FACULTY OF MEDICINE
Medicine
MED 330 | Course Introduction and Application Information
Course Name |
Principles of Scientific Writing and Presentation
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
MED 330
|
Fall/Spring
|
3
|
0
|
0
|
4
|
Prerequisites |
None
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Course Language |
English
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Course Type |
Elective
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Course Level |
First Cycle
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Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | DiscussionGroup WorkQ&ACritical feedbackLecture / Presentation | |||||
Course Coordinator | ||||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | The aim of this course is to help medical students in the research track, to develop their scientific communication skills in both oral and written forms. Educational activities will include lectures, individual and small group in-class activities, discussions, peer review of each of writing and presentation skills. |
Learning Outcomes |
The students who succeeded in this course;
|
Course Description | This course will cover the types of scientific communication, the principles of publication ethics, the principles of scientific manuscript writing and publication processes, as well as the principles of oral and poster presentations. |
|
Core Courses | |
Major Area Courses | ||
Supportive Courses |
X
|
|
Media and Management Skills Courses | ||
Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
Week | Subjects | Related Preparation |
1 | Introduction to the course Plans for the term Meeting, talking about the students’ projects | |
2 | What is scientific communication? How do researchers communicate? Types of scientific communication What is a paper, and the publishing process? Why we publish? Authorship and other preliminary steps | - Writing Science: How to Write Papers That Get Cited and Proposals That Get Funded. Joshua Schimel. Oxford: Oxford University Press. 2012. eBook. Ch 1-3, pg 3-26. - Scientific Papers and Presentations: Navigating Scientific Communication in Today’s World. Martha Davis. Rev. ed. Burlington, Mass: Academic Press. 2005. eBook. Ch 1-2, pg 1-20. |
3 | Ethics in Scientific Communication Publication Ethics | Bioethics Core Curriculum Section 2: Study Materials Ethics Education Programme Version 1.0 SHS/EST/EEP/2011/PI/3 UNESCO 2011 - UNESCO. Bioethics Core Curriculum |
4 | What is good scientific writing? Style and grammar • Scientific writing style • First-person vs. Third-person; Passive vs. active voice • Avoiding excessive wording • Grammar • Avoiding misuse of words | - Grammar and style notes for scientific writing, Wilhelmiina H¨am¨al¨ainen, pg 1-12. - https://www.nature.com/scitable/ebooks/english-communication-for-scientists-14053993/126083980/ - Writing Science: How to Write Papers That Get Cited and Proposals That Get Funded. Joshua Schimel. Oxford: Oxford University Press. 2012. eBook. Ch 12, 15 pg 112-123, 145-157. |
5 | Sections of scientific manuscripts | - Writing Science: How to Write Papers That Get Cited and Proposals That Get Funded. Joshua Schimel. Oxford: Oxford University Press. 2012. eBook. Ch 4-5, pg 26-49. |
6 | Writing introduction section Research questions Literature review Aim/objectives | - Writing Science: How to Write Papers That Get Cited and Proposals That Get Funded. Joshua Schimel. Oxford: Oxford University Press. 2012. eBook. Ch 6-7, pg 50-60. |
7 | Writing Materials & Methods Midterm-1 | - Writing Science : How to Write Papers That Get Cited and Proposals That Get Funded. Joshua Schimel. Oxford: Oxford University Press. 2012. eBook. Ch 7-8, pg 60-70. |
8 | Writing Results, Discussion & Conclusion How to present data effectively? Importance of good discussion Assignment 1 | - Writing Science : How to Write Papers That Get Cited and Proposals That Get Funded. Joshua Schimel. Oxford: Oxford University Press. 2012. eBook. Ch 8-9, pg 70-94. |
9 | Review Article What is it? What are the components? Difference btw research vs review article Final: Writing a draft of a review article | - Gülpınar Ö, Güçlü AG. How to write a review article? Turk J Urol. 2013 Sep;39(Suppl 1):44-8. doi: 10.5152/tud.2013.054. PMID: 26328136; PMCID: PMC4548566. - https://authorservices.taylorandfrancis.com/publishing-your-research/writing-your-paper/how-to-write-review-article/ |
10 | How to evaluate a scientific manuscript? Steps of peer-review Assignment 2 | - https://authorservices.wiley.com/Reviewers/journal-reviewers/how-to-perform-a-peer-review/step-by-step-guide-to-reviewing-a-manuscript.html |
11 | Writing Title and Abstract | - Scientific Papers and Presentations: Navigating Scientific Communication in Today’s World. Martha Davis. Rev. ed. Burlington, Mass: Academic Press. 2005. eBook. Ch10, pg 111-115. |
12 | Writing References References and in text citations Updating references Use of Mendeley | |
13 | Poster Presentations Midterm-2 | - Scientific Papers and Presentations: Navigating Scientific Communication in Today’s World. Martha Davis. Rev. ed. Burlington, Mass: Academic Press. 2005. eBook. Ch17, pg 191-204. - Shelledy DC. How to make an effective poster. Respir Care. 2004 Oct;49(10):1213-6. PMID: 15447805. - Rowe N, Ilic D. Poster presentation - a visual medium for academic and scientific meetings. Paediatr Respir Rev. 2011 Sep;12(3):208-13. doi: 10.1016/j.prrv.2011.01.011. Epub 2011 Feb 22. PMID: 21722851. - Young J, Bridgeman MB, Hermes-DeSantis ER. Presentation of scientific poster information: Lessons learned from evaluating the impact of content arrangement and use of infographics. Curr Pharm Teach Learn. 2019 Feb;11(2):204-210. doi: 10.1016/j.cptl.2018.11.011. Epub 2018 Nov 22. PMID: 30733019. |
14 | Oral Presentations Designing and preparing slides for an oral presentation | - https://www.nature.com/scitable/ebooks/english-communication-for-scientists-14053993/giving-oral-presentations-14239332/ |
15 | Publication process Choosing a journal Submission process Revision process | - Scientific Papers and Presentations: Navigating Scientific Communication in Today’s World. Martha Davis. Rev. ed. Burlington, Mass: Academic Press. 2005. eBook. Ch 7-9, pg 85-110. |
