The document provides instructions on how to write and publish a scientific paper. It discusses preparing before writing by gaining knowledge on the topic and publication norms. It explains the sections of a paper: introduction, materials and methods, results, and discussion. The document outlines how to structure each section, such as stating what is known in the introduction, describing the study design and outcomes measured in materials and methods, and objectively reporting results without explanation. Overall, the document serves as a guide for researchers on the process of writing up their work for potential publication.
The document provides instructions on how to write and publish a scientific paper. It discusses preparing before writing by gaining knowledge of the topic and publication norms. It covers writing the different sections of a paper, including the introduction, methods, results, and discussion sections. The document emphasizes structuring papers using the IMRAD format and providing citations to support statements. It aims to guide researchers through the entire process of writing up their work for potential publication.
12.01.08(a): Rheumatoid Arthritis/Pathogenesis and Clinical Presentation of J...Open.Michigan
Rheumatoid arthritis is caused by a complex interplay of genetic and environmental factors. Genetic susceptibility involves genes related to cellular immune responses, including HLA-DR4 alleles. Environmental triggers may include infection or smoking. The disease involves a dysregulated immune response in the synovium, with synoviocyte transformation and interaction with macrophages, T cells, and cytokines leading to inflammation and joint destruction. Autoantibodies such as rheumatoid factor and anti-CCP antibodies are involved in pathogenesis but their exact roles are still being elucidated.
This document discusses rheumatoid arthritis (RA), a chronic inflammatory disease characterized by joint inflammation and damage. The clinical presentation of RA involves symmetric joint pain, swelling, and morning stiffness. The pathogenesis involves an immune response involving T cells, B cells, and cytokines like TNF-alpha that promote inflammation. Disease activity is the main driver of joint damage and disability in RA. Treatment involves conventional disease-modifying antirheumatic drugs (DMARDs) and biologic agents to reduce inflammation, prevent further joint destruction, and improve function.
Oxidative stress occurs when there is an excessive level of reactive oxygen species that overwhelm the body's antioxidant defenses. This can damage lipids, proteins, DNA and lead to diseases like atherosclerosis, heart disease, arthritis, obesity, and cancer. The body has antioxidant enzymes like superoxide dismutase and catalase, as well as antioxidant vitamins and minerals that help counteract oxidative stress. However, when oxidative stress is prolonged or severe, it can contribute to disease development and progression.
This document discusses rheumatoid arthritis (RA) and the evolution of drugs used to treat it. RA is a chronic inflammatory disease that causes joint damage and disability. While the cause is unknown, it involves an immune system response leading to inflammation. Treatment has progressed from nonsteroidal anti-inflammatory drugs (NSAIDs) and disease-modifying antirheumatic drugs (DMARDs) like methotrexate, to biological DMARDs that target specific cytokines and cells involved in the immune response, such as tumor necrosis factor (TNF) inhibitors and interleukin-6 (IL-6) inhibitors. Larger clinical trials were required to develop these targeted biologic therapies compared to earlier drugs. Animal models of collagen
This document discusses rheumatoid arthritis (RA), an autoimmune disease where the immune system attacks the synovium lining the joints, causing pain, swelling, and inflammation. It covers signs and symptoms of RA like joint stiffness and pain. Risk factors include genetics and gender, with most cases occurring between ages 35-50. Treatment involves NSAIDs, DMARDs, corticosteroids, biologics, and JAK inhibitors to reduce inflammation and slow disease progression. The pathology involves cytokines and immune cells that promote inflammation, and diagnosis is based on symptoms, physical exam, blood tests, and x-rays.
Rheumatoid arthritis is a chronic inflammatory disease characterized by symmetrical polyarthritis and extra-articular features. Current management involves relieving symptoms with NSAIDs or COX-2 inhibitors while also using disease-modifying antirheumatic drugs to slow disease progression. For patients with moderate to severe active disease despite treatment, biologic response modifiers such as TNF-α inhibitors can be used and have been shown to reduce inflammation, joint damage, and improve hematological markers. Proper screening and monitoring is required when using biologics due to potential infection and malignancy risks.
Rheumatoid arthritis is an autoimmune disease characterized by inflammation of the joints, especially in the hands and feet. It affects around 1% of the population and is more common in women. If left untreated, chronic inflammation can lead to joint damage and disability. Management involves reducing inflammation and pain with medications like NSAIDs, corticosteroids, and disease-modifying antirheumatic drugs (DMARDs), with the goal of achieving remission and preventing long-term joint damage and deformity.
The document provides instructions on how to write and publish a scientific paper. It discusses preparing before writing by gaining knowledge of the topic and publication norms. It covers writing the different sections of a paper, including the introduction, methods, results, and discussion sections. The document emphasizes structuring papers using the IMRAD format and providing citations to support statements. It aims to guide researchers through the entire process of writing up their work for potential publication.
12.01.08(a): Rheumatoid Arthritis/Pathogenesis and Clinical Presentation of J...Open.Michigan
Rheumatoid arthritis is caused by a complex interplay of genetic and environmental factors. Genetic susceptibility involves genes related to cellular immune responses, including HLA-DR4 alleles. Environmental triggers may include infection or smoking. The disease involves a dysregulated immune response in the synovium, with synoviocyte transformation and interaction with macrophages, T cells, and cytokines leading to inflammation and joint destruction. Autoantibodies such as rheumatoid factor and anti-CCP antibodies are involved in pathogenesis but their exact roles are still being elucidated.
This document discusses rheumatoid arthritis (RA), a chronic inflammatory disease characterized by joint inflammation and damage. The clinical presentation of RA involves symmetric joint pain, swelling, and morning stiffness. The pathogenesis involves an immune response involving T cells, B cells, and cytokines like TNF-alpha that promote inflammation. Disease activity is the main driver of joint damage and disability in RA. Treatment involves conventional disease-modifying antirheumatic drugs (DMARDs) and biologic agents to reduce inflammation, prevent further joint destruction, and improve function.
Oxidative stress occurs when there is an excessive level of reactive oxygen species that overwhelm the body's antioxidant defenses. This can damage lipids, proteins, DNA and lead to diseases like atherosclerosis, heart disease, arthritis, obesity, and cancer. The body has antioxidant enzymes like superoxide dismutase and catalase, as well as antioxidant vitamins and minerals that help counteract oxidative stress. However, when oxidative stress is prolonged or severe, it can contribute to disease development and progression.
This document discusses rheumatoid arthritis (RA) and the evolution of drugs used to treat it. RA is a chronic inflammatory disease that causes joint damage and disability. While the cause is unknown, it involves an immune system response leading to inflammation. Treatment has progressed from nonsteroidal anti-inflammatory drugs (NSAIDs) and disease-modifying antirheumatic drugs (DMARDs) like methotrexate, to biological DMARDs that target specific cytokines and cells involved in the immune response, such as tumor necrosis factor (TNF) inhibitors and interleukin-6 (IL-6) inhibitors. Larger clinical trials were required to develop these targeted biologic therapies compared to earlier drugs. Animal models of collagen
This document discusses rheumatoid arthritis (RA), an autoimmune disease where the immune system attacks the synovium lining the joints, causing pain, swelling, and inflammation. It covers signs and symptoms of RA like joint stiffness and pain. Risk factors include genetics and gender, with most cases occurring between ages 35-50. Treatment involves NSAIDs, DMARDs, corticosteroids, biologics, and JAK inhibitors to reduce inflammation and slow disease progression. The pathology involves cytokines and immune cells that promote inflammation, and diagnosis is based on symptoms, physical exam, blood tests, and x-rays.
Rheumatoid arthritis is a chronic inflammatory disease characterized by symmetrical polyarthritis and extra-articular features. Current management involves relieving symptoms with NSAIDs or COX-2 inhibitors while also using disease-modifying antirheumatic drugs to slow disease progression. For patients with moderate to severe active disease despite treatment, biologic response modifiers such as TNF-α inhibitors can be used and have been shown to reduce inflammation, joint damage, and improve hematological markers. Proper screening and monitoring is required when using biologics due to potential infection and malignancy risks.
Rheumatoid arthritis is an autoimmune disease characterized by inflammation of the joints, especially in the hands and feet. It affects around 1% of the population and is more common in women. If left untreated, chronic inflammation can lead to joint damage and disability. Management involves reducing inflammation and pain with medications like NSAIDs, corticosteroids, and disease-modifying antirheumatic drugs (DMARDs), with the goal of achieving remission and preventing long-term joint damage and deformity.
Using SARS-CoV-2 to Teach Physiology and ScienceInsideScientific
Join Dr. Dee Silverthorn for a discussion on how the sudden appearance of the global pandemic of COVID-19 provides a unique opportunity to show students science in action as researchers and healthcare professionals around the world scramble to understand the virus and its effects on the human body. This is the third webinar in this 4-part series on how science education has evolved in the face of new challenges.
In this presentation we will explore some of the ways that we can incorporate today’s headlines into the curriculum by discussing the pathophysiology and pathology of SARS-CoV-2 infection and how it demonstrates the integration of body function across multiple organ systems. Teaching about the coronavirus pandemic also creates opportunities to have students critically analyze research studies and news reports, and to discuss ethical dilemmas such as the distribution of limited amounts of vaccine or the triage of critically ill patients when lifesaving equipment is limited. One important goal of teaching about the coronavirus pandemic is to have students learn to tolerate ambiguity, and to understand that today’s “facts” are simply our best models of what we know.
