This document summarizes guidelines for writing three key components of biomedical research articles: the title, abstract, and keywords. It discusses how to write an effective title that is concise yet informative. It explains that the abstract should summarize the paper in 200-250 words and include background, objectives, methods, results, and conclusions sections. It also provides tips for choosing 3-7 accurate keywords that describe the main topics of the article to help with indexing and discoverability. The overall goal is to write these components well to attract readers and increase citations that can boost a paper's impact.
The ultimate goal of scientific research is publication so as to showcase the research outcomes. Scientists, starting as graduate students, are measured primarily not by their dexterity in laboratory manipulations, not by their innate knowledge of either broad or narrow scientific subjects, and certainly not by their wit or charm; they are measured, and become known by their publications. A scientific experiment, no matter how spectacular the results, is not completed until the results are published. In fact, the cornerstone of the philosophy of science is based on the fundamental assumption that original research must be published; only thus can new scientific knowledge be authenticated and then added to the existing databases. In this paper, a practitioners approach to write an effective paper is presented in a chronological order. Further, writing style of effective research paper, a review technique to conduct a methodical survey in a systematic manner and finally an effective research plan for forthcoming research scholars is discussed. This research work provides an effective direction to write, submit and publish the effort put into doing research into a published form.
The ultimate goal of scientific research is publication so as to showcase the research outcomes. Scientists, starting as graduate students, are measured primarily not by their dexterity in laboratory manipulations, not by their innate knowledge of either broad or narrow scientific subjects, and certainly not by their wit or charm; they are measured, and become known by their publications. A scientific experiment, no matter how spectacular the results, is not completed until the results are published. In fact, the cornerstone of the philosophy of science is based on the fundamental assumption that original research must be published; only thus can new scientific knowledge be authenticated and then added to the existing databases. In this paper, a practitioners approach to write an effective paper is presented in a chronological order. Further, writing style of effective research paper, a review technique to conduct a methodical survey in a systematic manner and finally an effective research plan for forthcoming research scholars is discussed. This research work provides an effective direction to write, submit and publish the effort put into doing research into a published form.
The presentation discusses the things to observe when judging a scholarly article. Most scholarly articles follow a format that is recognizable within the academic community.
Databases have tools to assist you in your search for scholarly articles.
Structure for writing an effective clinical review articles - PubricaPubrica
Clinicians need clinical review articles that have a well-organized structure for easy reading and understanding which will help them to apply it practically on patients and for further research. An excellent structured clinical research article will resolve the controversy generated by studies that contradict one another.
When you order our services, we promise you the following – Plagiarism free, always on Time, outstanding customer support, written to Standard, Unlimited Revisions support and High-quality Subject Matter Experts.
Learn More: https://pubrica.com/services/research-services/
Contact:
Web: www.pubrica.com
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United kingdom : +44-1143520021
There are some common criteria you should consider when choosing a journal to publish in. Once you have a publication strategy in place, choose journals that meet all of your criteria.
The EDRC Journal of Learning and Teaching- Call for Paper is OpenDr. M. Enamul Hoque
Education and Development Research Council (EDRC) is a government affiliated research organization established in 2004. EDRC currently publishes a double-blind peer-reviewed Quarterly Journal titled The EDRC Journal of Learning and Teaching (EJLT), ISSN- 2411-3972, especially for college and university teachers, trainers, researchers, instructional designers, e-learning developers, and practitioners. The Journal emphasizes academic excellence, research rigidity, knowledge dissemination, and reciprocated scholarly efforts in order to endorse theoretical, empirical, experimental and practical research at the national and international levels.
The EJLT invites original and unpublished research papers from the scholars and researchers around the globe. The journal seeks to embrace the entire areas of applied linguistics and language education, education policy, syllabus and curriculum, especially on teaching and learning to meet the criteria of research excellence for publishing in forthcoming issues of the EJLT. Please contact and submit your paper at edrc.bdesh@gmail.com
There is no straight formula to determine the best journal to publish your manuscript. However, analyzing various parameters may help you to decide the journal that best suits you for publishing. Following are some of those criteria:
https://www.cognibrain.com/criteria-for-selecting-journal-for-publication/
The presentation discusses the things to observe when judging a scholarly article. Most scholarly articles follow a format that is recognizable within the academic community.
Databases have tools to assist you in your search for scholarly articles.
Structure for writing an effective clinical review articles - PubricaPubrica
Clinicians need clinical review articles that have a well-organized structure for easy reading and understanding which will help them to apply it practically on patients and for further research. An excellent structured clinical research article will resolve the controversy generated by studies that contradict one another.
When you order our services, we promise you the following – Plagiarism free, always on Time, outstanding customer support, written to Standard, Unlimited Revisions support and High-quality Subject Matter Experts.
Learn More: https://pubrica.com/services/research-services/
Contact:
Web: www.pubrica.com
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United kingdom : +44-1143520021
There are some common criteria you should consider when choosing a journal to publish in. Once you have a publication strategy in place, choose journals that meet all of your criteria.
The EDRC Journal of Learning and Teaching- Call for Paper is OpenDr. M. Enamul Hoque
Education and Development Research Council (EDRC) is a government affiliated research organization established in 2004. EDRC currently publishes a double-blind peer-reviewed Quarterly Journal titled The EDRC Journal of Learning and Teaching (EJLT), ISSN- 2411-3972, especially for college and university teachers, trainers, researchers, instructional designers, e-learning developers, and practitioners. The Journal emphasizes academic excellence, research rigidity, knowledge dissemination, and reciprocated scholarly efforts in order to endorse theoretical, empirical, experimental and practical research at the national and international levels.
