Scientific Writing: A step forward Arash Etemadi, MD PhD Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical

Scientific Writing: A step Scientific Writing: A step forwardforward

Arash Etemadi, MD PhDArash Etemadi, MD PhD

Department of Epidemiology and Biostatistics, Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of School of Public Health, Tehran University of

Medical SciencesMedical Sciences

[email protected]@tums.ac.ir

Why Writing Is Important?Why Writing Is Important?

No publication, no projectNo publication, no project Make information available for othersMake information available for others

No publication, no promotionNo publication, no promotion Yardstick of productivityYardstick of productivity

No publication, no fundingNo publication, no funding What have you done for me lately?What have you done for me lately?

Setting GoalsSetting Goals

First author papers in major journalsFirst author papers in major journals First author papers in secondary First author papers in secondary

journalsjournals Total papers Total papers

– Non-first author papersNon-first author papers– Secondary journalsSecondary journals– Book chapters or review papers Book chapters or review papers

((AVOIDAVOID))

Tracking GoalsTracking Goals

Every 3-6 months, tabulate:Every 3-6 months, tabulate:– Published papers in past yearPublished papers in past year– Number of papers under reviewNumber of papers under review– Number of papers in preparationNumber of papers in preparation

Barriers to GoalsBarriers to Goals

ExtrinsicExtrinsic– Major teaching responsibilityMajor teaching responsibility– Major committee assignmentsMajor committee assignments– Personnel disputesPersonnel disputes– GrantsGrants

IntrinsicIntrinsic

Intrinsic Blocks to WritingIntrinsic Blocks to Writing (I) Inability to Start (I) Inability to Start WritingWriting ““First, there is the difficulty of First, there is the difficulty of

writing at all” writing at all” D. BrandeD. Brande Becoming a WriterBecoming a Writer

Perfectionism, self-consciousness, Perfectionism, self-consciousness, procrastinationprocrastination

How to StartHow to Start

DailyDaily 30 minutes to one hour30 minutes to one hour Do not pay attention to structure, Do not pay attention to structure,

grammar, spellinggrammar, spelling

Stimulus ControlStimulus Control

Few regular places to workFew regular places to work Close the doorClose the door Unplug the phoneUnplug the phone No e-mailNo e-mail Arrange the siteArrange the site

– But do not clean up the officeBut do not clean up the office

(II) Inability to Finish (II) Inability to Finish WritingWriting Multiple revisionsMultiple revisions Multiple analysesMultiple analyses ““Each time I think I am finished, I Each time I think I am finished, I

see there is a lot more to do”see there is a lot more to do” Similar roots as inability to start Similar roots as inability to start

(perfectionism)(perfectionism) Different peopleDifferent people

Spontaneous WritingSpontaneous Writing

““You can’t think and hit at the same You can’t think and hit at the same time” time” Yogi BerraYogi Berra

Learn to write Learn to write – Without feeling “ready”Without feeling “ready”– Without feeling fully in controlWithout feeling fully in control– Without awaiting inspirationWithout awaiting inspiration

““Learning to write at a gallop leaves Learning to write at a gallop leaves one’s internal critics behind.” one’s internal critics behind.” Virginia WoolfVirginia Woolf

Once under way, writing builds its own Once under way, writing builds its own momentummomentum

An overviewAn overview

1.1. Design wellDesign well2.2. Decide politicsDecide politics3.3. Choose journalChoose journal4.4. Read instructions to authors/papersRead instructions to authors/papers5.5. Set frameworkSet framework6.6. Prepare draftsPrepare drafts7.7. DistributeDistribute8.8. PolishPolish9.9. SubmitSubmit

First DraftFirst Draft

Don’t worry about the quality or Don’t worry about the quality or quantity of the writing - just get quantity of the writing - just get something on paper!something on paper!