This document outlines various activities from a life science unit on cell biology and disease. It provides introductions, challenges, procedures, and analysis questions for multiple lessons involving topics like microscopy, cell structure, microbes, infectious disease transmission, the immune system, antibiotics, and developing antibiotic resistance. Students will complete worksheets, observations, discussions, and videos across over 50 activities exploring these concepts at the cellular and microbial level.
This document outlines an instructional unit on cell biology and disease for middle school students. It provides overviews and objectives for 50 hands-on learning activities involving topics like microscopic observation of cells, modeling cell structures, studying infectious diseases and the immune system, learning about vaccination and antibiotic discovery, and more. The activities utilize readings, discussions, experiments and analysis questions to engage students in exploring these scientific concepts.
This document outlines lesson plans for teaching middle school students about HIV/AIDS. It includes 6 lessons that cover:
1. The facts about HIV/AIDS, including myths and rumors. Students will discuss facts to disprove common myths.
2. Prevention of HIV/AIDS, including abstinence and understanding risky behaviors.
3. Medical testing for HIV, including the importance of counseling.
4. Psychological aspects of living with HIV/AIDS, including the emotional impact and assisting those who are ill.
5. Societal issues related to HIV/AIDS, such as economic, family, and STD impacts.
6. Community resources for HIV/AIDS services, including clinical services and health
Artificial Intelligence and ChatGPT: Impacts and Challenges for Medical Educa...tbirdcymru
1. The workshop discusses the impacts and challenges of AI/ChatGPT for medical education. It covers how ChatGPT works, its limitations, and how it can be used by medical students if carefully applied.
2. The presentation cautions that ChatGPT's ability in writing assignments could enable cheating, but suggests assessment methods less vulnerable like practical exams.
3. ChatGPT has potential study applications if used judiciously, like explaining concepts or creating case studies, but all information must be verified against credible sources due to its limitations.
Unit 9 End of Term Project --- Final Project Final Projec.docxmarilucorr
Unit 9: End of Term Project --- Final Project
Final Project: Part III, Pathogens and Health
Unit outcomes addressed in this assignment:
● Discuss standard methods used in the field of microbiology
● Explain the importance of plasmids in bacterial genetics and in genetic
engineering
● Explain Human/microbe relationships
● Analyze virulence factors of pathogens including public health importance
Course outcomes assessed with this assignment:
HS320-4: Discuss the principles of microbial genetics in health science.
GEL 1.1: Demonstrate college-level communication through the composition of original
materials in Standard American English.
Instructions
● Write an essay that analyzes "The role of any chosen pathogen in human health
and disease and public health"
● Using the knowledge you have gained throughout this course, your final paper
must include the following:
● Appropriate microscopic, cultivation and non-cultivation methods for the chosen
pathogen
● Importance of plasmids in bacterial genetics and in genetic engineering
● Human / microbe relationships
● Analysis of the virulence factors of microorganisms (include public health
importance)
● Prevention and treatments strategies
Requirements
● Essay should be a minimum of 1000 words.
● The paper you submit must be your own work.
● The viewpoint and purpose of this Assignment should be clearly established and
sustained.
● Assignment should follow the conventions of Standard American English (correct
grammar, punctuation, etc.).
● Your writing should be well ordered, logical, and unified, as well as original and
insightful.
● Your work should display superior content, organization, style, and mechanics.
● Follow APA style format, including Times New Roman 12 point font and double
spacing.
● Include a minimum of five references, one of which should be your textbook. All
internet sources must be original articles or government resources. Wikipedia or other
non-peer reviewed resources are not acceptable.
● Include a title page and reference page.
● Use APA style for all citations.
● More details can be found in the GEL 1.1 Universal Writing Rubric, in the Kaplan
Writing Center, and within the document in Doc Sharing named "Writing Center
Resources."
Submitting Your Final Project
Put your Final Project in a Word document. Save it in a location and with the proper naming
convention: username-HS320-section-unit9-Project.doc (username is your Kaplan username,
section is your course section). When you are ready to submit it, go to the Dropbox and
complete the steps below:
● Click the link that says "Submit an Assignment".
● In the "Submit to Basket" menu, select Unit 9: Project.
● In the "Comments" field, make sure to add at least the title of your paper.
● Click the "Add Attachments" button.
● Follow the steps listed to attach your Word document.
● To view your graded work, come back to the Dropbox or go to the Gradebook
aft ...
FINAL EXAM FOR BIOL 302 BACTERIA, VIRUSES, AND HEALTHTeraNowa
This document provides instructions for a final exam for an online course on bacteria, viruses, and health. The exam consists of three parts: multiple choice questions, short answer questions, and short essay questions. It must be submitted as a Word document by the deadline to receive a grade. Late submissions or submissions in incorrect formats like email or PDF will not be graded.
Here are the steps to modify probability from test results:
1) Determine the pre-test probability (prior probability) of disease based on risk factors, symptoms, etc.
2) Determine the likelihood ratios (LRs) for the specific test result:
- Positive LR = Sensitivity / (1 - Specificity)
- Negative LR = (1 - Sensitivity) / Specificity
3) Use the LR to modify the pre-test probability into the post-test probability:
- Post-test probability for positive test = (pre-test odds x positive LR) / (1 + pre-test odds x positive LR)
- Post-test probability for negative test = (pre-test odds x negative LR
The document discusses how to write an effective conclusion for a research paper on COVID-19. It recommends briefly restating the topic, rephrasing the thesis statement in 1-2 sentences, and summarizing the main points without introducing new information. For COVID-19, the conclusion should note that without a vaccine, preventing infection is important by reducing risk for all. It then outlines a group activity having students discuss conclusions and recommendations in their assigned topics within 15 minutes.
Modes of HIV Transmission and Personal Risk FactorsRead Chapte.docxhoundsomeminda
Modes of HIV Transmission and Personal Risk Factors
Read Chapter 7 first. Then come to this assignment.
Chapter 7 discusses the different modes by which HIV can be transmitted from person to person. The chapter tells us that the evidence for assigning risks to different levels of activities comes from two main sources: theoretical biological analysis and empirical epidemiological data, bolstered by lab data. Let me explain what this means:
1. "Theoretical biological analysis" means that scientists have learned many different things about the HIV virus by growing it in the lab. In the movie "And the Band Played On" you will remember that one reason it took so long to isolate the virus in the beginning was that is was difficult to grow in the laboratory. That's related to certain biological properties of the HIV virus. For example, the virus itself is not a living organism. No virus can grow on its own. Every type of virus need to grow inside a cell, called a host cell. Each type of virus has it's own range of host cells, and it can only gain entry to that cell by binding to a specific receptor on the cell's surface. The HIV, for example, can only get into cells by binding to a receptor known as the CD4 receptor, which only lives on the surface of a few types of cells. If a cell doesn't produce the CD4 receptor, the virus can't get in. How efficiently a virus can infect a person is related to how it moves from person to person (mode of transmission). The ability of the virus to be transmitted is also a factor of its "stabiity", that is, how long it can live outside the body, how long it can live at room temperature once it leaves the body, whether it can live on surfaces once it dries out, etc. Every virus is different. So based on what the scientists learn about a certain virus, they can predict how plausible it would be for it to be transmitted under certain conditions.
2. Empirical data: Regardless of what the scientists predict about the plausibility of infection, they must weight it against actual data. “Empirical data” is true data that has been obtained from an actual situation. Epidemiologists have learned a lot about how HIV is transmitted by exhaustive questioning of HIV patients and the people with whom they’ve had contact. They have learned what type of contact and activities can be associated with the transmission of the disease. This has allowed them to come up with a series of recommendations about the risk factors of contracting the HIV.
In this discussion, each of you should write us a comment about something new that you learned from reading this chapter. Discuss the biological reason for your surprising finding. With so many questions up in the air, and so many abstract factors surrounding this disease, it is comforting to realize that the scientific thought process and data collection have given us a way to sort it all out. Epidemiology has removed at least some of the fear and panic associated with disease.
E ...
Due 11.22757midterm outline-revised.docxFactors That May Affect.docxjacksnathalie
Due 11.22/757midterm outline-revised.docxFactors That May Affect Liver CancerBrief background
Liver cancer is the globally the sixth most frequent cancer, and considered as one of diseases that leading death. This paper will focus on the liver cancer and one important factor of hepatitis B virus (HBV). The detailed introduction will be discussed, the characters of HBV will be summarized. And disease control and treatment will also be mentioned in the article. Bullet key conclusions for each reference
Study #1: F. Xavier Bosch (2004), “Primary liver cancer: Worldwide incidence and trends”
Primary liver cancer been indicated that has great geographic variability. And men are consistently more than women. Also the poverty should be considered with analysis the distribution of primary liver cancer. This article mainly using statistical methods to analysis the primary liver cancer.
Study #2: Joseph F. Perz (2006), “The contributions of hepatitis B virus and hepatitis C virus infections to cirrhosis and primary liver cancer worldwide”
For cirrhosis and liver cancer, hepatitis B virus (HBV) and hepatitis C virus (HCV) been considered as the most factors. This paper focus on the two viruses’ relationship with worldwide disease burden. The paper has the results that indicate HBV and HCV contributed for the majority of cirrhosis and primary liver cancer throughout most of the world.
Study #3: Chang-min Kim (1991), “HBx gene of hepatitis B virus induces liver cancer in transgenic mice”
Due to the exact role of hepatitis B virus in the development of liver cancer was unknown. This paper introduce the tests placing the entire HBx gene under its own regulatory elements directly into the germline of mice. Based on the analysis, the development of malignant carcinomas been observed. This paper raised the animal model for monitoring the expression of the viral HBx gene and the development of the liver cancer under the effect.