The EJLT invites original and unpublished research papers from the scholars and researchers around the globe. The journal seeks to embrace the entire areas of applied linguistics and language education, education policy, syllabus and curriculum, especially on teaching and learning to meet the criteria of research excellence for publishing in forthcoming issues of the EJLT. Please contact and submit your paper at edrc.bdesh@gmail.com
There is no straight formula to determine the best journal to publish your manuscript. However, analyzing various parameters may help you to decide the journal that best suits you for publishing. Following are some of those criteria:
https://www.cognibrain.com/criteria-for-selecting-journal-for-publication/
Background and study aim: During last two decades, there has been a world-wide trend in increasing occurrence of enterococcal infections in the hospitals. The aim of present study was to determine the spectrum of enterococcal infections, species prevalence, antimicrobial and characteristics of vancomycin resistant enterococci (VRE) in a tertiary care hospital, Eastern India.
Patients and Methods: Between January 2013 and July 2014, 152 Enterococcus species were obtained from clinical samples. Enterococci were identified using standard biochemical tests. Antimicrobial susceptibility was tested by Kirby-Bauer disk diffusion according to Clinical resistance
& Laboratory Standards Institute (CLSI) guidelines.VRE agar base was used to screen VRE isolates. Minimum inhibitory concentration (MIC) values of VRE isolates were determined using Epsilometer-test. VRE isolates were also examined by PCR to detect vanA gene.
Results: From 1602 clinical samples, 961 (60%) were culture positive and 152 (15.8%) enterococcal isolates were obtained. Most common species isolated was E. faecalis (63.8%) followed by E. faecium (35.5%). Majority of enterococcal infections were detected from ICUs and surgical wards and clinically presented as UTIs. Disk diffusion method showed 67.1% were resistant to penicillin, 61.2% ampicillin, 58.5% ciprofloxacin, 46.7% high-level gentamicin, 42. 8% high-level streptomycin, 7.9% teicoplanin and none to linezolid. Twenty (13.2%) enterococcal isolates were vancomycin resistant in VRE screen and disk diffusion method. Epsilometer-test of VRE isolates showed 8 (40%) isolates were resistant and 9 (45%) were intermediately resistant. From 20 VRE isolates, six showed VanA and two VanB phenotypes and all six VanA phenotypes had vanA gene cluster.
Conclusion: More accurate and reliable MIC determination tests should be performed in all suspected VRE isolates. Confirmatory PCR is required for identifying resistant gene cluster.
Key words: Enterococci, E. faecalis, E. faecium, VRE, vanA gene
Background & objectives: In Odisha, several cases of dengue virus infection were detected for the first time in 2010, the importance of dengue as a serious mosquito-borne viral infection was felt only in 2011 with the reporting of many more positive cases. This retrospective three year study was done to find out the seroprevalence of dengue Igm antibody and to know the predominant serotype of dengue virus among the patients suspected to have dengue virus infection in a tertiary care hospital in southern Odisha, India.
Methods: Blood samples from clinically suspected dengue cases admitted in the Medicine and Paediatrics departments of a tertiary care hospital were collected. These were processed for detection of dengue specific IgM antibody, carried out by the ELISA method. Dengue IgM antibody positive serum samples were tested for serotypic identification.
Results: of the 5102 samples tested, 1074 (21.05 %) were positive for dengue IgM. Maximum numbers of cases were found in 2012. Majority (47.86 %) of cases were detected in the month of September. The most common affected age group was 11 to 20 yr. DENV1 and DENV2 were the detected serotypes.
Interpretation & conclusions: Rapid increase in the dengue cases in 2012 became a public health concern as majority of cases were affecting the young adolescents. Most of the cases were reported in post-monsoon period indicating a need for acceleration of vector control programmes prior to arrival of monsoon.
Key words Dengue virus - IgM antibody - seroprevalence - serotype - vector control
Introduction: Bloodstream infections (BSIs) are associated with a high mortality rate of 20%-50%. Blood culture is paramount to identify causative agents of BSIs to choose an appropriate antimicrobial therapy. Objectives: The present study was undertaken to analyze the various microorganisms causing BSIs and study their antimicrobial resistance patterns in a tertiary care hospital, Eastern India. Materials and Methods: A total of 239 blood specimens from clinically suspected cases of BSIs were studied for 6 months from July 2015 to December 2015. Blood specimens were incubated in BacT/ALERT ® 3D system (bioMerieux, Durham, NC, USA) a fully automated blood culture system for detection of aerobic growth. Identification and antimicrobial susceptibility testing were conducted on VITEK ® 2 (bioMerieux, Durham, NC, USA) as per Clinical Laboratory Standards Institute guidelines. Results: Out of 239 specimens, 41 (17.2%) yielded growth of different microorganisms. From these isolates, 20 (48.8%) were Gram-negative bacilli, 18 (43.9%) were Gram-positive cocci and rest 3 (7.3%) were yeasts. Among Gram-negative bacilli, Klebsiella pneumoniae sub spp. pneumoniae (70%) was most commonly isolated. Coagulase-negative staphylococci (88.9%) were the most common isolate among Gram-positive cocci. All three Candida spp. isolated were nonalbicans Candida (two Candida tropicalis and one Candida krusei). Gram-negative isolates were least resistant to tigecycline and colistin. All Gram-positive cocci were sensitive to linezolid. Conclusion: Monitoring of data regarding the prevalence of microorganisms and its resistance patterns would help in currently prescribing antimicrobial regimens and improving the infection control practices by formulating policies for empirical antimicrobial therapy.
