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How to Write a Medical Abstract for Publication

Preparing Your Study, Review, or Article for Publication in Medical Journals

The majority of social, behavioral, biological, and clinical journals follow the conventional structured abstract form with the following four major headings (or variations of these headings):

OBJECTIVE   (Purpose; Aim; Goal) : Tells reader the purpose of your research and the questions it intends to answer

METHODS   (Setting; Study Design; Participants) : Explains the methods and process so that other researchers can assess, review, and replicate your study.

RESULTS (Findings; Outcomes) : Summarizes the most important findings of your study

CONCLUSIONS   (Discussion; Implications; Further Recommendations) : Summarizes the interpretation and implications of these results and presents recommendations for further research

Sample Health/Medical Abstract

Structured Abstracts Guidelines *

• Total Word Count: ~200-300 words (depending on the journal)
• Content: The abstract should reflect only the contents of the original paper (no cited work)

*   Always follow the formatting guidelines of the journal to which you are submitting your paper.

Useful Terms and Phrases by Abstract Section

Objective:  state your precise research purpose or question (1-2 sentences).

• Begin with “To”: “We aimed to…” or “The objective of this study was to…” using a verb that accurately captures the action of your study.
• Connect the verb to an object phrase to capture the central elements and purpose of the study, hypothesis , or research problem . Include details about the setting, demographics, and the problem or intervention you are investigating.

METHODS : Explain the tools and steps of your research (1-3 sentences)

• Use the past tense if the study has been conducted; use the present tense if the study is in progress.
• Include details about the study design, sample groups and sizes, variables, procedures, outcome measures, controls, and methods of analysis.

  RESULTS : Summarize the data you obtained (3-6 sentences)

• Use the past tense when describing the actions or outcomes of the research.
• Include results that answer the research question and that were derived from the stated methods; examine data by qualitative or quantitative means.
• State whether the research question or hypothesis was proven or disproven.

CONCLUSIONS : Describe the key findings (2-5 sentences)

• Use the present tense to discuss the findings and implications of the study results.
• Explain the implications of these results for medicine, science, or society.
• Discuss any major limitations of the study and suggest further actions or research that should be undertaken.

Before submitting your abstract to medical journals, be sure to receive proofreading services from Wordvice, including journal manuscript editing and paper proofreading , to enhance your writing impact and fix any remaining errors.

Related Resources

• 40 Useful Words and Phrases for Top-Notch Essays  (Oxford Royale Academy)
• 100+ Strong Verbs That Will Make Your Research Writing Amazing  (Wordvice)
• Essential Academic Writing Words and Phrases  (My English Teacher.eu)
• Academic Vocabulary, Useful Phrases for Academic Writing and Research Paper Writing  (Research Gate)
• How to Compose a Journal Submission Cover Letter  (Wordvice/YouTube)
• How to Write the Best Journal Submission Cover Letter  (Wordvice)

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Writing an Abstract

Writing an abstract is a skill like any other.  

Abstracts are short summaries of your research and, although the format may vary slightly depending on where they are being submitted, there are standard guidelines about what should be in an abstract. The purpose of an abstract is to provide readers a brief summary of your study so that they may determine if they want to learn more about the research. An abstract should use proper terminology but should also be geared toward a reader who may have only a cursory familiarity with the research area.

General Guidelines

• Omit all researcher names and affiliations from the body of the abstract.
• Avoid the use of new technical words, laboratory slang, words not defined in dictionaries or abbreviations and terminology not consistent with internationally accepted guidelines. If you do use abbreviations define them in body of the abstract the first time they are used .
• Eliminate jargon. Showing off your technical vocabulary will not demonstrate your research’s value. If you can’t avoid using a technical term, add a nontechnical synonym to help nonspecialists infer the term’s meaning.
• Brevity is the goal. Most abstracts have a word limit of around 250 to 300 words. Omit needless words, redundant modifiers, over-the-top diction, and excessive detail.
• An abstract should have the same structure a research article: Introduction, Methods, Results, and Conclusions . Depending on the required format you may be required to use these or similar headings within the body of the abstract but even if you do not use these headings the structure of the abstract should implicitly follow this format.
• Eliminate expressions such as “It is my opinion that,” “I have concluded,” “The main point supporting my view concerns” or “Certainly, there is little doubt as to.” Focus readers’ attention solely the findings, not on opinion.
• Examine other abstracts for examples of successful abstracts .  If you are submitting to a journal, look at the abstracts for papers recently published in that journal. If you are submitting to a conference, look at abstracts printed in past years’ meeting programs.
• Before submitting your abstract have a colleague who has limited knowledge of your research area read and comment on it to determine how understandable it is. Remember you will often know more about your research area than those who review your work so having someone with a similar knowledge base to the potential reviewers will help determine how well you have written the abstract.
• Remember an abstract is you telling a short story about your research.