Set daily goals - do a little every daySet daily goals - do a little every day Write in the format of the journal you Write in the format of the journal you

have chosen have chosen Use both the instructions for authors Use both the instructions for authors

and an example of a good paper from and an example of a good paper from the journal as a guidethe journal as a guide

Instructions to the Instructions to the AuthorsAuthors

Guidelines for writing the paperGuidelines for writing the paper Usually found in January issue of Usually found in January issue of

journaljournal Almost always found on the web Almost always found on the web

site for the journalsite for the journal

The traditional IMRaDThe traditional IMRaD

– IntroductionIntroduction– MethodsMethods– ResultsResults– DiscussionDiscussion

A full paper consists of:A full paper consists of:A full paper consists of:A full paper consists of:

TitleTitle Authors and AffiliationAuthors and Affiliation AbstractAbstract IntroductionIntroduction MethodsMethods ResultsResults DiscussionDiscussion Acknowledgments Acknowledgments (optional)(optional)

ReferencesReferences

TitleTitle Authors and AffiliationAuthors and Affiliation AbstractAbstract IntroductionIntroduction MethodsMethods ResultsResults DiscussionDiscussion Acknowledgments Acknowledgments (optional)(optional)


Mechanics of Writing- Title, Mechanics of Writing- Title, AbstractAbstract

Title- be as specific as possible; Title- be as specific as possible; include designinclude design

Abstract is a summary of the paper Abstract is a summary of the paper (therefore write last); check for a (therefore write last); check for a word limit; structure it.word limit; structure it.

Mechanics of Writing- Mechanics of Writing- IntroductionIntroduction Introduction – Introduction –

Importance, a Importance, a brief review of the brief review of the literature, literature, information gaps, information gaps, statement of statement of hypothesishypothesis

Introduction- Introduction- about 3 to 4 about 3 to 4 paragraphsparagraphs

The relations between excess body weight and mortality, notThe relations between excess body weight and mortality, not only from all causes but only from all causes but also from cardiovascular disease, arealso from cardiovascular disease, are well established.well established.1,2,3,4,5,61,2,3,4,5,6 Although we have known Although we have known for somefor some time that excess weight is also an important factor in deathtime that excess weight is also an important factor in death from cancer,from cancer,77 our our knowledge of the magnitude of the relation,knowledge of the magnitude of the relation, both for all cancers and for cancers at both for all cancers and for cancers at individual sites, andindividual sites, and the public health effect of excess weight in terms of totalthe public health effect of excess weight in terms of total mortality mortality from cancer is limited.from cancer is limited. Previous studies have consistently shown associations betweenPrevious studies have consistently shown associations between

adiposity and increased risk of cancers of the endometrium,adiposity and increased risk of cancers of the endometrium, kidney, gallbladder (in kidney, gallbladder (in women), breast (in postmenopausal women),women), breast (in postmenopausal women), and colon (particularly in men).and colon (particularly in men).8,9,10,11,128,9,10,11,12 AdenocarcinomaAdenocarcinoma of the esophagus has been linked to obesity.of the esophagus has been linked to obesity.11,13,1411,13,14 Data on Data on cancers of cancers of the pancreas, prostate, liver, cervix, and ovarythe pancreas, prostate, liver, cervix, and ovary and on hematopoietic cancers are scarce and on hematopoietic cancers are scarce or inconsistent.or inconsistent.7,8,9,10,11,15,16,17 7,8,9,10,11,15,16,17 The lack of consistency may be attributable to the limited The lack of consistency may be attributable to the limited numbernumber of studies (especially those with prospective cohorts), theof studies (especially those with prospective cohorts), the limited range and limited range and variable categorization of overweight andvariable categorization of overweight and obesity among studies, bias introduced by obesity among studies, bias introduced by reverse causalityreverse causality with respect to smoking-related cancers, and possibly real differenceswith respect to smoking-related cancers, and possibly real differences

between the effects of overweight and obesity on the incidencebetween the effects of overweight and obesity on the incidence of cancer and on the of cancer and on the rates of death from some cancers.rates of death from some cancers.18,1918,19

We conducted a prospective investigation in a large cohort ofWe conducted a prospective investigation in a large cohort of U.S. men and women to U.S. men and women to determine the relations between body-massdetermine the relations between body-mass index (the weight in kilograms divided by index (the weight in kilograms divided by the square of thethe square of the height in meters) and the risk of death from cancer at specificheight in meters) and the risk of death from cancer at specific sites. sites. This cohort has been used previously to examine the associationThis cohort has been used previously to examine the association of body-mass index of body-mass index and death from any cause.and death from any cause.5 5

What’s known

What’s unknown

What’s known

What’s unknown

Gaps/limitations ofprevious studies

“This study willanswer thequestion withbetter methods.”

