Writing scientific manuscripts: most common mistakes

Faber, Jorge

doi:10.1590/2177-6709.22.5.113-117.sar

Cited by 13 publications

(5 citation statements)

References 4 publications

(4 reference statements)

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“…Providing study findings visually, rather than entire textualizing, enables authors to summarize a great deal of data compactly within the text with an appropriate reference; some images convey more than words (29). The primary purpose of non-textual elements, i.e.…”

Section: Content Of the Results Sectionmentioning

confidence: 99%

“…Note that tables must have a purpose and be integrated into the text (21). Tables are most useful to present counts, proportions, and percentages (8), and are appropriate also for presenting details especially when exact values matter (32), being are more informative than graphs (29). However, limited information should be presented in tables; otherwise, most readers find them difficult to read and thus, may ignore them (5, 23).…”

Section: Content Of the Results Sectionmentioning

confidence: 99%

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The Principles of Biomedical Scientific Writing: Results

Bahadoran

Mirmiran

Zadeh‐Vakili

et al. 2019

Int J Endocrinol Metab

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The “results section” of a scientific paper provides the results related to all measurements and outcomes that have been posted earlier in the materials and methods section. This section consists of text, figures, and tables presenting detailed data and facts without interpretation and discussion. Results may be presented in chronological order, general to specific order, most to least important order, or may be organized according to the topic/study groups or experiment/measured parameters. The primary content of this section includes the most relevant results that correspond to the central question stated in the introduction section, whether they support the hypothesis or not. Findings related to secondary outcomes and subgroup analyses may be reported in this section. All results should be presented in a clear, concise, and sensible manner. In this review, we discuss the function, content, and organization of the “results section,” as well as the principles and the most common tips for the writing of this section.

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Section: Content Of the Results Sectionmentioning

confidence: 99%

Section: Content Of the Results Sectionmentioning

confidence: 99%

The Principles of Biomedical Scientific Writing: Results

Bahadoran

Mirmiran

Zadeh‐Vakili

et al. 2019

Int J Endocrinol Metab

View full text Add to dashboard Cite

show abstract

“…Articles that will be submitted to journals must be very well written and designed. This requires that the study be conducted in a reliable manner, allowing the correct description of all the steps performed and the consequent ease of reading and acceptance of the article by the reviewers 25 . Below are the most common errors found in published articles, regarding the statistical methodology employed.…”

Section: Main Errors In the Statistical Methodology Observed In The Pmentioning

confidence: 99%

Biostatistics: essential concepts for the clinician

Torres

Normando

2021

Dental Press J. Orthod.

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Introduction: The efficiency of clinical procedures is based on practical and theoretical knowledge. Countless daily information is available to the orthodontist, but it is up to this professional to know how to select what really has an impact on clinical practice. Evidence-based orthodontics ends up requiring the clinician to know the basics of biostatistics to understand the results of scientific publications. Such concepts are also important for researchers, for correct data planning and analysis. Objective: This article aims to present, in a clear way, some essential concepts of biostatistics that assist the clinical orthodontist in understanding scientific research, for an evidence-based clinical practice. In addition, an updated version of the tutorial to assist in choosing the appropriate statistical test will be presented. This PowerPoint® tool can be used to assist the user in finding answers to common questions about biostatistics, such as the most appropriate statistical test for comparing groups, choosing graphs, performing correlations and regressions, analyzing casual, random or systematic errors. Conclusion: Researchers and clinicians must acquire or recall essential concepts to understand and apply an appropriate statistical analysis. It is important that journal readers and reviewers can identify when statistical analyzes are being inappropriately used.

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“…The most common mistake students made during their oral examinations was not discussing limitations and broader implications that were relevant to the study at hand. This mistake is common in scientific studies, where scientists oftentimes make grandiose claims from contextually limited data (10). As was reported, "[Students] just wanted to repeat whatever they were told was the correct limitation from the previous time" (UTA 13), suggesting that students were not critically engaged with discussing limitations.…”

Section: Student Performancementioning

confidence: 99%

Inquiry in oral communication: adapting oral examinations for teaching introductory physiology students to evaluate scientific research studies

James

Campbell

2020

Advances in Physiology Education

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Generating an increasingly skilled and numerous workforces of science, technology, engineering, and mathematics (STEM) professionals is a national priority. Central to this goal is improving the ability of STEM graduates to apply scientific inquiry within oral communication, a necessary skill for STEM professionals. In this case study of an introductory biology course, we observed that providing explanatory feedback to students responding to inquiry-based questions in an oral examination suggests improvements in students’ abilities to critically analyze results, draw conclusions, and discuss the broader implications of data. We found students struggled with generating hypotheses and constraining discussions of scientific limitation and broader implications. We show that low-performing students especially benefit from the feedback intervention. The findings of this study are applicable to college and university instructors who are looking to incorporate methods for teaching students to use scientific inquiry effectively during oral communication, particularly those with access to teaching assistants.

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Writing scientific manuscripts: most common mistakes

Cited by 13 publications

References 4 publications

The Principles of Biomedical Scientific Writing: Results

The Principles of Biomedical Scientific Writing: Results

Biostatistics: essential concepts for the clinician

Inquiry in oral communication: adapting oral examinations for teaching introductory physiology students to evaluate scientific research studies

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