Things To Ask Yourself When You Are Writing An Abstract

• Have I stated why my research is important to a larger problem?
• Have I stated the specific aims of my research project?
• Have I indicated the most important hypothesis(es)?
• Have I identified the type of study I conducted (experimental, clinical trial, non-experimental, survey, case study, etc).
• Have I clearly and precisely identified the sample being studied? Be specific. For example if you are studying veterans over 60 who are cardiology patients, state that rather than just stating cardiology patients. 
• Have I clearly identified the variables being examined? State explicitly what your independent and dependent variables are. Use general terms when possible and more specific terms when necessary.  
• Have I stated the most important finding clearly and in a way that someone without deep technical knowledge of the field can understand? 
• Do the results reflect what I actually did in terms of statistical analyses?   Be prudent in reporting statistical findings. You may provide statistics but don’t rely on them to completely tell the story of the findings. You also need to communicate the inferences from your statistical findings. If you conducted correlations or regressions do you describe the relationships between variables? If you examined naturally occurring groups or treatment groups (t-test, ANOVA), do you frame the results around how the groups were different on your dependent measure(s)?
• Are the findings reported directly related the hypothesis stated earlier? Are the findings consisted or inconsistent with prediction of the hypothesis?
• Are my conclusions simply a restating of the results?   Conclusions should not just be a restating of the results. The conclusions should be about the implications of the results and should refer back to the purpose of the study stated earlier in the abstract. 

The Ultimate Guide to Writing a Medical Abstract

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In the world of medical research , a well-written abstract is essential. Serving as a concise summary of your entire study, a medical abstract plays a crucial role in both informing and attracting readers. It provides a snapshot of your research, allowing readers to quickly grasp the significance and key findings of your study without having to read the entire paper. To help you master the art of writing a compelling medical abstract, this ultimate guide will provide valuable insights and practical tips.

Understanding the Importance of a Medical Abstract

Before delving into the intricacies of crafting an effective medical abstract, it's essential to understand its significance. A medical abstract acts as a gateway to your research, enticing readers to explore further. It serves as a representation of the quality and relevance of your study, making it crucial to invest time and effort into perfecting this concise summary.

The Role of a Medical Abstract in Research

A medical abstract serves multiple purposes within the realm of research. Firstly, it enables readers to quickly determine whether your study aligns with their area of interest. By reading the abstract, potential readers, such as fellow researchers or medical professionals, can decide if your findings are relevant to their own work or practice. Additionally, abstracts act as a way of archiving and indexing research studies, ensuring that important findings are easily accessible to the wider scientific community.

Moreover, a well-crafted medical abstract can also contribute to the advancement of knowledge in the field. When abstracts are published in scientific journals or presented at conferences , they allow researchers to gain insights into the latest developments and build upon existing studies. This exchange of information fosters collaboration and encourages the growth of scientific knowledge, ultimately leading to improved healthcare practices and patient outcomes.

Key Components That Make a Medical Abstract Effective

To make your medical abstract compelling and informative, certain key components need to be included . Firstly, your abstract should clearly state the purpose and objectives of your study. It should also provide a concise overview of your methodology , outlining the key research methods employed. Additionally, your abstract should highlight the most significant findings and conclusions of your research. Lastly, including key implications or potential applications of your research can further enhance the impact of your abstract.

Furthermore, it is important to consider the language and writing style used in your medical abstract. Clarity and precision are paramount, as the abstract should be easily understood by readers from various backgrounds. Avoiding jargon and using plain language can help ensure that your abstract is accessible to a wider audience. Additionally, paying attention to the overall structure and coherence of your abstract can make it more engaging and enjoyable to read.