Mechanics of Writing - Mechanics of Writing - MethodsMethods

Use subheadings to organizeUse subheadings to organize Details - use sufficient detail for Details - use sufficient detail for

another investigator to be able to another investigator to be able to reproduce your resultsreproduce your results

Reference methods used previouslyReference methods used previously Be precise with respect to Be precise with respect to

measurements and definitionsmeasurements and definitions StatisticsStatistics

The whole article is: 11 pagesTitle and abstract: 1 pageIntroduction: half a pageMethods: 4 pagesResults: 2.5 pagesDiscussion: 1.5 pagesAcknowledgment, references: 1.5 pages

Report methods in past tense (“we measured”),

But use present tense to describe how data are presented in the paper (“data are summarized as means SD”)

Writing methods:verb tenses

Mechanics of Writing-Mechanics of Writing-ResultsResults

Tell a storyTell a story Use the most logical sequence to present Use the most logical sequence to present

the data (not necessarily the order in the data (not necessarily the order in which you did the experiments)which you did the experiments)

Just report the data - do not include Just report the data - do not include interpretation or comparison to literatureinterpretation or comparison to literature

No duplication of dataNo duplication of data

Present each Present each endpoint: The NEJM endpoint: The NEJM exampleexample

Writing Results: tenseWriting Results: tense

Use past tense, except to talk about how data are presented in the paper.

e.g.:We found that…Women were more likely to…Men smoked more cigarettes than…

BUT:Figure 1 shows…Table 1 displays…The data suggest

The Scientific ManuscriptThe Scientific ManuscriptWriting Results: tenseWriting Results: tense

Example:Information was available for 7766 current cigarette smokers. Of these, 1216 (16%) were classified as hardcore smokers. Table 1 gives characteristics of all the smokers. The most striking difference was that hardcore smokers were about 10 years older on average and tended to be more dependent on tobacco. Significantly more hardcore smokers had manual occupations, lived in rented accommodation, and had completed their full time education by the age of 16 years. There was no difference by sex.

FROM:Jarvis et al. Prevalence of hardcore smoking in England, and associated attitudes and beliefs: cross sectional study BMJ 2003;326:1061 (17 May)

Mechanics of Writing- Mechanics of Writing- DiscussionDiscussion

Construct parallel to resultsConstruct parallel to results Interpretation of dataInterpretation of data Relate your results to the findings Relate your results to the findings

of other investigatorsof other investigators Summary paragraph at end - Summary paragraph at end -

include significance of resultsinclude significance of results Avoid redundancy with results and Avoid redundancy with results and

introduction sectionsintroduction sections

The Discussion: verb The Discussion: verb tensetense

Verb Tenses (active!):Verb Tenses (active!):Past,Past, when referring to study details, results, when referring to study details, results,

analyses, and background research:analyses, and background research:• We We foundfound that that • They They lostlost more weight than more weight than• Subjects Subjects may have experiencedmay have experienced• Miller et al. Miller et al. foundfound

PresentPresent, when talking about what the data , when talking about what the data suggest … suggest … The greater weight loss The greater weight loss suggests suggests The explanation for this difference The explanation for this difference isis not clear. not clear. Potential explanations Potential explanations includeinclude


Aim for about 30 referencesAim for about 30 references Use recent review papers where Use recent review papers where

appropriate to decrease the numberappropriate to decrease the number Get a hard copy of every reference in the Get a hard copy of every reference in the

manuscript and make sure the manuscript and make sure the referenced paper says what you say it referenced paper says what you say it does! Don’t use abstracts!does! Don’t use abstracts!

Proof-read the reference list especially Proof-read the reference list especially carefully as one of your reviewers may be carefully as one of your reviewers may be cited!cited!

Use End Note or other bibliographic Use End Note or other bibliographic softwaresoftware

Use the InternetUse the Internet

Beware …Beware …

Numbers don’t add upNumbers don’t add up Text and tables are redundantText and tables are redundant 3 D graphs for 2D data3 D graphs for 2D data IRB not mentioned IRB not mentioned Conclusions restate the resultsConclusions restate the results Format is not followedFormat is not followed Cover letter is addressed to Cover letter is addressed to

another journalanother journal

StyleStyle

Two important Two important principlesprinciples

ClarityClarity BrevityBrevity

1.1. Match your content to your readersMatch your content to your readers ’’ knowledge. knowledge.

””HOMAHOMAمدلي از گروه مدل \ \ مدلي از گروه مدل اسًاسًا هًاي هًاي اسًاسًاهًايي هًايي ). چنين مدل). چنين مدل7575پًارادايمي است (پًارادايمي است (

