assisting the phd student in writing research papers - dagu project
TRANSCRIPT
Assis$ngthePhDstudentinanalysisandinterpreta$on;planforappropriaterepor$ng
• Repor$ngofobserva$onalepidemiologicalstudies:STROBEguidelineshGp://strobe-statement.org/index.php?id=strobe-home
• Repor$ngoftrials:CONSORTguidelineshGp://www.consort-statement.org
• Repor$ngofqualita$vestudies:COREQguidelineshGp://www.equator-network.org/repor$ng-guidelines/coreq/
Assis$ngthePhDstudentinwri$ngresearchpapers
Coachthestudenttoreadliterature!• Teachhowtousethenettofollowliterature
• S$mulatebyshowingrelevantpapers
• Encouragebroaderintereststhanjustanarrowfocusontheplannedstudies
• Literatureclub?• Givethestudentmanuscriptstoreview,discussthereview
Assis$ngthePhDstudentinwri$ngresearchpapers
• Coachthestudenttowritetheworkupstepbystep(literaturereview,organizingreferences,describingaimsandmethods..)
• Tolearnfromothers(andbyreadinglotsofresearchar$cles)butnoplagiarism!
• Whatis$tleofthepaper?Helpsthestudenttofocuswhatthepaperisabout
Assis$ngthePhDstudentinwri$ngresearchpapers:wri$nganabstract
Afirstdra3oftheabstractisusefulforthestudentatanearlystage(maybebeforeresults):• Whywasitworthdoing(ra$onale)andaim
• Whatdidyoudo?• Howdidyoudoit?• Whatwerethekeyresults?• Whataretheimplica$onsofyourresults?
Assis$ngthePhDstudentinwri$ngresearchpapers:Commonstructureofthepaper
Title Authors (plan at an early stage, only those
contributing) Abstract Background, maybe theoretical framework
rationale. Maybe hypothesis. Aims (objectives) Methods • Study area • Study design • Study population • Sample size • Study methods • Analyses Ethical considerations Results (deliver results as promised in aims) Discussion (short summary of findings, validity,
discuss key findings in relation to other research)
Conclusion (of the findings presented) Contributions, Funding, Acknowledgements References
Assis$ngthePhDstudentinwri$ngresearchpapers:graphsandtables
• Thestudyflow–notonlyintrialreports
SeeSTROBEandCONSORTguidelines
Table1.Levelofeduca$onamong30-yearoldwomenandmeninFic$$a2014.Primary,Secondary,University.Women,Men.Table?How?Makeadummytable
Discusswiththestudent:makingatable
Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014.
Level Women MenPrimary Secondary University
Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014
Thesewerethenumbers,whatabout%?
Level Women MenPrimary 300 150Secondary 150 250University 50 100
Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014.
Dataaren(%)
Level Women MenPrimary 300(60) 150(30)Secondary 150(30) 250(50)University 50(10) 100(20)
Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014.
Dataaren(%)Statistics?Whereshouldthatbewritten?
Level Women MenPrimary 300(60) 150(30)Secondary 150(30) 250(50)University 50(10) 100(20)
Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014
Dataaren(%).Chi291.7,p<0.001
Level Women MenPrimary 300(60) 150(30)Secondary 150(30) 250(50)University 50(10) 100(20)
Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014
Dataaren(%).Chi291.7,p<0.001Butwewouldliketoshowthisforurbanandruralareas?How?
Level Women MenPrimary 300(60) 150(30)Secondary 150(30) 250(50)University 50(10) 100(20)
Table1.Levelofeducationamong30---yearoldwomenandmeninurbanandruralareasofFictitia,2014.
Dataaren(%)
Geographicalarea
Levelofeducation
Women Men
Urban Primary 100(42) 50(18)Secondary 100(42) 150(53)University 40(16) 80(29)
Rural Primary 200(77) 100(43)Secondary 50(19) 100(43)University 10(4) 30(13)
Table1.Levelofeducationamong30---yearoldwomenandmeninFictitia2014
Couldweshowthisinagraph?
Level Women MenPrimary 300(60) 150(30)Secondary 150(30) 250(50)University 50(10) 100(20)
Levelofeduca$onamong30-yearoldwomenandmeninFic$$a2014
0
10
20
30
40
50
60
70
Primary Secondary University
Women
Men
%
Otherwaysofmakingthegraph?
Levelofeduca$onamong30-yearoldwomenandmeninFic$$a2014
0
10
20
30
40
50
60
70
80
90
100
Women Men
University
Secondary
Primary
%
Whataboutifwehavetwocon$nuousvariables?
Andwewanttoshowtheirrela$oninagraph
Maybewehaveyearsofeduca$on,andheightoftheindividual(cm)
Whatsortofgraph?
AscaGerplot
AscaGerplotIsthereanassocia$on?
Nowwehaveaddedtheregressionline
Andnowwehavenotedwhoiswomanandwhoisaman
Andnowforurbanandruralareas
Helpthestudenttocheckthelogicalflow
Background,ra$onale Aims Methods Results Discussion Conclusion