Preparing to Write Your Medical Abstract

Before diving into the actual writing process, some preparatory work is necessary to ensure a well-structured and coherent medical abstract. This section will guide you through the crucial steps of gathering, organizing, and identifying the key components of your research.

When embarking on the journey of crafting a medical abstract, it is essential to delve into the depths of your research with a discerning eye. The meticulous process of selecting the most pertinent information is akin to a skilled surgeon carefully choosing the precise instruments for a delicate operation. Each piece of data, every conclusion drawn, must be scrutinised for its relevance and impact, ensuring that only the most vital elements are included in the abstract.

Gathering and Organizing Your Research

Start by reviewing your research paper and identifying the most relevant and impactful aspects to include in your abstract. Carefully select the key findings, methods, and conclusions that best encapsulate the essence of your study. It's important to prioritize brevity and clarity during this stage, as your abstract should provide a concise summary rather than a detailed account of your entire research.

As you sift through the wealth of information at your disposal, imagine yourself as an archaeologist meticulously excavating a site to uncover hidden treasures. Each piece of data unearthed is like a precious artefact, waiting to be polished and presented in your abstract for the world to marvel at.

Identifying Your Key Findings and Conclusions

Once you have selected the most significant aspects of your research, focus on identifying your key findings and conclusions. These should be the main takeaways from your study – the results that have the most impact and significance. Clearly articulating these key points in your abstract will help readers understand the value of your research and its potential implications.

Just as a skilled detective pieces together clues to solve a complex case, you must weave a narrative in your abstract that leads the reader on a journey of discovery. Each key finding and conclusion acts as a breadcrumb, guiding the reader through the labyrinth of your research towards a greater understanding of the implications and applications of your work.

Structuring Your Medical Abstract

Now that you have gathered and organized your research, it's time to structure your medical abstract. A well-structured abstract will guide readers through your study in a logical and engaging manner, keeping them interested and informed.

Before delving into the specifics of structuring your medical abstract, it's important to understand the significance of this concise summary. The abstract serves as a snapshot of your entire research paper, providing readers with a quick overview of your study's purpose, methods, results, and conclusions. It acts as a gateway to your work, enticing readers to delve deeper into the full paper for a comprehensive understanding.

The Four Main Sections of a Medical Abstract

A typical medical abstract consists of four main sections: introduction, methods, results, and conclusion. The introduction should provide context for your research, explaining the problem or gap in knowledge that your study aims to address. The methods section outlines the approach and techniques used in your research. The results section presents the key findings of your study, and the conclusion summarizes the main takeaways and potential implications of your research.

Each section of the abstract plays a crucial role in conveying the essence of your research. The introduction sets the stage, drawing readers in by highlighting the relevance and importance of your study. The methods section acts as a roadmap, detailing the steps you took to conduct your research, ensuring transparency and reproducibility. The results section showcases your findings, providing readers with valuable insights into the outcomes of your study. Finally, the conclusion ties everything together, offering a concise summary of your key findings and their broader implications.

Tips for Writing a Concise and Clear Abstract

When crafting your medical abstract, it is crucial to keep it concise and clear. Avoid excessive jargon, acronyms, or technical terms that may confuse or alienate readers. Use plain language that can be easily understood by a wide range of individuals, including those outside your specific field of study. Remember, the goal is to present your research in a way that is accessible and engaging to a broader audience.

Furthermore, consider the tone and style of your abstract. Aim for a balance between professionalism and readability, ensuring that your abstract is informative yet engaging. By striking this balance, you can effectively communicate the significance of your research while maintaining the interest of your readers. Remember, the abstract is your research paper's first impression, so make it count!

Writing the Introduction of Your Medical Abstract

The introduction of a medical abstract sets the stage for your research. It should succinctly explain the background and rationale behind your study, highlighting the importance and relevance of your research question.

When crafting the introduction of your medical abstract, it is crucial to strike a balance between providing enough context for readers to understand the significance of your research while avoiding unnecessary details that may overwhelm or confuse your audience. A well-crafted introduction can captivate the interest of readers and compel them to delve deeper into your study.