Introduction: Clindamycin is an excellent drug for skin and soft tissue Staphylococcus aureus infections, but resistance mediated by inducible macrolide-lincosamide-streptogramin B (iMLS B ) phenotype leads to in vivo therapeutic failure even though they may be in vitro susceptible in Kirby-Bauer disk diffusion method. Objective: The study was aimed to detect the prevalence of iMLS B phenotype among S. aureus isolates by double disk approximation test (D-test) in a tertiary care hospital, Eastern India. Materials and Methods: A total of 209 consecutive S. aureus isolates were identified by conventional methods and subjected to antimicrobial susceptibility testing by Kirby-Bauer disk diffusion method. Erythromycin-resistant isolates were tested for D-test. Results: From 1282 clinical specimens, 209 nonrepeated S. aureus isolates were obtained. Majority of isolates 129 (61.7%) were methicillin-resistant S. aureus (MRSA). There was statistically significant difference between outpatients 60.1% and inpatients 39.9% (P < 0.0001). From 209 S. aureus isolates, 46 (22%) were D-test positive (iMLS B phenotype), 41 (19.6%) were D-test negative (methicillin sensitive [MS] phenotype), and 37 (17.7%) were constitutively resistant (constitutive macrolide-lincosamide-streptogramin B phenotype). The incidence of inducible, constitutive, and MS phenotype was higher in MRSA isolates compared to MS S. aureus (MSSA). The constitutive clindamycin resistance difference between MSSA and MRSA isolates were found to be statistically significant (P = 0.0086). Conclusion: The study revealed 22% of S. aureus isolates were inducible clindamycin resistant, which could be easily misidentified as clindamycin susceptible in Kirby-Bauer disk diffusion method. Therefore, clinical microbiology laboratory should routinely perform D-test in all clinically isolated S. aureus to guide clinicians for the appropriate use of clindamycin.
POLIEDROS EXPLICACIÓN DE POLIEDROS COMO CUERPOS REDONDOS INCLUYENDO UNA ACTIVIDAD PARA PODER DESARROLLAR EN EL AULA CONSISTENTE EN REALIZAR UNA CIUDAD, MEDIANTE EDIFICACIONES FORMADAS POR CUBOS, PRISMAS, PIRÁMIDES O CUERPOS REDONDOS. FINALMENTE SE PUEDEN AÑADIR MOBILIARIO Y VEGETACIÓN.
ABSTRACT
Background: With the advances in medical care, invasive fungal
infections possess a significant health problem especially in
immunocompromised patients. These infections have varied aetiological
agents which are commonly found in soil, water, plant debris and organic
substrates. Aim: The overview of different fungal aetiological agents,
newer and rapid diagnostic modalities and overall treatment and
prevention options available is presented in this article. Methods:
Literature search was performed in PubMed by using MeSH terms
‘mycoses’ and ‘immunocompromised host’. Only relevant review articles
published within the last five years were considered. Google Scholar
search engine was also used. Results: Common invasive fungi include
Candida spp., Cryptococcus spp., Aspergillus spp., Trichosporon spp.,
Rhodotorula spp., Fusarium spp., Mucormycotina, Pheohyphomycosis
spp., Pneumocystis jirovecii, Scedosporium spp., and endemic mycoses
such as Penicillium, Histoplasma and Blastomyces. A high degree of
suspicion is required for early diagnosis and optimal management of these
infections. Conclusion: Early and rapid diagnosis of causative fungal
agents is required so that appropriate treatment can be initiated. Adequate
preventive measures must be applied in an immunocompromised host that
can prevent development of drug resistant super-infections.
257Speaking of researchGuidelines for evaluating reseabartholomeocoombs
257
Speaking of research
Guidelines for evaluating research articles
Phillip Rumrill∗, Shawn Fitzgerald and
Megen Ware
Kent State University, Department of Educational
Foundations and Special Services Center for
Disability Studies, 405 White Hall, P.O. Box 5190,
Kent, OH 44242-0001, USA
The article describes the components and composition of
journal articles that report empirical research findings in the
field of rehabilitation. The authors delineate technical writing
strategies and discuss the contents of research manuscripts,
including the Title, Abstract, Introduction, Method, Results,
Discussion, and References. The article concludes with a
scale that practitioners, manuscript reviewers, educators, and
students can use in critically analyzing the content and scien-
tific merits of published rehabilitation research.
Keywords: Evaluation, research articles, guidelines for cri-
tique
1. Introduction
The purpose of this article is to examine the com-
ponents of a research article and provide guidelines
for conducting critical analyses of published works.
Distilled from the American Psychological Associa-
tion’s [1] Publication Manual and related descriptions
in several research design texts [4,8,9,12,15], descrip-
tions of how authors in rehabilitation and disability
studies address each section of a research article are
featured. The article concludes with a framework that
rehabilitation educators, graduate students, practition-
ers, and other Work readers can use in critiquing re-
search articles on the basis of their scientific merits and
practical utility.
∗Corresponding author: Tel.: +1 330 672 2294; Fax: +1 330 672
2512; E-mail: [email protected]
2. Anatomy of a research article
For nearly 50 years, the American Psychological As-
sociation has presented guidelines for authors to follow
in composing manuscripts for publication in profes-
sional journals [1]. Most journals in disability studies
and rehabilitation adhere to those style and formatting
guidelines. In the paragraphs to follow, descriptions
of each section of a standard research article are pre-
sented: Title, Abstract, Introduction, Method, Results,
Discussion, and References.