Study #4: Patricia Arauz-Ruiz (2002), “Genotype H: a new Amerindian genotype of hepatitis B virus revealed in Central America”
The article introduced ten hepatitis B virus (HBV) strains of sequenced the complete genomes with their locations and genotypes. The author raised there have three sequenced strains should represent a new HBV genotype H, which has been encountered in Nicaragua, Mexico and California. Genotype H, a new likely Amerindian genotype, needs to regard as important and farther analysis.
Study #5: J.Kapusta (1999), “A plant-derived edible vaccine against hepatitis B virus”
With the observation of infectious hepatitis B virus spherical double-shelled particles and its carriers particles consisting of a viral envelope surface protein, the author raised the characters of the particles that related to hepatitis B virus vaccine produced in yeast. With the tests on mice and human volunteers, hepatitis B virus-specific antibodies been analyzed. Brief conclusion
In the paper, HBV and liver cancer have been detailed analysis. ...
Here are the key steps to complete Task SS2 of the given IGCSE ICT practical exam:
(i) In cell I4, enter the formula =SUM(F4:H4) to calculate the total time in seconds for Martin Anderson.
(ii) In cell I5, enter the formula =SUM(F5:H5) to calculate the total time for James Brunning.
(iii) In cell I6, enter the formula =SUM(F6:H6) to calculate the total time for the new row inserted between rows 5 and 6.
(iv) Copy the formulas down column I to calculate the total for each competitor.
(v) Insert a
The document provides a lesson plan for teaching microbiology to first year nursing students, with topics including the introduction and history of microbiology, classification of microorganisms, microbial growth and control, microscopy techniques, and the anatomy and physiology system. The lesson plan lists 27 topics divided into units with specific learning objectives, content, teaching methods, and assessments for each. It also includes an index of topics and abbreviations.
Augmented Claim Craft Ecosystem: HyperKnowledge- OpenSherlock Overview Jack Park
This document discusses representing claims and knowledge from documents in an augmented format called HyperKnowledge. It describes using topic maps to represent claims from literature in a structured way. Key points include:
- Representing basic claims as subject-predicate-object triples with unique identifiers.
- Representing more complex claims involving multiple entities and relationships as topic maps.
- Capturing additional metadata like provenance, context, and retractions to qualify and provide more details on claims.
- Representing hypothetical scenarios and distinguishing between viewpoints to capture context and perspective.
- Using topic mapping techniques to federate information from different sources and disambiguate identifiers.
This document outlines an agenda for a one-day workshop on evidence-based practice. The workshop will include introductory presentations on evidence-based medicine and asking well-formulated clinical questions. It will also cover tutorials on searching for evidence efficiently, critical appraisal of studies, and applying evidence to clinical problems. Participants will learn the core steps of evidence-based practice: formulating questions, finding evidence, appraising research quality, and applying evidence to individual patients. The goal is to teach clinicians how to integrate the best available research evidence with clinical expertise and patient values.
BIO 101 Introduction to Biology TUI
Just Click on Below Link To Download This Course:
https://www.coursetutor.us/product/bio-101-introduction-to-biology-tui/
BIO 101 Introduction to Biology TUI
BIO 101 Module 1 Introduction to Science
BIO 101 Module 1 Discussion
Discussion: Life’s Extreme Environments
Discussion Topic
Everything we know about life comes from studying our own planet. Recent discoveries about life forms in extreme environments have renewed scientists’ interest in looking for life elsewhere.
This document provides information about RNA-based vaccines for COVID-19 and profiles Dr. Kizzmekia Corbett's role in developing Moderna's vaccine. It includes links to a video explaining how Moderna's vaccine works, an article about Dr. Corbett's efforts to address vaccine hesitancy, and a 6-minute video of her describing her work. Students are assigned to review these resources and write a 300-word reflection discussing what they found most interesting or confusing, what they learned about vaccine development and trials, the types of people involved in science, and any new questions they have.
Microtask crowdsourcing for disease mention annotation in PubMed abstractsBenjamin Good
Microtask crowdsourcing for disease mention annotation in PubMed abstracts
Benjamin M. Good, Max Nanis, Andrew I. Su
Identifying concepts and relationships in biomedical text enables knowledge to be applied in computational analyses that would otherwise be impossible. As a result, many biological natural language processing (BioNLP) projects attempt to address this challenge. However, the state of the art in BioNLP still leaves much room for improvement in terms of precision, recall and the complexity of knowledge structures that can be extracted automatically. Expert curators are vital to the process of knowledge extraction but are always in short supply. Recent studies have shown that workers on microtasking platforms such as Amazon’s Mechanical Turk (AMT) can, in aggregate, generate high-quality annotations of biomedical text.
Here, we investigated the use of the AMT in capturing disease mentions in Pubmed abstracts. We used the recently published NCBI Disease corpus as a gold standard for refining and benchmarking the crowdsourcing protocol. After merging the responses from 5 AMT workers per abstract with a simple voting scheme, we were able to achieve a maximum f measure of 0.815 (precision 0.823, recall 0.807) over 593 abstracts as compared to the NCBI annotations on the same abstracts. Comparisons were based on exact matches to annotation spans. The results can also be tuned to optimize for precision (max = 0.98 when recall = 0.23) or recall (max = 0.89 when precision = 0.45). It took 7 days and cost $192.90 to complete all 593 abstracts considered here (at $.06/abstract with 50 additional abstracts used for spam detection).
This experiment demonstrated that microtask-based crowdsourcing can be applied to the disease mention recognition problem in the text of biomedical research articles. The f-measure of 0.815 indicates that there is room for improvement in the crowdsourcing protocol but that, overall, AMT workers are clearly capable of performing this annotation task.
Building a massive biomedical knowledge graph with citizen scienceBenjamin Good
The life sciences are faced with a rapidly growing array of technologies for measuring the molecular states of living things. From sequencing platforms that can assemble the complete genome sequence of a complex organism involving billions of nucleotides in a few days to imaging systems that can just as rapidly churn out millions of snapshots of cells, biology is truly faced with a data deluge. To translate this information into new knowledge that can guide the search for new medicines, biomedical researchers increasingly need to build on the existing knowledge of the broad community. Prior knowledge can help guide searches through the masses of new data. Unfortunately, most biomedical knowledge is represented solely in the text of journal articles. Given that more than a million such articles are published every year, the challenge of using this knowledge effectively is substantial. Ideally, knowledge such as the interrelations between genes, drugs and diseases would be represented in a knowledge graph that enabled queries like: “show me all the genes related to this disease or related to any drugs used to treat this disease”. Systems exist that attempt to extract this information automatically from text, but the quality of their output remains far below what can be obtained by human readers. We are developing a new platform that taps the language comprehension abilities of citizen scientists to help excavate a queryable knowledge graph from the biomedical literature. In proof-of-concept experiments, we have demonstrated that lay-people are capable of extracting meaningful information from complex biological text. The information extracted using this community intelligence framework can surpass the efforts of individual experts in quality while also offering the potential to achieve massive scale. In this presentation we will describe the results of early experiments and introduce our prototype citizen science platform: http://mark2cure.org.
Defense against-infectious-disease-1228386458765022-9Kamal Muslim
The document outlines key concepts in microbiology including:
1. Bacteria, viruses, fungi and protozoa are pathogens that can cause illness. Antibiotics work on bacteria but not viruses.
2. Phagocytic leukocytes defend the body by ingesting pathogens through chemotaxis, attachment, and using digestive enzymes in phagosomes to destroy the pathogens.
3. Antibodies and antigens are important concepts in immunity, with antibodies being produced in response to antigens to help fight infection. HIV attacks the immune system, leading to AIDS.
Using SARS-CoV-2 to Teach Physiology and ScienceInsideScientific
Join Dr. Dee Silverthorn for a discussion on how the sudden appearance of the global pandemic of COVID-19 provides a unique opportunity to show students science in action as researchers and healthcare professionals around the world scramble to understand the virus and its effects on the human body. This is the third webinar in this 4-part series on how science education has evolved in the face of new challenges.
In this presentation we will explore some of the ways that we can incorporate today’s headlines into the curriculum by discussing the pathophysiology and pathology of SARS-CoV-2 infection and how it demonstrates the integration of body function across multiple organ systems. Teaching about the coronavirus pandemic also creates opportunities to have students critically analyze research studies and news reports, and to discuss ethical dilemmas such as the distribution of limited amounts of vaccine or the triage of critically ill patients when lifesaving equipment is limited. One important goal of teaching about the coronavirus pandemic is to have students learn to tolerate ambiguity, and to understand that today’s “facts” are simply our best models of what we know.
This document outlines various activities from a life science unit on cell biology and disease. It provides introductions, challenges, procedures, and analysis questions for multiple lessons involving topics like microscopy, cell structure, microbes, infectious disease transmission, the immune system, antibiotics, and developing antibiotic resistance. Students will complete worksheets, observations, discussions, and videos across over 50 activities exploring these concepts at the cellular and microbial level.
This document outlines an instructional unit on cell biology and disease for middle school students. It provides overviews and objectives for 50 hands-on learning activities involving topics like microscopic observation of cells, modeling cell structures, studying infectious diseases and the immune system, learning about vaccination and antibiotic discovery, and more. The activities utilize readings, discussions, experiments and analysis questions to engage students in exploring these scientific concepts.