Setting the Context for Your Research

Begin your introduction by providing a brief overview of the field or topic area in which your study is situated. This helps readers understand the broader context and significance of your research. Clearly articulate the problem or research gap that your study aims to address, providing a concise rationale for the importance of your research.

Moreover, consider incorporating recent advancements or key findings in the field to demonstrate the evolving nature of the subject matter. This not only showcases your awareness of current research trends but also positions your study within the larger landscape of scholarly work.

Stating Your Research Objectives

Following the contextual information, state your research objectives. These objectives should clearly outline what you aim to achieve through your study and provide a roadmap for readers to understand the direction and purpose of your research. By clearly stating your research objectives, you set clear expectations for what readers can expect to find in the subsequent sections of your abstract.

Furthermore, consider highlighting the potential implications of your research findings on clinical practice, policy development, or future research directions. This foresight not only underscores the relevance of your study but also showcases the practical applications of your research within the medical field.

Detailing Your Methods and Results

The methods and results sections of your medical abstract provide readers with insight into your research design, data collection, and analysis. These sections should be clear, concise, and informative, allowing readers to understand the scope and integrity of your study.

Describing Your Research Methods

In the methods section, provide a concise overview of the design, participants, and procedures employed in your research. Clearly explain the steps taken to collect and analyze data, ensuring that readers understand the rigor and validity of your study. Be sure to mention any ethical considerations or limitations that may be relevant to your research.

For instance, if your study involved human participants, it is essential to outline the informed consent process and any measures taken to protect their privacy and confidentiality. Additionally, if your research involved animal subjects, it is crucial to mention the ethical approval obtained from the relevant regulatory bodies.

Furthermore, detailing the sample size and characteristics of your participants can provide valuable context to your study. This information allows readers to assess the generalizability of your findings and understand any potential biases that may have influenced the results.

Presenting Your Results Accurately

In the results section, present the key findings of your study. Avoid going into excessive detail, focusing instead on the most significant and impactful outcomes. Utilize clear and concise language to describe your results, ensuring that readers can easily interpret and understand the implications of your findings. Visual aids such as graphs, tables, or charts can be included if they enhance the clarity and comprehensibility of your results.

Moreover, it is important to discuss any unexpected or contradictory results that may have emerged during your research. This demonstrates your scientific integrity and allows readers to gain a more nuanced understanding of your study's outcomes.

Additionally, consider providing a brief discussion of the limitations of your study. This can include factors such as sample size, potential confounding variables, or any methodological constraints that may have influenced the results. Acknowledging these limitations showcases your awareness of the study's boundaries and encourages future researchers to build upon your work.

By following this ultimate guide, you will be well-equipped to confidently write a compelling and informative medical abstract. Remember to prioritize clarity, brevity, and accessibility while showcasing the significance and value of your research. Mastering the art of writing a medical abstract will not only increase the visibility and impact of your work but also contribute to the advancement of medical knowledge.

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How to Write a Medical Abstract

Last Updated: May 15, 2019 References

This article was co-authored by Chris M. Matsko, MD . Dr. Chris M. Matsko is a retired physician based in Pittsburgh, Pennsylvania. With over 25 years of medical research experience, Dr. Matsko was awarded the Pittsburgh Cornell University Leadership Award for Excellence. He holds a BS in Nutritional Science from Cornell University and an MD from the Temple University School of Medicine in 2007. Dr. Matsko earned a Research Writing Certification from the American Medical Writers Association (AMWA) in 2016 and a Medical Writing & Editing Certification from the University of Chicago in 2017. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been viewed 66,064 times.

The purpose of a medical abstract is to provide a concise and useful summary of a longer medical article or study. A good abstract informs readers briefly of the research and ideas that are presented in the full article. Before writing the abstract, be sure you understand the research you're summarizing. Describe the background to your research, your expectations or hypotheses, the methods you used, and the outcomes of your medical investigation.

Getting Ready to Write the Abstract

• If you have co-authors on the publication, have them look over a draft of the abstract before submitting it.
• If you don’t have co-authors, submit a draft of the abstract to a peer in your field of research, or a trusted mentor knowledgeable about the abstract submission and publication process.