هًايي بًا پًاية هًايي بًا پًاية هًاي حداقلي) مدلهًاي حداقلي) مدل (برخالف مدل(برخالف مدلهًاي آنهًا بر اسًاس هًاي آنهًا بر اسًاس اند كه پًاسخاند كه پًاسخ فيزيولوژيكفيزيولوژيك

�رم جمعيت تنظيم شده است. �رم جمعيت تنظيم شده است.ن ““ن

2.2. Keep information specific rather Keep information specific rather than general. than general.

3.3. Write in plain language. Keep Write in plain language. Keep your sentences short. your sentences short.

4.4. Use tables, diagrams, flowcharts Use tables, diagrams, flowcharts and graphs. and graphs.

Principles of Effective Principles of Effective WritingWriting

Before you start writing, ask: Before you start writing, ask: ““What am I trying to say?”What am I trying to say?”

When you finish writing, ask: When you finish writing, ask: ““Have I said it?”Have I said it?”


Once you know what you’re trying Once you know what you’re trying to say, then pay attention to your to say, then pay attention to your words!words!

Today’s lesson: Strip your Today’s lesson: Strip your sentences to just the words that sentences to just the words that telltell..

Overview of principles…Overview of principles…

Today’s lessons:Today’s lessons:Words:Words:• 1. Reduce dead weight words and phrases1. Reduce dead weight words and phrases• 2. Cut, cut, cut; learn to part with your words2. Cut, cut, cut; learn to part with your wordsSentences:Sentences:• 3. Follow: subject + verb + object 3. Follow: subject + verb + object (SVO) (SVO) • 4. Use strong verbs and avoid turning verbs into 4. Use strong verbs and avoid turning verbs into

nouns nouns • 5. Eliminate negatives; use positive constructions 5. Eliminate negatives; use positive constructions

insteadinstead• 6. Use parallel Construction6. Use parallel Construction


WordsWords• 1. Reduce dead weight words and 1. Reduce dead weight words and

phrases phrases • Get rid of jargon and repetitionGet rid of jargon and repetition

Principles of Effective WritingPrinciples of Effective Writing

““The expected prevalence of mental The expected prevalence of mental retardation, based on the assumption of a retardation, based on the assumption of a normal distribution of intelligence in the normal distribution of intelligence in the population, is stated to be theoretically population, is stated to be theoretically about 2.5%.”about 2.5%.”

Examples:


““The expected prevalence of mental The expected prevalence of mental retardation, retardation, based on the assumption ofbased on the assumption of a a normal distribution of intelligence normal distribution of intelligence in the in the populationpopulation, , is stated to be theoretically is stated to be theoretically aboutabout 2.5%.” 2.5%.”

Examples:


““The expected prevalence of mental retardation, The expected prevalence of mental retardation, based on the assumption of a normal distribution based on the assumption of a normal distribution of intelligence in the population, is stated to be of intelligence in the population, is stated to be theoretically about 2.5%.theoretically about 2.5%.

““The expected prevalence of mental retardation, if The expected prevalence of mental retardation, if

intelligence is normally distributed, is 2.5%.” intelligence is normally distributed, is 2.5%.”

Examples:


A majority ofA majority of mostmost A number of A number of manymany Are of the same opinionAre of the same opinion agreeagree At the present momentAt the present moment nownow Less frequently occurring Less frequently occurring rarerare

Clunky phrase Equivalent


With the possible exception of With the possible exception of exceptexcept

Due to the fact that Due to the fact that becausebecause

For the purpose of For the purpose of forfor

Beware of Use instead


• 2. Cut, cut, cut; learn to part with 2. Cut, cut, cut; learn to part with your wordsyour words

Principles of Effective Principles of Effective WritingWritingExample:Example:““Brain injury incidence shows two Brain injury incidence shows two

peak periods in almost all reports: peak periods in almost all reports: rates are the highest in young rates are the highest in young people, and the elderly.”people, and the elderly.”

More punchMore punch““Brain injury incidence peaks in the Brain injury incidence peaks in the

young and the elderly.” young and the elderly.”


SentencesSentences

• 3. Follow: subject + verb + 3. Follow: subject + verb + objectobject

(active voice!)(active voice!)