16 | Oral Presentation Session |
Course Notes/Textbooks |
|
Suggested Readings/Materials |
|
EVALUATION SYSTEM
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments |
1
|
15
|
Presentation / Jury |
1
|
15
|
Project | ||
Seminar / Workshop | ||
Oral Exams |
1
|
30
|
Midterm |
1
|
40
|
Final Exam | ||
Total |
Weighting of Semester Activities on the Final Grade |
3
|
60
|
Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
Total |
ECTS / WORKLOAD TABLE
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
Study Hours Out of Class |
16
|
2
|
32
|
Field Work |
0
|
||
Quizzes / Studio Critiques |
0
|
||
Portfolio |
0
|
||
Homework / Assignments |
1
|
6
|
6
|
Presentation / Jury |
1
|
6
|
6
|
Project |
0
|
||
Seminar / Workshop |
0
|
||
Oral Exam |
1
|
6
|
6
|
Midterms |
1
|
12
|
12
|
Final Exam |
0
|
||
Total |
110
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
1
|
2
|
3
|
4
|
5
|
||
1 | Knowledge for Practice: Uses knowledge in biomedical, clinical, epidemiological, biostatistics, biomedical informatics, social and behavioral sciences for the prevention, diagnosis, treatment and management of medical problems. |
X | ||||
2 | Information Management and Research: Uses the information generated through research and accessed from different sources in evidence-based patient management processes |
X | ||||
3 | Patient management: Provides patient-centered, holistic, safe, reliable and evidence-based health care for common health problems in the community, prioritizing health protection and improvement*. |
X | ||||
4 | Patient and employee safety: Provides health services by considering the health and safety of patients and employees. |
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5 | Protection and promotion of health: Prioritizes protecting and improving the health of individuals and society in the provision of health services under usual/unusual situations. Performs clinical and public health practices in a holistic and competent manner |
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6 | Adherence to ethical principles: Fulfills the duties and obligations within the framework of ethical principles and, rights and legal responsibilities required by the profession. |
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7 | Professional competence: Provides a high-quality healthcare service that prioritizes patient safety. While applying the profession, he/she knows his/her limits, evaluates his/her own performance, determines the aspects that need to be developed and improves them within a plan |
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8 | Professional virtues: Avoid behaviors that will undermine the public's trust in medicine. S/he approaches her/his patients with compassion and care without discrimination, and puts their welfare ahead of her/his own interests |
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9 | A healthy physician- a healthy society: Gives importance to his/her personal health, safety and appearance, sets an example for his/her colleagues and society by taking the necessary precautions. |
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10 | Planetary health and healthy lifestyles: Considering the effects of the resources offered by our planet on individual and public health, he/she accepts promoting healthy lifestyles and eliminating the factors that negatively affect health his/her duty. |
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11 | Protecting and improving health as a social responsibility: Accepts protection and improvement of public health as a social responsibility, identifies the primary health problems of the society served and produces solutions. |
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12 | Health policies: Evaluates the impact of health policies on the health indicators of individuals and society, and advocates increasing the quality of health services. |
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13 | Change management: Systematically identifies and manages the issues/processes and the necessary resources that require change in order to provide quality, safe and cost-effective health care. |
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14 | Personal qualifications: Provides evidence exerting that he/she is equipped enough to lead changes to make healthcare more qualified, safe and cost-effective |
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15 | Communication skills: Uses verbal and non-verbal communication effectively. Communicates with patients in a way that makes them feel understood, with active listening behaviors (eye contact, affirmation, summarizing, etc.) |
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16 | Communication with patients and their relatives: Establishes supportive relationships with patients and their families that contribute positively to the treatment process |
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17 | Communication for qualified and safe health care: Communicates with patients, their relatives, health workers, other professional groups, institutions and organizations in a clear, understandable and professional manner that will minimize patient safety risks and increase the quality of health care. Considers and protects patient privacy and data security in all communications. |
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18 | Explains the place and importance of scientific research and evidence in providing qualified and safe health care. Analyzes the health problems in the society s/he serves with scientific methods. Reaches information to access evidence. Uses the information analyzed and the evidence accessed from the literature to provide more qualified and safer health care |
X | ||||
19 | Reflection: Using reflective approaches, he/she questions his/her professional performance, identifies areas that require improvement, and develops his/her professional knowledge and skills by identifying learning needs. |
X | ||||
20 | Stress management: Explains and applies strategies for coping with stress and preventing burnout |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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