Providing Essential Information

• For instance, you might write, “Livingston (2009) has demonstrated the efficacy of nucleotide reparation in E. Coli UBPs.”

• For instance, you might write, “Our hypothesis was that medication X was superior in treating epilepsy than medication Y.”
• Some medical abstracts do not require a background section. In an abstract without a background section, you will start the body of your abstract with information on the goals and expectations of your research. [7] X Research source

• Setting — Where did you conduct your research?
• Sample size —How many individuals participated in the research? How were they selected? This includes animal populations as well.
• Design — How were measurements and statistics recorded?
• Variables — What were the specific variables you looked at? How did you account for them?
• Interventions — How did you intervene to manipulate the variables?

• Do not provide interpretation of your results in this section. Interpretation and analysis should be saved for the conclusion.
• Do not include tables or charts in your abstract. These should be included in the main body of the paper.

Putting the Finishing Touches on Your Abstract

• For instance, “New Corticosteroids Provide Asthma Relief” is a poor abstract title.
• “Corticosteroid Treatment in Asthmatic Patients,” on the other hand, is a good title.
• Don’t use puns or jokes in your title. This may make your work seem trivial and unimportant.

• Some abstracts expect you to list all authors in alphabetical order according to their last names.
• Other publications might expect you to list authors of increasing seniority toward the end of the author list. In this arrangement, the study’s lead researcher or team mentor would be listed last.
• You might also need to list each author’s credentials. For instance, you might need to write “John Smith MD”
• The title and authors should be listed at the top of the abstract, and before the main information of the abstract.

• Additionally, remember to proofread your work. Spelling errors, typos and grammatical mistakes will discredit your hard work and research.
• It might help to read the abstract out loud to yourself to make sure it sounds right before submitting it. Ask a colleague to read over it for you to ensure it is easy to understand and makes sense.
• After you’ve edited the abstract, submit it to the appropriate journal, professional society, or conference committee for approval.

Expert Q&A

• Don’t reword a previous abstract to describe similar research. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ http://rc.rcjournal.com/content/49/10/1206.full.pdf
• ↑ https://www.academia.edu/3697187/Good_Abstract_Writing_for_a_Medical_Science_Journal_Article_The_Tits_and_Bits
• ↑ https://www.nlm.nih.gov/bsd/policy/structured_abstracts.html
• ↑ http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html#form
• ↑ https://www.acponline.org/membership/residents/competitions-awards/acp-national-abstract-competition/guide-to-preparing-for-the-abstract-competition/writing-a-research-abstract

About This Article

Medical Disclaimer

The content of this article is not intended to be a substitute for professional medical advice, examination, diagnosis, or treatment. You should always contact your doctor or other qualified healthcare professional before starting, changing, or stopping any kind of health treatment.

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The best way to start a medical abstract is to begin with one or two sentences of background about why you did the research. For example, you might write, “Livingston (2009) has demonstrated the efficacy of nucleotide reparation in E. Coli UBPs”. Once you’ve stated the background and inspiration for your research, you should state your own goals and hypotheses while emphasizing your objectivity as a researcher. In the next section of your abstract, provide an outline of your methods that answers the question, “How did you investigate the topic or problem?”. Though you should avoid over-describing your methods, make sure you include things like the research setting, sample size, design, variables, and interventions you made to manipulate the variables. Finally, you’ll want to take 6 to 8 sentences to briefly summarize your findings using specific numbers and statistics. For more help from our Medical co-author, like how to title your abstract, read on! Did this summary help you? Yes No

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• How to Write an Abstract | Steps & Examples

How to Write an Abstract | Steps & Examples

Published on February 28, 2019 by Shona McCombes . Revised on July 18, 2023 by Eoghan Ryan.

An abstract is a short summary of a longer work (such as a thesis ,  dissertation or research paper ). The abstract concisely reports the aims and outcomes of your research, so that readers know exactly what your paper is about.

Although the structure may vary slightly depending on your discipline, your abstract should describe the purpose of your work, the methods you’ve used, and the conclusions you’ve drawn.

One common way to structure your abstract is to use the IMRaD structure. This stands for:

• Introduction

Abstracts are usually around 100–300 words, but there’s often a strict word limit, so make sure to check the relevant requirements.