This document outlines lesson plans for teaching middle school students about HIV/AIDS. It includes 6 lessons that cover:
1. The facts about HIV/AIDS, including myths and rumors. Students will discuss facts to disprove common myths.
2. Prevention of HIV/AIDS, including abstinence and understanding risky behaviors.
3. Medical testing for HIV, including the importance of counseling.
4. Psychological aspects of living with HIV/AIDS, including the emotional impact and assisting those who are ill.
5. Societal issues related to HIV/AIDS, such as economic, family, and STD impacts.
6. Community resources for HIV/AIDS services, including clinical services and health
Artificial Intelligence and ChatGPT: Impacts and Challenges for Medical Educa...tbirdcymru
1. The workshop discusses the impacts and challenges of AI/ChatGPT for medical education. It covers how ChatGPT works, its limitations, and how it can be used by medical students if carefully applied.
2. The presentation cautions that ChatGPT's ability in writing assignments could enable cheating, but suggests assessment methods less vulnerable like practical exams.
3. ChatGPT has potential study applications if used judiciously, like explaining concepts or creating case studies, but all information must be verified against credible sources due to its limitations.
Unit 9 End of Term Project --- Final Project Final Projec.docxmarilucorr
Unit 9: End of Term Project --- Final Project
Final Project: Part III, Pathogens and Health
Unit outcomes addressed in this assignment:
● Discuss standard methods used in the field of microbiology
● Explain the importance of plasmids in bacterial genetics and in genetic
engineering
● Explain Human/microbe relationships
● Analyze virulence factors of pathogens including public health importance
Course outcomes assessed with this assignment:
HS320-4: Discuss the principles of microbial genetics in health science.
GEL 1.1: Demonstrate college-level communication through the composition of original
materials in Standard American English.
Instructions
● Write an essay that analyzes "The role of any chosen pathogen in human health
and disease and public health"
● Using the knowledge you have gained throughout this course, your final paper
must include the following:
● Appropriate microscopic, cultivation and non-cultivation methods for the chosen
pathogen
● Importance of plasmids in bacterial genetics and in genetic engineering
● Human / microbe relationships
● Analysis of the virulence factors of microorganisms (include public health
importance)
● Prevention and treatments strategies
Requirements
● Essay should be a minimum of 1000 words.
● The paper you submit must be your own work.
● The viewpoint and purpose of this Assignment should be clearly established and
sustained.
● Assignment should follow the conventions of Standard American English (correct
grammar, punctuation, etc.).
● Your writing should be well ordered, logical, and unified, as well as original and
insightful.
● Your work should display superior content, organization, style, and mechanics.
● Follow APA style format, including Times New Roman 12 point font and double
spacing.
● Include a minimum of five references, one of which should be your textbook. All
internet sources must be original articles or government resources. Wikipedia or other
non-peer reviewed resources are not acceptable.
● Include a title page and reference page.
● Use APA style for all citations.
● More details can be found in the GEL 1.1 Universal Writing Rubric, in the Kaplan
Writing Center, and within the document in Doc Sharing named "Writing Center
Resources."
Submitting Your Final Project
Put your Final Project in a Word document. Save it in a location and with the proper naming
convention: username-HS320-section-unit9-Project.doc (username is your Kaplan username,
section is your course section). When you are ready to submit it, go to the Dropbox and
complete the steps below:
● Click the link that says "Submit an Assignment".
● In the "Submit to Basket" menu, select Unit 9: Project.
● In the "Comments" field, make sure to add at least the title of your paper.
● Click the "Add Attachments" button.
● Follow the steps listed to attach your Word document.
● To view your graded work, come back to the Dropbox or go to the Gradebook
aft ...
FINAL EXAM FOR BIOL 302 BACTERIA, VIRUSES, AND HEALTHTeraNowa
This document provides instructions for a final exam for an online course on bacteria, viruses, and health. The exam consists of three parts: multiple choice questions, short answer questions, and short essay questions. It must be submitted as a Word document by the deadline to receive a grade. Late submissions or submissions in incorrect formats like email or PDF will not be graded.
Here are the steps to modify probability from test results:
1) Determine the pre-test probability (prior probability) of disease based on risk factors, symptoms, etc.
2) Determine the likelihood ratios (LRs) for the specific test result:
- Positive LR = Sensitivity / (1 - Specificity)
- Negative LR = (1 - Sensitivity) / Specificity
3) Use the LR to modify the pre-test probability into the post-test probability:
- Post-test probability for positive test = (pre-test odds x positive LR) / (1 + pre-test odds x positive LR)
- Post-test probability for negative test = (pre-test odds x negative LR
The document discusses how to write an effective conclusion for a research paper on COVID-19. It recommends briefly restating the topic, rephrasing the thesis statement in 1-2 sentences, and summarizing the main points without introducing new information. For COVID-19, the conclusion should note that without a vaccine, preventing infection is important by reducing risk for all. It then outlines a group activity having students discuss conclusions and recommendations in their assigned topics within 15 minutes.
Modes of HIV Transmission and Personal Risk FactorsRead Chapte.docxhoundsomeminda
Modes of HIV Transmission and Personal Risk Factors
Read Chapter 7 first. Then come to this assignment.
Chapter 7 discusses the different modes by which HIV can be transmitted from person to person. The chapter tells us that the evidence for assigning risks to different levels of activities comes from two main sources: theoretical biological analysis and empirical epidemiological data, bolstered by lab data. Let me explain what this means:
1. "Theoretical biological analysis" means that scientists have learned many different things about the HIV virus by growing it in the lab. In the movie "And the Band Played On" you will remember that one reason it took so long to isolate the virus in the beginning was that is was difficult to grow in the laboratory. That's related to certain biological properties of the HIV virus. For example, the virus itself is not a living organism. No virus can grow on its own. Every type of virus need to grow inside a cell, called a host cell. Each type of virus has it's own range of host cells, and it can only gain entry to that cell by binding to a specific receptor on the cell's surface. The HIV, for example, can only get into cells by binding to a receptor known as the CD4 receptor, which only lives on the surface of a few types of cells. If a cell doesn't produce the CD4 receptor, the virus can't get in. How efficiently a virus can infect a person is related to how it moves from person to person (mode of transmission). The ability of the virus to be transmitted is also a factor of its "stabiity", that is, how long it can live outside the body, how long it can live at room temperature once it leaves the body, whether it can live on surfaces once it dries out, etc. Every virus is different. So based on what the scientists learn about a certain virus, they can predict how plausible it would be for it to be transmitted under certain conditions.
2. Empirical data: Regardless of what the scientists predict about the plausibility of infection, they must weight it against actual data. “Empirical data” is true data that has been obtained from an actual situation. Epidemiologists have learned a lot about how HIV is transmitted by exhaustive questioning of HIV patients and the people with whom they’ve had contact. They have learned what type of contact and activities can be associated with the transmission of the disease. This has allowed them to come up with a series of recommendations about the risk factors of contracting the HIV.
In this discussion, each of you should write us a comment about something new that you learned from reading this chapter. Discuss the biological reason for your surprising finding. With so many questions up in the air, and so many abstract factors surrounding this disease, it is comforting to realize that the scientific thought process and data collection have given us a way to sort it all out. Epidemiology has removed at least some of the fear and panic associated with disease.
E ...
Due 11.22757midterm outline-revised.docxFactors That May Affect.docxjacksnathalie
Due 11.22/757midterm outline-revised.docxFactors That May Affect Liver CancerBrief background
Liver cancer is the globally the sixth most frequent cancer, and considered as one of diseases that leading death. This paper will focus on the liver cancer and one important factor of hepatitis B virus (HBV). The detailed introduction will be discussed, the characters of HBV will be summarized. And disease control and treatment will also be mentioned in the article. Bullet key conclusions for each reference
Study #1: F. Xavier Bosch (2004), “Primary liver cancer: Worldwide incidence and trends”
Primary liver cancer been indicated that has great geographic variability. And men are consistently more than women. Also the poverty should be considered with analysis the distribution of primary liver cancer. This article mainly using statistical methods to analysis the primary liver cancer.
Study #2: Joseph F. Perz (2006), “The contributions of hepatitis B virus and hepatitis C virus infections to cirrhosis and primary liver cancer worldwide”
For cirrhosis and liver cancer, hepatitis B virus (HBV) and hepatitis C virus (HCV) been considered as the most factors. This paper focus on the two viruses’ relationship with worldwide disease burden. The paper has the results that indicate HBV and HCV contributed for the majority of cirrhosis and primary liver cancer throughout most of the world.
Study #3: Chang-min Kim (1991), “HBx gene of hepatitis B virus induces liver cancer in transgenic mice”
Due to the exact role of hepatitis B virus in the development of liver cancer was unknown. This paper introduce the tests placing the entire HBx gene under its own regulatory elements directly into the germline of mice. Based on the analysis, the development of malignant carcinomas been observed. This paper raised the animal model for monitoring the expression of the viral HBx gene and the development of the liver cancer under the effect.
Study #4: Patricia Arauz-Ruiz (2002), “Genotype H: a new Amerindian genotype of hepatitis B virus revealed in Central America”
The article introduced ten hepatitis B virus (HBV) strains of sequenced the complete genomes with their locations and genotypes. The author raised there have three sequenced strains should represent a new HBV genotype H, which has been encountered in Nicaragua, Mexico and California. Genotype H, a new likely Amerindian genotype, needs to regard as important and farther analysis.