““Subject verb object”Subject verb object”




or just…or just…

““Subject verb”Subject verb”


The passive voice….The passive voice…. In passive-voice sentences, the subject is In passive-voice sentences, the subject is

acted upon; the subject doesn’t act.acted upon; the subject doesn’t act. Passive verb = a form of the verb “to be” Passive verb = a form of the verb “to be”

+ the past participle of the main verb + the past participle of the main verb The main verb must be a transitive verb The main verb must be a transitive verb

(that is, take an object).(that is, take an object).


"Cigarette ads "Cigarette ads were designedwere designed to appeal especially to to appeal especially to children." children."

vs.vs.

"We "We designeddesigned the cigarette ads to appeal especially to the cigarette ads to appeal especially to children.” children.”

Responsible party!

Principles of Effective Principles of Effective WritingWritingHow do you recognize the passive voice?How do you recognize the passive voice?

Object-Verb-SubjectObject-Verb-Subject

OR just…OR just…

Object-Verb Object-Verb The agent is truly AWOL!The agent is truly AWOL!


MYTH:MYTH: The passive voice is more The passive voice is more objective.objective.

It’s not more objective, just more It’s not more objective, just more vague.vague.


Passive:

To study DNA repair mechanics, this study on hamster cell DNA was carried out.

More objective? No! More confusing!

Active:

To study DNA repair mechanics, we carried out this study on hamster cell DNA.


Passive:General dysfunction of the immune system has been suggested at the leukocyte level in both animal and human studies.

More objective? No! More confusing!

Active:Both human and animal studies suggest that diabetics have general immune dysfunction at the leukocyte level.


A note about breaking the rules…A note about breaking the rules…

Most writing rules are Most writing rules are guidelines, not laws, and can be guidelines, not laws, and can be broken when the occasion calls broken when the occasion calls for it. for it.


For example, sometimes it For example, sometimes it isis appropriate to appropriate to use the passive voice.use the passive voice.

• When the action of the sentence is more important When the action of the sentence is more important than who did it (e.g., materials and methods)than who did it (e.g., materials and methods)

Three liters of fluid Three liters of fluid is filteredis filtered through porous glass through porous glass beads. beads.

• When the subject is unknownWhen the subject is unknown““The professor The professor was assaultedwas assaulted in the hallways”– they in the hallways”– they

do not know the do not know the perpetrator of this heinous crime.perpetrator of this heinous crime.


• 4. Use strong verbs and avoid 4. Use strong verbs and avoid turning verbs into nounsturning verbs into nouns


Obtain Obtain estimatesestimates of of

Has seen an Has seen an expansionexpansion in in

Provides a methodologic Provides a methodologic emphasisemphasis

Take an Take an assessmentassessment of of

Weak verbs

Formerly spunky verbs transformed into boring nouns

estimate

has expanded

emphasizes methodology

assess


Provide a Provide a reviewreview of of

Offer Offer confirmationconfirmation of of

Make a Make a decisiondecision

Shows aShows a peak peak

review

confirm

decide

peaks


The case of the buried predicate…The case of the buried predicate…

One study of 930 adults with multiple One study of 930 adults with multiple sclerosis (MS) receiving care in one of two sclerosis (MS) receiving care in one of two managed care settings or in a fee-for-managed care settings or in a fee-for-service setting found that only two-thirds service setting found that only two-thirds of those needing to contact a neurologist of those needing to contact a neurologist for an MS-related problem in the prior 6 for an MS-related problem in the prior 6 months had done so (Vickrey et al 1999). months had done so (Vickrey et al 1999).

predicate

subject confusing garbage


The case of the buried predicate…The case of the buried predicate…

One study found that, of 930 adults with One study found that, of 930 adults with multiple sclerosis (MS) who were receiving multiple sclerosis (MS) who were receiving care in one of two managed care settings care in one of two managed care settings or in a fee-for-service setting, only two-or in a fee-for-service setting, only two-thirds of those needing to contact a thirds of those needing to contact a neurologist for an MS-related problem in neurologist for an MS-related problem in the prior six months had done so (Vickrey the prior six months had done so (Vickrey et al 1999). et al 1999).


• 5. Eliminate negatives; use 5. Eliminate negatives; use positive constructions insteadpositive constructions instead

Principles of Effective Principles of Effective WritingWriting He was He was not not often on timeoften on time

– He usually came late.He usually came late.