In a dissertation or thesis , include the abstract on a separate page, after the title page and acknowledgements but before the table of contents .

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Table of contents

Abstract example, when to write an abstract, step 1: introduction, step 2: methods, step 3: results, step 4: discussion, tips for writing an abstract, other interesting articles, frequently asked questions about abstracts.

Hover over the different parts of the abstract to see how it is constructed.

This paper examines the role of silent movies as a mode of shared experience in the US during the early twentieth century. At this time, high immigration rates resulted in a significant percentage of non-English-speaking citizens. These immigrants faced numerous economic and social obstacles, including exclusion from public entertainment and modes of discourse (newspapers, theater, radio).

Incorporating evidence from reviews, personal correspondence, and diaries, this study demonstrates that silent films were an affordable and inclusive source of entertainment. It argues for the accessible economic and representational nature of early cinema. These concerns are particularly evident in the low price of admission and in the democratic nature of the actors’ exaggerated gestures, which allowed the plots and action to be easily grasped by a diverse audience despite language barriers.

Keywords: silent movies, immigration, public discourse, entertainment, early cinema, language barriers.

Prevent plagiarism. Run a free check.

You will almost always have to include an abstract when:

• Completing a thesis or dissertation
• Submitting a research paper to an academic journal
• Writing a book or research proposal
• Applying for research grants

It’s easiest to write your abstract last, right before the proofreading stage, because it’s a summary of the work you’ve already done. Your abstract should:

• Be a self-contained text, not an excerpt from your paper
• Be fully understandable on its own
• Reflect the structure of your larger work

Start by clearly defining the purpose of your research. What practical or theoretical problem does the research respond to, or what research question did you aim to answer?

You can include some brief context on the social or academic relevance of your dissertation topic , but don’t go into detailed background information. If your abstract uses specialized terms that would be unfamiliar to the average academic reader or that have various different meanings, give a concise definition.

After identifying the problem, state the objective of your research. Use verbs like “investigate,” “test,” “analyze,” or “evaluate” to describe exactly what you set out to do.

This part of the abstract can be written in the present or past simple tense  but should never refer to the future, as the research is already complete.

• This study will investigate the relationship between coffee consumption and productivity.
• This study investigates the relationship between coffee consumption and productivity.

Next, indicate the research methods that you used to answer your question. This part should be a straightforward description of what you did in one or two sentences. It is usually written in the past simple tense, as it refers to completed actions.

• Structured interviews will be conducted with 25 participants.
• Structured interviews were conducted with 25 participants.

Don’t evaluate validity or obstacles here — the goal is not to give an account of the methodology’s strengths and weaknesses, but to give the reader a quick insight into the overall approach and procedures you used.

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Next, summarize the main research results . This part of the abstract can be in the present or past simple tense.

• Our analysis has shown a strong correlation between coffee consumption and productivity.
• Our analysis shows a strong correlation between coffee consumption and productivity.
• Our analysis showed a strong correlation between coffee consumption and productivity.

Depending on how long and complex your research is, you may not be able to include all results here. Try to highlight only the most important findings that will allow the reader to understand your conclusions.

Finally, you should discuss the main conclusions of your research : what is your answer to the problem or question? The reader should finish with a clear understanding of the central point that your research has proved or argued. Conclusions are usually written in the present simple tense.

• We concluded that coffee consumption increases productivity.
• We conclude that coffee consumption increases productivity.

If there are important limitations to your research (for example, related to your sample size or methods), you should mention them briefly in the abstract. This allows the reader to accurately assess the credibility and generalizability of your research.

If your aim was to solve a practical problem, your discussion might include recommendations for implementation. If relevant, you can briefly make suggestions for further research.

If your paper will be published, you might have to add a list of keywords at the end of the abstract. These keywords should reference the most important elements of the research to help potential readers find your paper during their own literature searches.

Be aware that some publication manuals, such as APA Style , have specific formatting requirements for these keywords.

It can be a real challenge to condense your whole work into just a couple of hundred words, but the abstract will be the first (and sometimes only) part that people read, so it’s important to get it right. These strategies can help you get started.