Study #5: J.Kapusta (1999), “A plant-derived edible vaccine against hepatitis B virus”
With the observation of infectious hepatitis B virus spherical double-shelled particles and its carriers particles consisting of a viral envelope surface protein, the author raised the characters of the particles that related to hepatitis B virus vaccine produced in yeast. With the tests on mice and human volunteers, hepatitis B virus-specific antibodies been analyzed. Brief conclusion
In the paper, HBV and liver cancer have been detailed analysis. ...
Here are the key steps to complete Task SS2 of the given IGCSE ICT practical exam:
(i) In cell I4, enter the formula =SUM(F4:H4) to calculate the total time in seconds for Martin Anderson.
(ii) In cell I5, enter the formula =SUM(F5:H5) to calculate the total time for James Brunning.
(iii) In cell I6, enter the formula =SUM(F6:H6) to calculate the total time for the new row inserted between rows 5 and 6.
(iv) Copy the formulas down column I to calculate the total for each competitor.
(v) Insert a
The document provides a lesson plan for teaching microbiology to first year nursing students, with topics including the introduction and history of microbiology, classification of microorganisms, microbial growth and control, microscopy techniques, and the anatomy and physiology system. The lesson plan lists 27 topics divided into units with specific learning objectives, content, teaching methods, and assessments for each. It also includes an index of topics and abbreviations.
Augmented Claim Craft Ecosystem: HyperKnowledge- OpenSherlock Overview Jack Park
This document discusses representing claims and knowledge from documents in an augmented format called HyperKnowledge. It describes using topic maps to represent claims from literature in a structured way. Key points include:
- Representing basic claims as subject-predicate-object triples with unique identifiers.
- Representing more complex claims involving multiple entities and relationships as topic maps.
- Capturing additional metadata like provenance, context, and retractions to qualify and provide more details on claims.
- Representing hypothetical scenarios and distinguishing between viewpoints to capture context and perspective.
- Using topic mapping techniques to federate information from different sources and disambiguate identifiers.
This document outlines an agenda for a one-day workshop on evidence-based practice. The workshop will include introductory presentations on evidence-based medicine and asking well-formulated clinical questions. It will also cover tutorials on searching for evidence efficiently, critical appraisal of studies, and applying evidence to clinical problems. Participants will learn the core steps of evidence-based practice: formulating questions, finding evidence, appraising research quality, and applying evidence to individual patients. The goal is to teach clinicians how to integrate the best available research evidence with clinical expertise and patient values.
BIO 101 Introduction to Biology TUI
Just Click on Below Link To Download This Course:
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BIO 101 Introduction to Biology TUI
BIO 101 Module 1 Introduction to Science
BIO 101 Module 1 Discussion
Discussion: Life’s Extreme Environments
Discussion Topic
Everything we know about life comes from studying our own planet. Recent discoveries about life forms in extreme environments have renewed scientists’ interest in looking for life elsewhere.
This document provides information about RNA-based vaccines for COVID-19 and profiles Dr. Kizzmekia Corbett's role in developing Moderna's vaccine. It includes links to a video explaining how Moderna's vaccine works, an article about Dr. Corbett's efforts to address vaccine hesitancy, and a 6-minute video of her describing her work. Students are assigned to review these resources and write a 300-word reflection discussing what they found most interesting or confusing, what they learned about vaccine development and trials, the types of people involved in science, and any new questions they have.
Microtask crowdsourcing for disease mention annotation in PubMed abstractsBenjamin Good
Microtask crowdsourcing for disease mention annotation in PubMed abstracts
Benjamin M. Good, Max Nanis, Andrew I. Su
Identifying concepts and relationships in biomedical text enables knowledge to be applied in computational analyses that would otherwise be impossible. As a result, many biological natural language processing (BioNLP) projects attempt to address this challenge. However, the state of the art in BioNLP still leaves much room for improvement in terms of precision, recall and the complexity of knowledge structures that can be extracted automatically. Expert curators are vital to the process of knowledge extraction but are always in short supply. Recent studies have shown that workers on microtasking platforms such as Amazon’s Mechanical Turk (AMT) can, in aggregate, generate high-quality annotations of biomedical text.
Here, we investigated the use of the AMT in capturing disease mentions in Pubmed abstracts. We used the recently published NCBI Disease corpus as a gold standard for refining and benchmarking the crowdsourcing protocol. After merging the responses from 5 AMT workers per abstract with a simple voting scheme, we were able to achieve a maximum f measure of 0.815 (precision 0.823, recall 0.807) over 593 abstracts as compared to the NCBI annotations on the same abstracts. Comparisons were based on exact matches to annotation spans. The results can also be tuned to optimize for precision (max = 0.98 when recall = 0.23) or recall (max = 0.89 when precision = 0.45). It took 7 days and cost $192.90 to complete all 593 abstracts considered here (at $.06/abstract with 50 additional abstracts used for spam detection).
This experiment demonstrated that microtask-based crowdsourcing can be applied to the disease mention recognition problem in the text of biomedical research articles. The f-measure of 0.815 indicates that there is room for improvement in the crowdsourcing protocol but that, overall, AMT workers are clearly capable of performing this annotation task.
Building a massive biomedical knowledge graph with citizen scienceBenjamin Good
The life sciences are faced with a rapidly growing array of technologies for measuring the molecular states of living things. From sequencing platforms that can assemble the complete genome sequence of a complex organism involving billions of nucleotides in a few days to imaging systems that can just as rapidly churn out millions of snapshots of cells, biology is truly faced with a data deluge. To translate this information into new knowledge that can guide the search for new medicines, biomedical researchers increasingly need to build on the existing knowledge of the broad community. Prior knowledge can help guide searches through the masses of new data. Unfortunately, most biomedical knowledge is represented solely in the text of journal articles. Given that more than a million such articles are published every year, the challenge of using this knowledge effectively is substantial. Ideally, knowledge such as the interrelations between genes, drugs and diseases would be represented in a knowledge graph that enabled queries like: “show me all the genes related to this disease or related to any drugs used to treat this disease”. Systems exist that attempt to extract this information automatically from text, but the quality of their output remains far below what can be obtained by human readers. We are developing a new platform that taps the language comprehension abilities of citizen scientists to help excavate a queryable knowledge graph from the biomedical literature. In proof-of-concept experiments, we have demonstrated that lay-people are capable of extracting meaningful information from complex biological text. The information extracted using this community intelligence framework can surpass the efforts of individual experts in quality while also offering the potential to achieve massive scale. In this presentation we will describe the results of early experiments and introduce our prototype citizen science platform: http://mark2cure.org.
Defense against-infectious-disease-1228386458765022-9Kamal Muslim
The document outlines key concepts in microbiology including:
1. Bacteria, viruses, fungi and protozoa are pathogens that can cause illness. Antibiotics work on bacteria but not viruses.
2. Phagocytic leukocytes defend the body by ingesting pathogens through chemotaxis, attachment, and using digestive enzymes in phagosomes to destroy the pathogens.
3. Antibodies and antigens are important concepts in immunity, with antibodies being produced in response to antigens to help fight infection. HIV attacks the immune system, leading to AIDS.
Similar to Curso Granada 2004: How to write a medical article (20)
This document is a CME tracker for Javier Rodriguez Vera listing the CME activities he has completed from January 2012 through December 2012. It shows that he earned a total of 52.25 credits. The activities covered topics such as glucose-lowering therapy in chronic kidney disease, assessing treatment response in PAH, biomarker-guided heart failure therapy, management of joint bleeding in hemophilia, incorporating new approaches to hyponatremia management, and more. Each activity is listed with its title, provider, date participated, and credits earned.
This study analyzed the legibility of epicrisis reports for 108 deceased patients in the department of internal medicine at a hospital in Portugal in 2002. The reports were written by 13 different doctors, with only 6 being typewritten and fully legible. 30 reports (27.77%) had some degree of illegibility, though only 1 was fully unclear. No reports were completely illegible. Legibility defects were slightly higher for patients with shorter average stays of 5 days or less before death. The study concludes that introducing electronic epicrisis reports could help address legibility issues, and that staffing levels on weekends did not influence mortality or report quality.
This study aimed to understand the magnitude and characteristics of infectious diseases among patients admitted to the internal medicine ward of a Portuguese hospital over one month. A total of 25 out of 73 patients admitted during the study period had infectious diseases, representing 41 infectious episodes. The most common infections were urinary tract infections (44%) and pneumonia (29%). The majority (83%) of cultures grew pathogens, most commonly E. coli (21%), Pseudomonas aeruginosa (11%), and fungi (11%). Infections increased patient mortality by 10% and length of stay by 3.5 days compared to other patients. Pressure ulcers accounted for 12% of infections and were all hospital-acquired. Empiric antibiotic therapy was ineffective in
1) The study assessed the appropriateness of 174 patient admissions to an internal medicine ward in Portugal using the prospective Appropriateness Evaluation Protocol (AEP).
2) They found that 17.7% of admissions were inappropriate, similar to other studies in the Iberian Peninsula. The most common reason for appropriateness was intravenous therapy.
3) Patients admitted on weekends had significantly longer hospital stays than those admitted on weekdays, possibly due to lack of elective care on weekends.
This study analyzed 30 patients admitted to a hospital in southern Portugal between 1998-2003 with spotted fever. Spotted fever is endemic to the Mediterranean region and transmitted by ticks. The average age was 43 years and 70% were male. Most cases occurred between June-August. Rural environments and contact with dogs were identified as risk factors. The most common symptoms were fever (100%) and rash (90%). Half of patients developed hepatitis and 40% thrombocytopenia. Doxycycline treatment was started early in 93% of patients and all patients recovered well with an average hospital stay of 5.9 days. The study concludes that spotted fever is common in the region likely due to rural areas, treatment with doxycy
Este estudo avaliou a adequação de 72 admissões hospitalares num serviço de medicina interna em Portugal utilizando o Protocolo de Avaliação da Apropriação (AEP). 20,8% das admissões foram consideradas inadequadas, principalmente para exames ou tratamentos que poderiam ter sido realizados em ambulatório. O AEP é uma ferramenta útil para avaliar a utilização de recursos e melhorar a eficiência dos hospitais.