2.1. Title
As with other kinds of literature, the title of a scien-
tific or scholarly journal article is a very important fea-
ture. At the risk of contravening the age-old adage “You
can’t judge a book by its cover,” Bellini and Rumrill [4]
speculated that most articles in rehabilitation journals
are either read or not read based upon the prospective
reader’s perusal of the title. Therefore, developing a
clear, concise title that conveys the article’s key con-
cepts, hypotheses, methods, and variables under study
is critical for researchers wishing to share their findings
with a large, professional audience. A standard-length
title for a journal article in the social sciences is 12–15
words, including a sub-title if appropriate. Because so-
cial science and medical indexing systems rely hea ...
257Speaking of researchGuidelines for evaluating resea.docxnovabroom
257
Speaking of research
Guidelines for evaluating research articles
Phillip Rumrill∗, Shawn Fitzgerald and
Megen Ware
Kent State University, Department of Educational
Foundations and Special Services Center for
Disability Studies, 405 White Hall, P.O. Box 5190,
Kent, OH 44242-0001, USA
The article describes the components and composition of
journal articles that report empirical research findings in the
field of rehabilitation. The authors delineate technical writing
strategies and discuss the contents of research manuscripts,
including the Title, Abstract, Introduction, Method, Results,
Discussion, and References. The article concludes with a
scale that practitioners, manuscript reviewers, educators, and
students can use in critically analyzing the content and scien-
tific merits of published rehabilitation research.
Keywords: Evaluation, research articles, guidelines for cri-
tique
1. Introduction
The purpose of this article is to examine the com-
ponents of a research article and provide guidelines
for conducting critical analyses of published works.
Distilled from the American Psychological Associa-
tion’s [1] Publication Manual and related descriptions
in several research design texts [4,8,9,12,15], descrip-
tions of how authors in rehabilitation and disability
studies address each section of a research article are
featured. The article concludes with a framework that
rehabilitation educators, graduate students, practition-
ers, and other Work readers can use in critiquing re-
search articles on the basis of their scientific merits and
practical utility.
∗Corresponding author: Tel.: +1 330 672 2294; Fax: +1 330 672
2512; E-mail: [email protected]
2. Anatomy of a research article
For nearly 50 years, the American Psychological As-
sociation has presented guidelines for authors to follow
in composing manuscripts for publication in profes-
sional journals [1]. Most journals in disability studies
and rehabilitation adhere to those style and formatting
guidelines. In the paragraphs to follow, descriptions
of each section of a standard research article are pre-
sented: Title, Abstract, Introduction, Method, Results,
Discussion, and References.
2.1. Title
As with other kinds of literature, the title of a scien-
tific or scholarly journal article is a very important fea-
ture. At the risk of contravening the age-old adage “You
can’t judge a book by its cover,” Bellini and Rumrill [4]
speculated that most articles in rehabilitation journals
are either read or not read based upon the prospective
reader’s perusal of the title. Therefore, developing a
clear, concise title that conveys the article’s key con-
cepts, hypotheses, methods, and variables under study
is critical for researchers wishing to share their findings
with a large, professional audience. A standard-length
title for a journal article in the social sciences is 12–15
words, including a sub-title if appropriate. Because so-
cial science and medical indexing systems rely hea.
Expectations for Short Papers Leadership & EthicsIntroducti.docxrhetttrevannion
Expectations for Short Papers: Leadership & Ethics
Introduction:
The purpose of the introduction is to introduce the reader to the central theme(s) of your paper. An effective introduction goes from general to more specific information regarding the subject(s) you will be covering in your paper. Then, gradually narrowing down the subject to a specific purpose statement. It should be concise, and therefore, the reader should have no doubt as to the topic of your paper. Because this is a short paper, the introduction must be no more than one to two paragraphs in length. (1 to 2-paragraph maximum) Note: If you do write one paragraph for your introduction, make sure it is thorough.
Tips for the Introduction Section:
· Keep it general. In other words, save the specific analysis of the information you will be discussing, for the actual analysis section. Remember, the introduction provides a broad overview of what will be discussed.
· Please do not use direct quotes in the introduction. All concepts or theories should be paraphrased, this helps to create a stronger introduction written by you, versus taking information verbatim.
· Make sure whatever you write in your introduction is elaborated on in the analysis section of your paper. Everything needs to connect
Purpose Statement:
After the introduction, you would then gradually narrow down the focus to a specific purpose statement. A purpose statement, is essentially just like a thesis statement, except more specific and direct. It provides the paper with a clear scope, direction and purpose. The purpose statement should be concise, and therefore, the reader should have no doubt as to the topic of your paper and the exact components that you will be discussing in the analysis section.
Note: A purpose statement is written differently than a thesis statement. Therefore, it may not be what you are normally used to so please be sure to review the examples below so you are clear as to how I would like the purpose statement written.
The purpose statement can be two to three sentences (depending on the complexity of the paper), which again, explicitly states the focus and direction of the writing.
Examples of a purpose statement:
“The purpose of this paper is to examine the role of leadership and its importance to an organization. In addition, transformational leadership will be discussed, as well as the potential benefits of this theory within an organization.”
“The purpose of this paper is to explore the importance of an ethical climate within an organization, and the biases that impact moral decision making. Additionally, an ethical issue will be examined, as well a discussion on how the issue could have been avoided by establishing a solid ethical climate.”