She did She did notnot think that think that studying writing was a studying writing was a sensible use of one’s time.sensible use of one’s time.– She thought studying writing was a waste of She thought studying writing was a waste of

time.time.


6. Use parallel construction6. Use parallel construction


Pairs of ideas—two ideas joined by Pairs of ideas—two ideas joined by “and”, “or”, or “but”—should be “and”, “or”, or “but”—should be written in parallel form.written in parallel form.

Cardiac input decreased Cardiac input decreased by 40% but by 40% but

blood pressure decreasedblood pressure decreased by only 10%. by only 10%.

SVXSVX but but SVX SVX

Principles of Effective Principles of Effective WritingWritingParallelismParallelismNot Parallel:Not Parallel:

If you want to be a good doctor, you must If you want to be a good doctor, you must study study hardhard, , critically think aboutcritically think about the medical literature, the medical literature, and and you should be a good listeneryou should be a good listener. .

Parallel:Parallel:If you want to be a good doctor you must If you want to be a good doctor you must study hardstudy hard, , listen welllisten well, and , and think criticallythink critically about the medical about the medical literature. (imperative, imperative, imperative)literature. (imperative, imperative, imperative)

Parallel:Parallel:If you want to be a good doctor, you must be If you want to be a good doctor, you must be a good a good studentstudent, , a good listenera good listener, and , and a critical thinkera critical thinker about about the medical literature. (noun, noun, noun)the medical literature. (noun, noun, noun)

Principles of Effective Principles of Effective WritingWritingParallelismParallelismNot Parallel:Not Parallel:

This research follows four distinct phases: (1) This research follows four distinct phases: (1) establishing measurement instruments (2) pattern establishing measurement instruments (2) pattern measurement (3) developing interventions and measurement (3) developing interventions and (4) the dissemination of successful interventions (4) the dissemination of successful interventions to other settings and institutions.to other settings and institutions.

Parallel:Parallel:This research follows four distinct phases: (1) This research follows four distinct phases: (1) establishingestablishing measurement instruments (2) measurement instruments (2) measuringmeasuring patterns (3) patterns (3) developingdeveloping interventions interventions and (4) and (4) disseminatingdisseminating successful interventions to successful interventions to other settings and institutions.other settings and institutions.

A Few PointsA Few Points

The first time you use an abbreviation, The first time you use an abbreviation, define itdefine it

When you give the commercial source When you give the commercial source for a reagent, the first time you cite the for a reagent, the first time you cite the source include the location of the source include the location of the company (city and state) company (city and state)

Make sure the subject and verb agree in Make sure the subject and verb agree in every sentenceevery sentence

No contrac. or exclamation points!No contrac. or exclamation points!

A Few Points - A Few Points - continuedcontinued

Look for redundancy within the manuscriptLook for redundancy within the manuscript Try not to use “it” or “they” - be specific!Try not to use “it” or “they” - be specific! No jargonNo jargon Two shorter sentences are frequently much Two shorter sentences are frequently much

more effective than a long, complex more effective than a long, complex sentencesentence

““Data” is plural not singular, i.e., “the data Data” is plural not singular, i.e., “the data are…” NOT “ the data is…”are…” NOT “ the data is…”

A Few Points - A Few Points - continued continued Capitalize people’s names, i.e., Capitalize people’s names, i.e.,

Golgi apparatusGolgi apparatus Never, ever plagiarize! (even Never, ever plagiarize! (even

from yourself!)from yourself!) Use numbers when expressing Use numbers when expressing

measurements, except when the measurements, except when the number would begin a sentencenumber would begin a sentence

More readingMore reading

Hall GM, ed. Hall GM, ed. How to write a paper.How to write a paper. London: London:

BMJ Publishing Group. BMJ Publishing Group.

Peat J. Scientific Writing Easy when you know Peat J. Scientific Writing Easy when you know

how. BMJ Publishing Group. 2002.how. BMJ Publishing Group. 2002.

The Vancouver Group. The Vancouver Group. Uniform Uniform

requirements for manuscripts submitted requirements for manuscripts submitted

to biomedial journals.to biomedial journals.

www.icmje.orgwww.icmje.org

Documents

Scientific Writing: A step forward Arash Etemadi, MD PhD Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical