Include any details that will help us to troubleshoot, including error messages that you saw. We used Scopus updated July to search for English-language articles citing each of the eligible index articles with at least 1 subgroup finding in the abstract.
In the second four weeks, we will examine issues specific to scientific writing, including: A minority of subgroup claims made in the abstracts of RCTs are supported by their own data ie, a significant interaction effect. Sports with the highest proportion of athletes assigned to the moderate- and high-risk categories included gymnastics Students from non-science disciplines can benefit from the training provided in the first four weeks on general principles of effective writing.
How much of a time commitment will this course be? Stanford School of Medicine Description This course teaches scientists to become more effective writers, using practical examples and exercises.
Two reviewers extracted the data necessary to calculate subgroup-level effect sizes, standard errors, and the P values kristin sainani scientific writing and communication interaction. This course is self-paced and provides all material at the same time. Guidelines were published in for clinical management of athletes affected by the triad.
Cohort study; Level of evidence, 3. Share with friends and family! Writing in the Sciences Enrollment is Closed About This Course This course teaches scientists to become more effective writers, using practical examples and exercises. We typically respond to a request within three business days, Monday to Friday.
Course Syllabus Week 1 - Introduction; principles of effective writing cutting unnecessary clutter Week 2 - Principles of effective writing verbs Week 3 - Crafting better sentences and paragraphs Week 4 - Organization; and streamlining the writing process Week 5 - The format of an original manuscript Week 6 - Reviews, commentaries, and opinion pieces; and the publication process Week 7 - Issues in scientific writing plagiarism, authorship, ghostwriting, reproducible research Week 8 - How to do a peer review; and how to communicate with the lay public Instructor Dr.
The number of subgroup claims in the abstracts of RCTs, the number of subgroup claims in the abstracts of RCTs with statistical support subgroup findingsand the number of subgroup findings corroborated by subsequent RCTs and meta-analyses.
Chart review was used to identify athletes who sustained a subsequent BSI during collegiate sports participation; the injury required a physician diagnosis and imaging confirmation. Course Format In the first four weeks, we will review principles of effective writing, examples of good and bad writing, and tips for making the writing process easier.
Attempts to corroborate statistically significant subgroup differences are rare; when done, the initially observed subgroup differences are not reproduced. Yes, students who score at least 60 percent will pass the course and receive a Statement of Accomplishment.
In the second four weeks, we will examine issues specific to scientific writing, including: Thank you for your inquiry or feedback. Students who would like additional reading may enjoy: In the meantime, please review our Help Center articles where most questions have already been answered.
This study aimed to 1 classify athletes from a collegiate population of 16 sports into low- moderate- and high-risk categories using the Female Athlete Triad Cumulative Risk Assessment score and 2 evaluate the predictive value of the risk categories for subsequent BSIs.
Course Format In the first four weeks, we will review principles of effective writing, examples of good and bad writing, and tips for making the writing process easier. Moderate- and high-risk athletes were more likely to subsequently sustain a BSI; most BSIs were sustained by cross-country runners.
Of these claims, only 46 You should expect this course to require 4 to 8 hours of work per week. This course seeks to improve skills in scientific writing as it applies to publishing clear and effective scientific papers and reviewing clinical research. After adjusting for age and participation in cross-country, we found that moderate-risk athletes were twice as likely as low-risk athletes to sustain a BSI risk ratio [RR], 2.
Disclosures The following planners, speakers and authors have indicated that they have no relationships with industry to disclose relative to the content of this activity:Scientific writing is an important skill enabling effective disseminating of medical knowledge, clear communication and obtaining grant funding.
This course seeks to improve skills in scientific writing as it applies to publishing clear and effective scientific papers and reviewing clinical research. Kristin Sainani, PhD Clinical Assistant.
Feb 28, · Communicate your ideas more clearly and effectively, get more of your papers published, and win that major grant! Dr. Kristin Sainani of Stanford University.
Week 7 - Issues in scientific writing (plagiarism, authorship, ghostwriting, reproducible research) Week 8 - How to do a peer review; and how to communicate with the lay public.
Instructor. Dr. Kristin Sainani, Associate Professor of Health Research and Policy. Open for Enrollment Online, Coursera Enroll Now. Delivery Option.
Kristin Sainani (n e Cobb) Associate Professor (Teaching) of Health Research and Policy (Epidemiology) Kristin Lynn Cobb. Links. My home page; Current Research and Scholarly Interests. Science writing, science communication, biostatistics. Research areas: osteoporosis, stress fractures, sports injuries, female athlete triad.
Kristin Sainani (née Cobb) is a clinical assistant professor at Stanford University and also a health and science writer.
After receiving an MS in statistics and PhD in epidemiology from Stanford University, she studied science writing at the University of California, Santa Cruz.
Kristin L Sainani of Stanford University, CA (SU) with expertise in: Nutrition and Dietetics, Nutritional Biochemistry and Orthopedic Surgery. Read 80 publications, and contact Kristin L Sainani.Download