Adequaçao do Internamento num Serviço de Medicina INterna Utilizando o AEP. A...Javier Rodriguez-Vera
Este artigo avalia a adequação das admissões e estadias hospitalares de pacientes internados em uma enfermaria de medicina interna utilizando a versão concorrente do Appropriateness Evaluation Protocol (AEP). Os resultados mostraram que todas as admissões foram consideradas adequadas, com a necessidade de terapia endovenosa sendo o critério mais comum. No entanto, 27,3% das estadias foram consideradas inadequadas de acordo com o AEP.
El estudio evaluó la adecuación de ingresos y estancias en un servicio de medicina interna utilizando la versión concurrente del AEP. Se encontró que un 15.3% de los ingresos y un 33% de las estancias fueron inadecuados, siendo las causas más frecuentes agilizar estudios ambulatorios e esperar resultados de pruebas, respectivamente. El estudio proporciona información sobre el uso de recursos que puede ayudar a mejorar la eficiencia.
Reingreso hospitalario como indicador de la calidad asistencialJavier Rodriguez-Vera
RODRIGUEZ-VERA, F. J.; ALCOUCER DIAZ, M. R.; MARIN FERNANDEZ, Y. y PUJOL DE LA LLAVE, E. An. Med. Interna (Madrid). 2002, vol.19, n.5, pp. 66-67. ISSN 0212-7199.
Inadecuación de ingresos y estancias hospitalarias en una seción de digestivoJavier Rodriguez-Vera
Este estudio evaluó la inadecuación de ingresos y estancias en la sección de digestivo de un hospital durante enero y febrero de 2000 utilizando el protocolo de evaluación de adecuación. El 15.7% de los pacientes no cumplían criterios de ingreso y la causa más común fue la necesidad de realizar estudios de forma rápida. La estancia media fue de 6.11 días y el 28.57% de las estancias inadecuadas se debió a procedimientos que podrían haberse realizado de forma externa. El estudio conclu
Lo que nunca se ve: resúmenes de estudios enviados para presentación en Congr...Javier Rodriguez-Vera
Not all the studies sent for presentation to a Congress are accepted. Although less selective than a journal, an abstract has to comply with criteria of quality and scientific interest. As higher the number of abstracts sent, more rigurous the selection becomes.
Este documento estudia la relación entre la comorbilidad crónica de los pacientes y la duración de sus estancias hospitalarias. Analizó los registros médicos de 117 pacientes y calculó su índice de comorbilidad de Charlson. Encontró que los pacientes con mayor comorbilidad tuvieron estancias más largas, especialmente debido a más días de estancia adecuados, probablemente para estabilizar sus condiciones. Además, detectó que el 11% de las estancias fueron inadecuadas, una tasa menor que otros estudios simil
SADEMI 2001 (Abstract of non accepted study): Factores estructurales que dete...Javier Rodriguez-Vera
This is the case: I found interesting to analyze if there were another factors not related with the requirements of acute care causing innappropriateness. Results showed facts, from my perspective, not appropriate to be changed.
This abstract was accepted, the Director Medicine making despective comments about importance, pertinence and Interest of the study. During the Congress, it was a study calling the attention of many assistens. My boss (Director of Medicine and friend), mantained his position: it´s a "cute" study to be presented on a regional meeting, but that´s all. the study was published as an original article on the Journal of the Royal Society of Medicine, presenting a high individual impact factor. Chiefs can also be wrong.
Este documento contiene información personal de Francisco Javier Rodríguez-Vera, incluyendo su nombre, lugar de trabajo en el Hospital Juan Ramón Jiménez de Huelva como médico interno, dirección, códigos postales y correo electrónico.
Este documento evalúa el uso de la versión concurrente del Protocolo de Evaluación de la Adecuación (AEP) en un servicio de medicina interna para evaluar la adecuación de ingresos y estancias. El estudio encontró que el 15.3% de los ingresos y el 25.97% de las estancias fueron inadecuados, principalmente debido a la espera de resultados de pruebas e interconsultas. La conclusión es que el AEP puede identificar la sobreutilización de recursos y que agilizar pruebas y colaboración entre especial
Este documento evalúa el uso de la versión concurrente del Protocolo de Evaluación de la Adecuación (AEP) en un servicio de medicina interna para evaluar la adecuación de ingresos y estancias. El estudio encontró que el 15.3% de los ingresos y el 25.97% de las estancias fueron inadecuados, principalmente debido a la espera de resultados de pruebas e interconsultas. La conclusión es que el AEP puede identificar la sobreutilización de recursos y que agilizar pruebas y colaboración entre especial
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
Our backs are like superheroes, holding us up and helping us move around. But sometimes, even superheroes can get hurt. That’s where slip discs come in.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Curso Granada 2004: How to write a medical article
1. How to write & publish a scientific paper
F. Javier Rodriguez-Vera
Department of Internal Medicine.
Hospital do Barlavento Algarvio.
Portimão. Portugal. EU
2.
3.
4.
5.
6.
7. How many articles are sent to a journal?
How many are rejected?
Why are they rejected?
How many are reoriented to another journal?
8. How to write & publish a scientific paper
I. Before start writing
II. Writing the article
III.Making the article to be published
9. Why an article is published?
It says something new: Original
It is well plotted: IMRAD
It was timely sent to the appropriate publication:
“MARKETED”
Block I. Before s tart writing
12. What we need to write an article?
a) Knowledge
b) Norms of publication
c) Hardware and software
d) Matter
Block I. Before s tart writing
13. • Knowledge
• Norms of publication
• Hardware and software
• Matter
Block I. Before s tart writing
14. Select a group of journals of interest and read
them periodically:
-Updated
-”Get the tempo”
For General Internal Medicine:
NEJM
BMJ
Arch Int Med
Med Clin
Block I. Before s tart writing
15. To know how to perform an up-to-date
Are you really discovering anything new?
State of the Art
Block I. Before s tart writing
16. • Give overview of a topic; print textbooks, electronic
textbooks, narrative reviews in journals
1. Harrison’s Online
2. Scientific American Medicine Online
3. MD Consult
4. Medline articles
a. Ovid
b. PubMed
Block I. Before s tart writing
17.
18. Knowledge of medical writing:
“it is concise, usually uses the passive form. The
asseverations are based on other articles
published. The conclusions are based on the results
of the study”
Inductive thinking
Block I. Before s tart writing
19. “The situation with respect the subject A is 1(references of
bibliography)…We have done a study to clarify the point B
which was not clear. To do it, we have measured the
parameters C, D and F with the device G. The results were
that C had a value of 2, D had a value of 3, and F had a value
of 4. We conclude that the point B has been cleared…”
Block I. Before s tart writing
20. • Knowledge
• Norms of publication
• Hardware and software
• Matter
Block I. Before s tart writing
21. Norms of publication
Make a list of “target journals”
Make a folder with the norms of publication of your
“target journals”
Block I. Before s tart writing
22. • Knowledge
• Norms of publication
• Hardware and software
• Matter
Block I. Before s tart writing
24. • Knowledge
• Norms of publication
• Hardware and software
• Matter
Block I. Before s tart writing
25. Matter
Clinical case
Series of clinical cases
Observational study
Trial
Randomized
Non randomized
Review
Metanalysis
Opinion
Block I. Before s tart writing
26. We are ready to start writing
We have an interesting subject
We know this finding had not been published
before
We have a state of the art vision of the
matter
We have a word processor and a web link
LET START WRITING!
Block I. Before s tart writing
27.
28. • Before start writing
• Writing the article
• Making the article to be published
29. The title
Once of the most important items to publish an
article. It has to have “catch up”
First impressions are strong impressions; a title ought
therefore to be well studied, and to give, so far as its
limits permit, a definite and concise indications of what
is to come
T Clifford Allbutt
Block II. Writing the article
30. Do:
Write the results of the article:
“Absence of an Effect of Liposuction on Insulin Action and Risk
Factors for Coronary Heart Disease”
Write the aim of the study:
“Cardiovascular Effects of Continuous Positive Airway Pressure in
Patients with Heart Failure and Obstructive Sleep Apnea”
“Influenza Vaccination and Reduction in Hospitalizations for Cardiac
Disease and Stroke among the Elderly”
Ask a question:
“Exposure to Lead in Children — How Low Is Low Enough?”
Block II. Writing the article
31. Don´t
Use very long titles:
“On the addition to the method of microscopic
research by a new way of producin colour-contrast
between an object and its background or between parts
of the object itself”
Use metaphoric sentences
Block II. Writing the article
33. Introduction
It has the aim of giving a brief vision of the state-
of-art of the matter and justifying the study.