*If you are ever wondering what components to put in your purpose statement, take a look at what is needed for the analysis section.
*Please note: In some courses your professor may ask for a thesis statement. A thesis stat.
How to write an original article an overview for beginners – pubricaPubrica
The literature search is the first step before writing and before beginning any original research manuscript writing activity. Prior evidence should be gathered, studied, and reflected upon as the beginning point and firm foundation for any publishing.
Continue Reading: https://bit.ly/3stzSkk
For our services: https://pubrica.com/services/physician-writing-services/orginal-research-article/
Why Pubrica:
When you order our services, we promise you the following – Plagiarism free | always on Time | 24*7 customer support | Written to international Standard | Unlimited Revisions support | Medical writing Expert | Publication Support | Bio statistical experts | High-quality Subject Matter Experts.
Contact us:
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United Kingdom: +44-1618186353
DO YOU KNOW HOW TO WRITE A MEDICAL MANUSCRIPT?Smiqgen
When a peer-reviewed journal publishes the findings of a medical researcher, it is a source of pride and satisfaction for the young scientist. Their efforts are then recognized for their worth. Getting started on a Medical Manuscript writing has been difficult in the past due to the required research and paperwork.
See More:https://www.smiqgen.com/do-you-know-how-to-write-a-medical-manuscript/
How to write a scientific paperGuidelines for the extra credalfredai53p
How to write a scientific paper
Guidelines for the extr
a credit assignment
This
extra credit
assignment is worth 25 points
and is completely voluntary
. All work
must be your own. Any paper containing plagiarism will receive a zero. No late
assignments
will be accepted.
Outline
The topic for this paper is specific to each student and should be acquired from
your instructor.
It should be
in the format of a literature review article and as such should
contain the basic format of a scholarly paper, which i
ncludes a Title, Abstract,
Introduction, Methods, Results and Discussion Section.
I am not requiring all of
these specific sections for this paper. I am simply providing a basic
outline option
. However it is required to have at least two cited articles
and one table/figure
.
Biological Literature
Reference papers must be from a scientific, peer reviewed journal and must be
primary sources (i.e. original findings and ideas). No websites may be used. References
must be full length; this means that they c
ontain an abstract, introduction, methods, and
results/discussion section. Papers may not be cited unless the whole article has been read
directly by you. Reference papers can be accessed through the CBC Library system. Do
not plagiarize the papers you
cite (
It is very easy to check for this, so please
save yourself a lot of heartache and don’t do it
). Also use the papers you cite as
examples of how scientific papers are written, both in terms of format and style.
Title
The title should be short, conc
ise, and informative. The title should be no more
than 45 characters. Below the title
the authors name should appear followed by his/her
department, institution, city and country.
Abstract
The abstract should be 250 words or less and is simply a summar
y of the major
parts in the paper. Usually there is one sentence per paper section: introduction, methods,
results, (including a summary of numerical data), and discussion. The purpose of the
abstract is to give a reader a brief idea of what the paper is
about so that the reader can
determine the relevance to his/her own work.
Introduction
The introduction is the place to present the relevant background context and the
hypothesis. The context should make clear why the hypothesis is interesting and
imp
ortant, and should cite other literature relevant to the research providin
g this rationale.
At the end of your introduction, restate the hypothesis in general terms along with the
purpose of this paper, followed by a series of predictions for each variab
le. For example:
“The purpose of this review was to compare and contrast the prognosis, indications and
contraindications of partial versus total knee arthroplasty in patients who underwent a pre
and/or post operative course of Physical Therapy. I predi
cted that
patients who had a
partial knee replacement, and a course ...
How to write a scientific paperGuidelines for the extra alfredai53p
How to write a scientific paper
Guidelines for the extr
a credit assignment
This
extra credit
assignment is worth 25 points
and is completely voluntary
. All work
must be your own. Any paper containing plagiarism will receive a zero. No late
assignments
will be accepted.
Outline
The topic for this paper is specific to each student and should be acquired from
your instructor.
It should be
in the format of a literature review article and as such should
contain the basic format of a scholarly paper, which i
ncludes a Title, Abstract,
Introduction, Methods, Results and Discussion Section.
I am not requiring all of
these specific sections for this paper. I am simply providing a basic
outline option
. However it is required to have at least two cited articles
and one table/figure
.
Biological Literature
Reference papers must be from a scientific, peer reviewed journal and must be
primary sources (i.e. original findings and ideas). No websites may be used. References
must be full length; this means that they c
ontain an abstract, introduction, methods, and
results/discussion section. Papers may not be cited unless the whole article has been read
directly by you. Reference papers can be accessed through the CBC Library system. Do
not plagiarize the papers you
cite (
It is very easy to check for this, so please
save yourself a lot of heartache and don’t do it
). Also use the papers you cite as
examples of how scientific papers are written, both in terms of format and style.
Title
The title should be short, conc
ise, and informative. The title should be no more
than 45 characters. Below the title
the authors name should appear followed by his/her
department, institution, city and country.
Abstract
The abstract should be 250 words or less and is simply a summar
y of the major
parts in the paper. Usually there is one sentence per paper section: introduction, methods,
results, (including a summary of numerical data), and discussion. The purpose of the
abstract is to give a reader a brief idea of what the paper is
about so that the reader can
determine the relevance to his/her own work.
Introduction
The introduction is the place to present the relevant background context and the
hypothesis. The context should make clear why the hypothesis is interesting and
imp
ortant, and should cite other literature relevant to the research providin
g this rationale.
