United States. He has over 100 original articles published in international journals most of them are on medical education. He authored four textbooks on Medical Education. He is Editor at PLOS ONE, United States, Editor at MEDICINE, the United States, and on the Editorial Board of BMC Medical Education, the United Kingdom, and a Topic Editor of Frontiers in Medicine, a partner of Nature Group, Switzerland.

Families with Children – How their Worries are Identified, Discussed and Intervened in Social and Health Care by Nurses

Eija Paavilainen

University of Tampere, Finland

Background: Families with children use health and social care services worldwide. Although service systems differ, the needs of families with children are mostly the same worldwide. Those services need to be developed to detect early signs concerning worries or risks needing extra support before patterns like abuse develop within the family. These worries include e.g. loneliness, poverty, rigidity in childrearing and family conflict. Research evidence shows that risk assessment tools are useful as a part of broad assessment of family situations, to detect those signs and risks early enough. The internationally validated Child Abuse Potential Inventory Scale (CAPI) has been validated also in Finland in 2011-2016. The second phase of validation process included testing the short version of this tool (the BriefCAP) in clinical practice. The Scale has been implemented in the normal clinical care of maternity and child health care by nurses during 2017.

Aim: This paper describes parents experiences based on data collected using the child maltreatment risk assessment tool (BriefCAP) in Finland.

Methods: Parents attending maternity and child welfare clinics and hospital wards completed BriefCAP questionnaires (N=450). The sample included parents expecting a baby or with children under 12 years. The criteria were that they were visiting a health care setting involved in this clinical testing phase and were willing to participate. The data were analysed by statistical methods.

Results: Parentsʼworries included e.g. loneliness (13 %), rigidity in childrearing (23 %), poverty (13 %), feelings of persecution (8 %), family conflict (8 %) and distress (19 %).

Conclusion: BriefCAP provides a starting point to discuss with parentsʼ about their worries. Thec support provided depends on the family needs. It is planned that BriefCAP will be implemented nationally for use after 2018 in Finland.

In this presentation the results will be discussed, integrated and applied broadly in the international context of services of families with children.

Biography:
Eija Paavilainen, PhD, works as a Professor (Nursing Science) at Faculty of Social Sciences/Health Sciences in University of Tampere, from 2001. She has also a research position in Etelä-Pohjanmaa Hospital District, from 2002, and was Professorial Research Fellow in Institute of Advanced Social Research, University of Tampere, during 2011-2012. Her main research and expertise areas concern families in challenging life situations.Her largest research projects concern family violence, child maltreatment, and family risks, and support for families with children. Those research projects are or have been funded e.g. by Academy of Finland, Boards of Hospital Districts, and Ministry for Social Affairs and Health, Finland. She has about 200 conference presentations and over 200 scientific and other publications. She has acted in Editorial Board of Child Abuse Review during 2012-2017.

The Place of Speech Recognition in Patient Clinical Information Transfer in Nursing

Maree Johnson

Australian Catholic University, Australia

Throughout a series of research projects, conducted over 10 years, the practicality of introducing speech recognition into the management of clinical nursing information has been examined. An initial study began whereby the principles of quality documentation for nursing were explored using a metasynthesis of the literature identifying 7 principles of quality nursing documentation (eg., patient centred, reflect the work of nurses, contain objective clinical judgement etc). An examination of 67 patient records using the as Nursing and Midwifery CAT, highlighted areas for improvement. A study of observed and recorded clinical handovers (n = 195) from speciality and general wards followed, developing a Nursing Handover MDS and electronic module within the clinical information system, which was implemented into 10 hospitals (11000 nurses).

Whether one set of clinical information could be defined from both the patient health care records and handover transcriptions (n = 162) was then examined. The verbal patient clinical handover was more comprehensive than the written (electronic) nursing notes with similarities in the content, supporting one set of clinical information. Three further studies were conducted: testing the acceptability of speech recognition technology to nurses, undertaking a systematic review of the use of speech recognition technology in health, classification of words and phrases (using Protégé Software) into a set of domains to form fields within a patient healthcare record, and machine learning of words and phrases for classification within the set domains resulting in 65% correct classification.

There is potential for nurses, using available speech recognition software to present clinical handover to oncoming nurses, while delivering simultaneously the nursing notes for the electronic patient health care record, for final approval. This presents a brave new world for nurses although the challenges to implementation are substantial.

Biography:
Professor Maree Johnson, is a registered nurse with a PhD in Epidemiology and Population Health. Dr. Johnson in internationally recognised for her work in patient safety and communication in health care. She is a recipient of $6 million dollars in research funding, has published some 400 refereed papers and technical reports. Professor Johnson is currently the Associate Dean of Research in the Faculty of Health Sciences at the Australian Catholic University, based at Sydney, Australia.