“The situation about the matter is A.....There is a
blank of the knowledge with respect to B......so...we
did C”
All the asseverations will have to be supported by
bibliographical references
Block II. Writing the article
34. Rheumatoid arthritis is a systemic autoimmune disease that affects approximately 1 percent of the
adult population.1 It is characterized by chronic inflammation in the synovial membrane of affected
joints that ultimately leads to loss of daily function due to chronic pain and fatigue. The majority of
patients also have deterioration of cartilage and bone in the affected joints, which may eventually lead
to permanent disability. Rheumatoid arthritis is associated with increased morbidity and mortality.2
Although the precise pathogenesis of rheumatoid arthritis remains unclear, it has been postulated that
multiple exogenous or endogenous antigenic triggers, or both, act in the presence of a background
genetic predisposition to initiate a self-perpetuating series of autoimmune responses in the synovial
compartment.3,4 Many cell populations, including monocytes, macrophages, B cells, T cells, endothelial
cells, and fibroblasts, participate in the ongoing inflammatory process.3 The precise contribution of B
cells to the immunopathogenesis of rheumatoid arthritis is not fully understood, although a number of
mechanisms have been proposed.4,5,6 However, strong evidence for a critical role of B cells in
rheumatoid arthritis came from a small open-label study of rituximab in combination with
cyclophosphamide and corticosteroids.7
Rituximab is a genetically engineered chimeric anti-CD20 monoclonal antibody that is approved for the
treatment of relapsed or refractory, low-grade or follicular, CD20+ B-cell non-Hodgkin's lymphoma.
CD20 is a B-cell surface antigen that is expressed only on pre-B and mature B cells. It is not present on
stem cells and is lost before differentiation of B cells into plasma cells. Therefore, rituximab causes a
selective transient depletion of the CD20+ B-cell subpopulation.7 To confirm the role of B cells in
rheumatoid arthritis, we evaluated the effect of rituximab in patients with active rheumatoid arthritis in
a multicenter, randomized, double-blind, controlled study.
Block II. Writing the article
35. Says what is known about the disease
Rheumatoid arthritis is a systemic autoimmune disease that affects
approximately 1 percent of the adult population.1 It is characterized by
chronic inflammation in the synovial membrane of affected joints that
ultimately leads to loss of daily function due to chronic pain and fatigue.
The majority of patients also have deterioration of cartilage and bone in
the affected joints, which may eventually lead to permanent disability.
Rheumatoid arthritis is associated with increased morbidity and
mortality.2
Highlights the importance of a fact
Block II. Writing the article
36. Always backed by bibliographical references
Block II. Writing the article
37. Blank in the knowledge
Although the precise pathogenesis of rheumatoid arthritis remains unclear,
it has been postulated that multiple exogenous or endogenous antigenic
triggers, or both, act in the presence of a background genetic predisposition
to initiate a self-perpetuating series of autoimmune responses in the synovial
compartment.3,4 Many cell populations, including monocytes, macrophages,
B cells, T cells, endothelial cells, and fibroblasts, participate in the ongoing
inflammatory process.3 The precise contribution of B cells to the
immunopathogenesis of rheumatoid arthritis is not fully understood,
although a number of mechanisms have been proposed.4,5,6 However, strong
evidence for a critical role of B cells in rheumatoid arthritis came from a
small open-label study of rituximab in combination with cyclophosphamide
and corticosteroids.7
Transition to the “so...”
Block II. Writing the article
38. Rituximab is a genetically engineered chimeric anti-CD20
monoclonal antibody that is approved for the treatment of relapsed
or refractory, low-grade or follicular, CD20+ B-cell non-Hodgkin's
lymphoma. CD20 is a B-cell surface antigen that is expressed only on
pre-B and mature B cells. It is not present on stem cells and is lost
before differentiation of B cells into plasma cells. Therefore,
rituximab causes a selective transient depletion of the CD20+ B-cell
subpopulation.7 To confirm the role of B cells in rheumatoid arthritis,
we evaluated the effect of rituximab in patients with active
rheumatoid arthritis in a multicenter, randomized, double-blind,
controlled study
So...What we did?
Block II. Writing the article
39. Material and Method
How we did it?
A short paragraph
Must include:
-What subjects we included,
-Definitions
-What parameters were assessed,
-What instrumentation was used to assess
-Was there a statistical study? What kind?
Block II. Writing the article
40. “We studied the patients with the characteristics
A and excluded those with the item B. We
measured C, D and F. We defined F as C+D. To
make the measurements we used the device ABC.
To study if there were statistical difference
between the patients, we did the test X...”
Block II. Writing the article
41. Inclusion criteria
Definitions
Patients
Patients were recruited from 26 rheumatology centers in 11 countries (Australia,
Canada, Israel, and 8 European countries). Eligible patients were at least 21 years
of age, fulfilled the revised 1987 American Rheumatism Association criteria,1 and
had active disease despite treatment with at least 10 mg of methotrexate per week.
Active disease was defined by the presence of at least eight swollen and eight
tender joints and at least two of the following: a serum C-reactive protein level of
at least 15 mg per liter, an erythrocyte sedimentation rate of at least 28 mm per
hour, or morning stiffness lasting longer than 45 minutes. In addition, eligible
patients were seropositive for rheumatoid factor, as defined by a plasma
rheumatoid factor level of at least 20 IU per milliliter.
Patients were excluded if they had an autoimmune disease other than rheumatoid
arthritis (except concurrent Sjögren's syndrome), American Rheumatism
Association functional class IV disease,).
Exclusion criteria
Block II. Writing the article
42. What was done?
Study Protocol
Therapy with Patients were randomly assigned to receive one of four
treatments: oral methotrexate at a dose of 10 mg or more per week
plus placebos for rituximab and cyclophosphamide (control group),
rituximab plus placebos for methotrexate and cyclophosphamide,
rituximab plus cyclophosphamide in an intravenous infusion of 750 mg on
days 3 and 17 plus placebo for methotrexate, and rituximab plus
methotrexate at a dose of 10 mg or more a week plus placebo for
cyclophosphamide. In all three groups that received rituximab
(MabThera, Roche; Rituxan, Genentech and IDEC Pharmaceuticals),
rituximab was administered as a 1000-mg intravenous infusion on days
1 and 15. Investigators and patients remained blinded to the assigned
study medications.
Clinical assessments were performed at baseline (day 1) and at weeks
12, 16, 20, and 24 according to the American College of
Block II. Writing the article
43. What instrument was used?
Rheumatology (ACR) core set of disease-activity measures. These
consisted of a count of swollen joints (66 joints evaluated),... and
laboratory evaluation of acute-phase reactants (serum C-reactive
protein level and erythrocyte sedimentation rate).
Laboratory assessments (including complete blood counts and serum
biochemical analyses) were performed at screening (three weeks
before baseline), on days 1, 3, 15, and 17, and at weeks 4, 8, 12,
16, 20, and 24. ...
Definitions
Block II. Writing the article
44. What do we study-measure?
Clinical Outcome Measures
The primary end point of the study was the proportion of
patients with an ACR 50 response at week 24. ...and the
value for one acute-phase reactant (either serum C-reactive
protein level or erythrocyte sedimentation rate).9
Secondary outcomes included ACR 20 and ACR 70 responses
(20 percent and 70 percent improvement, respectively,
according to the ACR criteria), ... 10 and the response
according to the criteria of the European League against
Rheumatism (EULAR response).11
Block II. Writing the article
45. What tools we use to detect differences?
Statistical Analysis
Sample-size calculations were based on the
assumption..... On the basis of these assumptions and
with the use of Fisher's exact test with a two-sided
significance level of 0.05, we calculated that a
sample of 40 patients per treatment group would
provide the study with 82 percent power to detect a
difference between the two proportions.
How the assessed parameters were statistically treated
Block II. Writing the article
46.
47. Results
Short and concise paragraph
Answers the questions on the section Material and Method
We might write it in the same order than it was in the
section Material and Method.
Never try to explain the results or take any conclusion
Block II. Writing the article
48. “N patients were studed. A were included. B were
excluded for having 1, demographical features being D,
E and F. With respect to the parameter A the result
was 1, with respect to B, the result was 2. With respect
to C, the result was D....”
Block II. Writing the article
49. Of the 4164 hospital admissions sampled from the
participating hospitals, 3745 patient charts (89.9%) were
eligible for a full screening by the stage 1 reviewers (Fig. 1).
Of these, 1527 (40.8%) were assessed as positive for 1 or
more screening criteria (Table 1)...
Included & excluded
Block II. Writing the article
50. Enumerates results
...the physician reviewers identified a total of 1133 injuries or
complications in 858 charts. In 401 (46.7%) of these charts
the injuries resulted in death, disability at the time of
discharge or prolonged hospital stay. In 255 of the charts one
or more of the AEs were rated 4 or higher on the 6-point
causation scale (Box 1).
Block II. Writing the article
51. Statistical analysis (if necessary)
There was a trend for AEs to occur more frequently in the
teaching hospitals than in the large community or small
hospitals (Table 2). The trend was significant for AEs across
the 3 hospital types (p < 0.001) but not for preventable AEs (p
= 0.8)...
Block II. Writing the article
52.
53. Discusion
Highlights the importance of the subject. It may start
with a short review.
Gives an explanation of the results
Compares the results with those of other studies
Result-comparation-explanation
Signs limitations of the study
A review of the state of the art can be done
Block II. Writing the article
54. “Is an extended version of the introduction,
followed by a summary of the results, comparison
with those of other studies, and what our results
mean.”
“Starts where the introduction ended”
“It is the place for new hypotesis”
Block II. Writing the article
55. “ A is a very important parameter to determine B, as
other studies have shown. Ours showed that A had
the characteristics 1, 2 and 3, which is similar to
other studies carried out to this respect.
Nevertheless, It had the characteristic 4, which was
different. We think that it may be due to...”
Block II. Writing the article
56. Incident rates of endometrial cancer vary more than 10-fold worldwide.18
In addition to host susceptibility, dietary factors may play an important
role...