At the end of your introduction, restate the hypothesis in general terms along with the
purpose of this paper, followed by a series of predictions for each variab
le. For example:
“The purpose of this review was to compare and contrast the prognosis, indications and
contraindications of partial versus total knee arthroplasty in patients who underwent a pre
and/or post operative course of Physical Therapy. I predi
cted that
patients who had a
partial knee replacement, and a course ...
How to Structure your research article - Pubrica Pubrica
The correct format of the research article is crucial to good scientific writing. The sequence of Introduction, Methods, Results and Discussion is the essential structure of a typical research report.
Continue Reading: https://bit.ly/2XM9YNA
Why Pubrica?
When you order our services, Plagiarism free|on Time|outstanding customer support|Unlimited Revisions support|High-quality Subject Matter Experts.
Contact us :
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United Kingdom: +44 1618186353
1 Assessment 1 Context In order for research to have s.docxoswald1horne84988
1
Assessment 1 Context
In order for research to have scientific merit, it must achieve three things:
1. It must contribute something new to the scientific knowledge base in the field—in this
case, psychology. In order for research to do this, a researcher must conduct a thorough
literature review to identify a research problem. A research problem is something that
has not been addressed by previous research and would be meaningful to the field of
psychology. Often, the research problem is referred to as a "gap in the literature."
2. The research must contribute to psychological theories in a particular field of study.
Theories are the primary tools by which science organizes its knowledge—the tools that
allow psychology researchers to explain previous and current findings and predict future
ones. Research that has scientific merit can advance theories in several ways, including
confirming, extending, refuting, or proposing theories.
3. The research must meet the hallmarks of good research. This is the component that is
most emphasized in this course as you learn about the defining characteristics of the two
methodologies and the various approaches of both. A researcher who has conducted
high-quality research has only met this criterion of scientific merit to the extent that the
research design and procedures—such as sampling, data collection, and data
analysis—allowed the research problem to be solved and the research questions to be
answered.
It is crucial to remember that the purpose of research is to solve a research problem by
investigating something that has not been previously researched—that is, to fill the gap in the
literature. Research methods are simply tools that researchers use to do this. When researchers
effectively use research methods to solve a research problem, then we can say that the
research has met the hallmarks of good research.
Professionals in many fields are called upon to use research findings in the literature pertaining
to that field. In order to do so, it is the responsibility of the researcher to evaluate the scientific
merit of the research that produced those findings
While most research published in peer-reviewed journals can be trusted to have good scientific
merit, it can be risky not to evaluate research for yourself, especially research findings most
pertinent to your work and career.
Running head: APA STYLE PAPER TEMPLATE 1
APA STYLE PAPER TEMPLATE 8
[Instructional text in this template is contained in square brackets ([…]). After reading the instructional text, please delete it, and use the document as a template for your own paper. To keep the correct format, edit the running head, cover page, headings, and reference list with your own information, and add your own body text. Save this template in a file for future use and information.
The running head is an abbrevia.
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
1. JHS
Official Publication of The Saudi Commission for Health Specialties
www.thejhs.org
JournalofHealthSpecialties•Volume4•Issue2•April2016•Pages87-000
ISSN 1658-600X
July 2016 / Volume 4 / Issue 3
Journal of
Health Specialties
spine
3.5 mm
3. Journal of Health Specialties / July 2016 / Vol 4 | Issue 3 187
Dash: The title, abstract and keywords
good title should be made up of the fewest possible
words, typically 10 – 12 words and constitute about
100 characters.[3]
The title should be specific, easily
understandable and not have too many technical terms,
consisting of both independent (set or manipulated at
the beginning) and dependent (observed or measured)
variables that accurately highlight the core content
of the article, i.e., the species studied, specific drug
name, the technology discussed or the literary work
evaluated.[4,5]
Vancouver requirements indicate that
title should be concise and informative.[6]
Therefore,
the title must be accurate, informative, complete but
not declarative.
There are some tips on writing the titles: Avoid using
abbreviations, acronyms and initialisms, i.e. “Mg”
for magnesium could be mistaken for ‘mg’ which
means milligrams; write scientific names in full,
i.e. Staphylococcus aureus instead of S. aureus; refer
to chemicals by their common names or generic names
rather than the formulas and trade names; avoid use of
roman numerical in the title as they can be interpreted
differently, i.e. Part II could be mistaken for Factor II.[7]
The title should be written with distinct letters,
not underlined and without a full stop at the end.
Subtitles and supertitles should be avoided. The author,
co‑authors and peers may initially consider a number
of titles and finally choose the most appropriate one.
[8]
Some journals ask for running or short titles to be
used at the top or bottom of the journal page. For this
purpose, the title should be shortened to very few
words.
ABSTRACT
Abstract is a short summary containing essential details
of a research article. Almost all journals except for
few sections, i.e., editorials and letters to the editors
or correspondence require abstract. The abstract may
be indicative or informative. Indicative or descriptive
abstracts are usually used in social sciences and
humanities and do not give specific information about
the methods and results.[9,10]
Informative abstracts are
commonly used in the sciences and present information
on the background, objectives, methods, results and
conclusions.[9,10]
This type of format is typically found
in medical literatures and clinical trial reports. The
maximum word count of an abstract varies from 100
to 400 words, but the majority of the journals prefer a
word count of 200 to 250 words. The number of words
and subtitles of the abstract should be written according
to the instruction to the authors. Most journals require
a research or original article to be structured and the
review article and case report as an unstructured free
flowing paragraph.[11,12]
The Ad Hoc Working Group
for Critical Appraisal of the Medical Literature has
suggested that authors of articles with direct clinical
implications should write their abstracts with seven
explicitly defined headings: Objective, design, setting,
patients’ interventions, measurements, main results and
conclusions with a partially‑controlled vocabulary.[13]
Guidelines have also been suggested for review article
abstracts with six headings; purpose, data identification,
study selection, data extraction (including how data
were assessed for quality), results of the data synthesis
(including relevant description statistics) and conclusions
(including future research needs and applications).[14]
Structured abstracts are essentially informative abstracts
that are divided into a series of headings, i.e., background
or introduction, aims or objectives, methods, materials
and methods or subjects and methods, results and
conclusions.[15,16]
This is the standard and preferred
way for original research article.[17]
This format is also
recommended for conference papers. The structured
abstracts were initially proposed to make literature
searches more accurate, more explicit, relevant
and easier to understand the text written in shorter
paragraphs. The structured abstract is intended to
make it easier for the reader to select important details
and to access the value and applicability of the study.
It reminds the readers about the whole paper and it
reveals errors regarding used methodology.[3]
The abstract should not include references to the
literature or to the figures and tables described in the
body of the paper. It should not include any information
that is not mentioned in the article and it should not
contain common abbreviations or acronyms unless
very well‑known. Abstract should be written in the
end after completely editing the article. A good abstract
should be a miniature version of the paper, providing
a brief summary of the main sections of the paper.
The abstract should be self‑contained and able to
stand alone without the need to refer the full text. For
example, if the publishing journal is indexed in Index
Medicus (MEDLINE), the articles will be locatable via
the National Library of Medicine’s (NLM’s) PubMed
search engine[18]
and the abstract will be viewable at
the website.
Different sections of an abstract
Background or introduction or context
This section of the abstract should be shortest part of the
abstract and should outline the following information in
one or two sentences: “What are the facts already known
or unsettled about the subject? What is the magnitude
of the problem and its importance related to the paper
in question?”
4. 188 Journal of Health Specialties / July 2016 / Vol 4 | Issue 3
Dash: The title, abstract and keywords
For example, “antimicrobial resistance of urinary tract
pathogens has increased worldwide. Empiric treatment
of community acquired urinary tract infection (CA‑UTI)
is determined by antimicrobial resistance patterns of
uropathogens in a population of specific geographical
location.”[19]
Objectives or aims or purpose
A single sentence is used to summarize the aims and
objectives of an article. Here, we put forth the study
questions in a summarized form. In some journals,
objectives may be the opening section of the journals.
For example, “this study was conducted to determine
the prevalence of CA‑UTI in rural Odisha, India and
the effect of gender and age on its prevalence as well
as etiologic agents and the resistance profile of the
bacterial isolates.”[19]
Methods or material and methods or subject and methods
This section provides a concise description of the
study design and methods used. The reader should
understand what and how the study was done. This
section is usually longer consisting of 30 – 35% of
the whole abstract. The methods should highlight the
important issues such as research design, research
setting, sample size required and how they were
selected and a brief description of techniques or
interventions used in the study.
For example, “consecutive clean‑catch mid‑stream urine
samples were collected from 1670 adult patients. The
urine samples were processed and microbial isolates
were identified by conventional methods. Antimicrobial
susceptibility testing was performed on all bacterial
isolates by Kirby–Bauer disc diffusion method.”[19]
Results
The results section is usually the longest and most
important part containing about 35 – 40% of the
whole abstract. Results begin with the total number
of respondents and a description of subjects that
were included or excluded from the study. It can be
presented as a comparison of the outcome variables
between various subgroups, within the study (i.e., male
vs. female, young vs. old, diagnosed vs. undiagnosed,
treated vs. untreated, etc.). Numerical results also
include standard deviations or 95% confidence limits
and the level of statistical significance.[20]
For example, “the prevalence of UTI was significantly
higher in females compared to males (females 455
[45%], males 122 [18%], odds ratio = 2.04, 95%
confidence interval = 1.64 – 2.52, P < 0.001). Young
females within the age group of 18 – 37 years and
elderly males (≥68 years) showed high prevalence of
UTI. Escherichia coli (69%) were the most prevalent
isolate followed by Enterococcus spp. (10%). Amikacin
and nitrofurantoin were the most active antimicrobial
agents, which showed low resistance of 6% and 10%,
respectively.”[19]
Conclusion
The conclusion should be written concisely, stating
the implications of the study and if applicable, making
recommendations for action to the general public quite
often in one or two sentences. The first line summarizes
the results and the second states the interpretation or
clinical implications. The conclusion must be supported
by the data presented in the abstract. It should answer
the research questions that are put forth in the form of
objectives.[21]
For example, “our study revealed E. coli as the
predominant bacterial pathogen and nitrofurantoin
should be used as empirical therapy for uncomplicated
CA‑UTIs. In the Indian setting, routine urine cultures
may be advisable, since treatment failure is likely to
occur with commonly used antimicrobials. Therefore,
development of Regional Surveillance Programs is
necessary for the implementation of national CA‑UTI
guidelines.”[19]
KEYWORDS
Keywords should be provided below the abstract of the
article. It describes the medical contents, which are
the characteristics for the whole article. Most standard
journals usually ask for 3 – 10 keywords. Journals,
creators of databases and search engines and indexing
and abstracting services classify articles using keywords.