In our study population, the average intake of isoflavones from soya food
was about 25 times that reported in a Western population....11 Some of
these previous studies were not specifically designed to investigate the
role of soya food...The sample sizes of the previous studies were relatively
small, which limited the statistical power ...This population based case-
control study... indicates that usual consumption of soya foods by adults, ...
is associated with a significantly reduced risk of endometrial cancer....
Although not all associations were statistically significant in subgroup
analyses, the different measurements produced similar results.
...Studies with measured oestrogen concentrations are needed to better
understand the joint effect of soya and endogenous oestrogen on
endometrial cancer risk.
Block II. Writing the article
57. Incident rates of endometrial cancer vary more than 10-fold worldwide.18 In addition to
host susceptibility, dietary factors may play an important role...
Review
Results of our study
In our study population, the average intake of isoflavones from soya food was about 25
times that reported in a Western population....11 Some of these previous studies were not
specifically designed to investigate the role of soya food...The sample sizes of the
previous studies were relatively small, which limited the statistical power ...This
population based case-control study... indicates that usual consumption of soya foods
by adults, ... is associated with a significantly reduced risk of endometrial cancer....
Conclusion/Hypotesis Comparison with respect to other studies
Although not all associations were statistically significant in subgroup analyses, the
different measurements produced similar results.
Limitations of the study
...Studies with measured oestrogen concentrations are needed to better understand the
joint effect of soya and endogenous oestrogen on endometrial cancer risk.
Block II. Writing the article
58.
59. AND IF IT IS A CLINICAL CASE?
Introduction
Clinical case
Conclusions
Block II. Writing the article
60. Introduction: Usually based on rarity.
Clinical case:
“A N yr-old (wo)man was admitted for a feature
of....his/her clinical history was....in the physical
examination…the laboratory findings showed…the
radiological techniques were…To exclude a…the A test was
asked, with the result 1. With the suspect of a B, test B,
was asked….Thus, we diagnosed the pathology P”
Block II. Writing the article
61. A 28-year-old man was admitted to the hospital because of abdominal pain and fever.
The patient had been well until 10 days earlier, when mild epigastric pain developed.
Two days before admission...
On physical examination, the patient did not appear to be in severe pain, and there
was...
The urine was positive (+) for ketones; the sediment contained....
...Radiographs of the abdomen obtained both while the patient was supine and while he
was upright showed ..... A cystic mass, 1.5 cm in diameter, was contiguous with the
head and neck of the pancreas. The remainder of the pancreas was unremarkable
Oral intake was stopped. The patient was given fluid and electrolytes as well as
ranitidine, metronidazole, ampicillin, minidose heparin, and morphine, which was
administered...
Block II. Writing the article
62.
63. • Before start writing
• Writing the article
• Making the article to be published
B loc k III. Making the article to be
64. The article has been written
And now....?
Cover page
Be sure it has the conditions required by the
journal (length, structure....)
Submit it to the editor
Undergo the review process
B loc k III. Making the article to be
65. Writing the first page
It is a cover with the name of the article, the
names of the authors and the institution, and in
the lower left corner, coreespondence to...
B loc k III. Making the article to be
66. TAMPONADE AS THE CLINICAL ONSET
OF A CARDIAC ANGIOSARCOMA
Rodriguez-Vera FJ, Sobrino JM, Garcia JM.
Departments of Internal Medicine and Cardiology.
Hospital Juan Ramón Jiménez de Huelva. Spain
Correspondence to:
F. Javier Rodriguez-Vera
Dr Cantero Cuadrado Nbr 4, 4ºE
21005-Huelva
Spain
E-mail: frodriguezv14@hotmail.com
67. Be sure it has the conditions required by the
journal (length, structure....)
Submit it to the editor
Undergo the review process
B loc k III. Making the article to be
68. Get the folder “target journals”
Be sure that this subject is at least occasionally treated
in this publication
Select the section were it fits better (Original papers,
clinical case, letters to editor…)
Verify that the article has the structure required for this
format
Verify (once again) with the tool of “counting words” that
the whole do not exceed the maximum number of
characters
Verify that once again that the article “has to do” with his
title
B loc k III. Making the article to be
69. The document is ready
Let´s send it:
By conventional mail:
Use first class paper
First class mail
Presentation letter
Original and 3 copies
Diskette 3 ½.
Copy of photographs
B loc k III. Making the article to be
70. By e-mail:
-Letter of presentation
-Attached file with text
-Attached file with photographs
B loc k III. Making the article to be
71. Presentation letter:
Dear Dr….:
“Enclosed are two complete copies of a manuscript by ….and….
Titled “…….” which is going to be submitted for possible
publication in the “…” section of the “(name of the journal)”
This manuscript is new, is not being considered elsewhere and
reports new findings that extends results we reported earlier
in “(name of the Journal)”. An abstract of this manuscript was
presented earlier ( write Congress)
Sincerely yours
Author A Author B Author C Author D
B loc k III. Making the article to be
72. Delays:
b) To the notification of receiving the article:
• 1-7 days
c) To the rejection letter:
• 2-3 weeks
d) To the acceptation letter:
• 3-8 weeks
e) To the publication
a) Up to 2 years
B loc k III. Making the article to be
75. The reviewer CHECK POINTS Yes No
1. Does the paper fall within the scope of a general interest quality assurance
journal?
2. Is this a new and original contribution?
3. Is the title suitable and well worded?
4. Is the abstract clearly written and free of abbreviations?
5. Are the keywords concise and appropriate to the material?
6. Are the methods sound and adequately described?
7. Are the concepts appropriately defined and used?
8. Is the statistical treatment adequate?
9. Are the points of interpretation clearly separated from the results?
10. Are the conclusions and interpretations sound and justified by the data?
11. Are the figures adequate?
12. Are the tables adequate?
13. Is the article unnecessarily long?
14. Are all the references necessary?
15. Is the English acceptable?
16. Is the paper addressed to an international audience?
76. OVERALL RECOMMENDATION
1 Accept
2 Minor Revision - reassessment not required
3 Major Revision - reassessment required
4 Reject - Fair, but contributing little
5 Reject - Not acceptable
In the event the manuscript is revised, would you like to serve as reviewer?
Yes
No
B loc k III. Making the article to be
77. REVIEWER GUARANTEE: - IMPORTANT: PLEASE COMPLETE THIS
SECTION
I, guarantee that, to the best of my knowledge, I have no conflict of
interest in reviewing this paper that might influence the comments I have
provided on these pages.
Yes
No
PRIORITY OF PUBLICATION
Merits rapid publication
No urgency
Low priority
B loc k III. Making the article to be
80. Kinds of acceptation: The “negotiation”
c) Unconditional acceptation:
“Dear Dr....We have read the article titled...and we have
considered it acceptable for publication....In 4 weeks you will be
sent the printing proofs for correction”
• Conditioned acceptation.
“We have read the article and have found the following points
that have to be set…”
1…..
2…..
3….
Consider it published.
Make the corrections suggested
81. Conditioned acceptation (cont)
After the corrections, verify that the article has the allowed
length and send a letter:
“Dear editor. Thank you for your kind suggestions with
respect to the article…with reference number….Following your
instructions, the next points were restructured:
1. Write the point 1 of the letter 1 and write what you
did:
“1. As it was suggested, the epidemiology of Salmonella was updated, the new
result being…..”
2. Do the same with all the points.
Thank you again for these suggestions that have contributed
to improve the quality of the article.
Sincerely yours…”
B loc k III. Making the article to be
82. Modified acceptation:
The article is accepted but to be published in another
section.
“We have read your article and we considered it
acceptable for publication. Nevertheless, we consider
it has an excessive length. We advice you to
restructure it to fit in the section…(usually is a
shorter section Original papers---Clinical Cases----
Letters to Editor)”
B loc k III. Making the article to be
83. Rejection
b) Absolute rejection:
“We have read with interest your article…since we
have to ponder many papers, yours has not been
selected for publication…”
d) Relative rejection:
“We think your article is not appropriate to be
published in our journal since it has the defects A,
B and C…”
B loc k III. Making the article to be
84. What to do with a “relative rejection?”
Option A. Make the corrections the editor pointed to
reject the article and resend the article as if it were a
“Conditioned acceptation”. 80% new rejections.
Option B. Don´t desperate. Get advantage of the
commentaries and send to another publication (the
reviewers are sometimes the same and they will like to
see the corrections they suggested done)
B loc k III. Making the article to be
85. Resending the article
Most articles are not published for a lack of persistance
Think that once the article has been written making it to
be published is only a question of time.
Look for another publication, make changes (if neccesary)
to fit the requirements and send it again
Before sending the article for the first time, it has to be
set that it will have to travel through a “spiral of impact
factor” before being published
B loc k III. Making the article to be
86. After an average of 3-4 tries, your article will
be accepted for a publication
B loc k III. Making the article to be
87. The printing proofs
Once the article has been accepted, a preliminar
version is sent to the author
Don´t modify or add contents
Don´t make modifications on grammar
It is only done to correct ortography
Sent them back as soon as possible, since they are
ussually sent just before being published
Preferable to be sent by Fax
B loc k III. Making the article to be
90. Letters about the article
In the fisrt two months after the publication of
the article.
Possitive or negative commentaries on the study
The author of the study has the right to answer
the questions of the letter, but the authors are
rarely allowed to reply.
A letter of the editorial together with the letter
commenting the article is sent two months before
the publication
A GOOD EXCUSE TO PUBLISH OTHER LETTER