Thus, accurately chosen keywords will ensure correct
cross indexing and help wider visibility of the research
among the interested communities. This will in turn
increase the article’s chances of being cited. Authors
should read the article thoroughly and list down all
the key terms or phrases that are used repeatedly in
the text. It may include the variant of a term or phrase
(i.e., kidney and renal), drug names, procedures, etc.,
and common abbreviation of terms, i.e. HIV. After that,
common vocabulary or term list or indexing standard
(GeoRef, ERIC Thesaurus, ChemWeb, PsycInfo, BIOSIS
Search Guide, Medical Subject Heading [MeSH]
Thesaurus) are referred to ensure that the terms used
in the research matches those terms used in these
resources.[5,22,23]
For biomedical research, the thesaurus
of the American National Library of Medicine (NLM)
MeSHs is accepted as a standard for vocabulary/term
listing or indexing.[18]
MeSH terms used as keywords are
followed by biomedical libraries and journals all over
5. Journal of Health Specialties / July 2016 / Vol 4 | Issue 3 189
Dash: The title, abstract and keywords
the world. The MeSH thesaurus is available in Index
Medicus, in MEDLINE on CD and on the American
National Library of Medicine website.[24]
CONCLUSION
Ultimately, a good research article depends on how well
the title and abstract is written. Some authors usually
write the title and abstract instantly at the time of
submission of article in a journal without giving much
importance. The title, abstract and keywords should be
written at the end after thoroughly reading the article
several times.
Financial support and sponsorship
Nil.
Conflicts of interest
There are no conflicts of interest.
REFERENCES
1. PearnJ.Publication:Anethicalimperative.BMJ1995;310:1313‑5.
2. Cals JW, Kotz D. Effective writing and publishing scientific
papers, part II: Title and abstract. J Clin Epidemiol
2013;66:585.
3. Brkić S, Vučenović M, Dokić Z. Title, abstract, key words and
references in biomedical articles. Arch Oncol 2003;11:207‑9.
4. Department of Biology, Bates College. The Structure, Format,
Content and Style of a Journal‑Style Scientific Paper. Available
from: http://www.abacus.bates.edu/‑ganderso/biology/
resources/writing/HTWsections.html. [Last accessed on 2016
Apr 06].
5. SAGE Publications. Help Readers Find Your Article. Available
from: http://www.uk.sagepub.com/journalgateway/findarticle.
htm. [Last accessed on 2016 Apr 06].
6. Uniform requirements for manuscripts submitted to biomedical
journals. International Committee of Medical Journal Editors.
N Engl J Med 1997;336:309‑15.
7. BioMed Central. Writing Titles and Abstract. Available
from: http://www.biomedcentral.com/publishing‑services/
author‑academy/writing‑titles‑and‑abstracts. [Last accessed on
2016 Apr 06].
8. Jha KN. How to write articles that get published. J Clin Diagn
Res 2014;8:XG01‑3.
9. The University of Adelaide. Writing an Abstract. Available
from: http://www.adelaide.edu.au/clpd/all/learning_guides/
learningGuide_WritingAnAbstract.pdf. [Last accessed on 2016
Apr 06].
10. The Writing Centre, University of North Carolina. Abstracts.
Available from: http://www.writingcenter.unc.edu/handouts/
abstracts/. [Last accessed on 2016 Apr 06].
11. Lock S. Structured abstracts. BMJ 1988;297:156.
12. Shannon S. Writing a structured abstract. Can Assoc Radiol J
2000;51:328‑9.
13. A proposal for more informative abstracts of clinical articles.
Ad Hoc Working Group for Critical Appraisal of the Medical
Literature. Ann Intern Med 1987;106:598‑604.
14. Mulrow CD, Thacker SB, Pugh JA. A proposal for more
informative abstracts of review articles. Ann Intern Med
1988;108:613‑5.
15. International Committee of Medical Journal Editors. Uniform
Requirements for Manuscripts Submitted to Biomedical
Journals: Writing and Editing for Biomedical Publication.
Available from: http://www.ICMJE.org. [Last accessed on 2016
Apr 06].
16. US National Library of Medicine. StructuredAbstracts.Available
from: http://www.nlm.nih.gov/bsd/policy/structured_abstracts.
htm. [Last accessed on 2016 Apr 06].
17. Cooper ID. How to write an original research paper (and get it
published). J Med Libr Assoc 2015;103:67‑8.
18. Available from: http://www.nlm.nih.gov/pmc. [Last accessed
on 2016 Apr 06].
19. Dash M, Padhi S, Mohanty I, Panda P, Parida B. Antimicrobial
resistance in pathogens causing urinary tract infections in a
rural community of Odisha, India. J Family Community Med
2013;20:20‑6.
20. American College of Physicians. Writing a Research Abstract.
Availablefrom:http://www.acponline.org/membership/residents/
compititions‑awards/acp‑national‑abstract‑compitition/
guide‑to‑prep. [Last accessed on 2016 Apr 06].
21. Alexandrov AV, Hennerici MG. Writing good abstracts.
Cerebrovasc Dis 2007;23:256‑9.
22. Fathalla M.APractical Guide for Health Researchers.Available
from: http://www.emro.who.int/dsaf/dsa237.pdf. [Last accessed
on 2016 Apr 06].
23. Council of Science Editors, editor. Journal style and format.
In: Scientific Style and Format: The CSE Manual for Authors,
Editors, and Publishers. 7th
ed. Reston, VA: Rockefeller
University Press; 2006. p. 460.
24. Brkić S, Vučenović M, Dokić Z.Accurate reference citation and
assignment of keywords. Arch Oncol 2002;10:100‑1.