Read other abstracts

The best way to learn the conventions of writing an abstract in your discipline is to read other people’s. You probably already read lots of journal article abstracts while conducting your literature review —try using them as a framework for structure and style.

You can also find lots of dissertation abstract examples in thesis and dissertation databases .

Reverse outline

Not all abstracts will contain precisely the same elements. For longer works, you can write your abstract through a process of reverse outlining.

For each chapter or section, list keywords and draft one to two sentences that summarize the central point or argument. This will give you a framework of your abstract’s structure. Next, revise the sentences to make connections and show how the argument develops.

Write clearly and concisely

A good abstract is short but impactful, so make sure every word counts. Each sentence should clearly communicate one main point.

To keep your abstract or summary short and clear:

• Avoid passive sentences: Passive constructions are often unnecessarily long. You can easily make them shorter and clearer by using the active voice.
• Avoid long sentences: Substitute longer expressions for concise expressions or single words (e.g., “In order to” for “To”).
• Avoid obscure jargon: The abstract should be understandable to readers who are not familiar with your topic.
• Avoid repetition and filler words: Replace nouns with pronouns when possible and eliminate unnecessary words.
• Avoid detailed descriptions: An abstract is not expected to provide detailed definitions, background information, or discussions of other scholars’ work. Instead, include this information in the body of your thesis or paper.

If you’re struggling to edit down to the required length, you can get help from expert editors with Scribbr’s professional proofreading services or use the paraphrasing tool .

Check your formatting

If you are writing a thesis or dissertation or submitting to a journal, there are often specific formatting requirements for the abstract—make sure to check the guidelines and format your work correctly. For APA research papers you can follow the APA abstract format .

Checklist: Abstract

The word count is within the required length, or a maximum of one page.

The abstract appears after the title page and acknowledgements and before the table of contents .

I have clearly stated my research problem and objectives.

I have briefly described my methodology .

I have summarized the most important results .

I have stated my main conclusions .

I have mentioned any important limitations and recommendations.

The abstract can be understood by someone without prior knowledge of the topic.

You've written a great abstract! Use the other checklists to continue improving your thesis or dissertation.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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An abstract is a concise summary of an academic text (such as a journal article or dissertation ). It serves two main purposes:

• To help potential readers determine the relevance of your paper for their own research.
• To communicate your key findings to those who don’t have time to read the whole paper.

Abstracts are often indexed along with keywords on academic databases, so they make your work more easily findable. Since the abstract is the first thing any reader sees, it’s important that it clearly and accurately summarizes the contents of your paper.

An abstract for a thesis or dissertation is usually around 200–300 words. There’s often a strict word limit, so make sure to check your university’s requirements.

The abstract is the very last thing you write. You should only write it after your research is complete, so that you can accurately summarize the entirety of your thesis , dissertation or research paper .

Avoid citing sources in your abstract . There are two reasons for this:

• The abstract should focus on your original research, not on the work of others.
• The abstract should be self-contained and fully understandable without reference to other sources.

There are some circumstances where you might need to mention other sources in an abstract: for example, if your research responds directly to another study or focuses on the work of a single theorist. In general, though, don’t include citations unless absolutely necessary.

The abstract appears on its own page in the thesis or dissertation , after the title page and acknowledgements but before the table of contents .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, July 18). How to Write an Abstract | Steps & Examples. Scribbr. Retrieved August 21, 2024, from https://www.scribbr.com/dissertation/abstract/

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How to write an abstract that will be accepted

• Related content
• Peer review
• Mary Higgins , fellow in maternal fetal medicine 1 ,
• Maeve Eogan , consultant obstetrician and gynaecologist 2 ,
• Keelin O’Donoghue , consultant obstetrician and gynaecologist, and senior lecturer 3 ,
• Noirin Russell , consultant obstetrician and gynaecologist 3
• 1 Mount Sinai Hospital, Toronto, Ontario, Canada
• 2 Rotunda Hospital Dublin, Ireland
• 3 Cork University Maternity Hospital, Ireland
• mairenihuigin{at}gmail.com

Researchers do not always appreciate the importance of producing a good abstract or understand the best way of writing one. Mary Higgins and colleagues share some of the lessons they have learnt as both researchers and reviewers of abstracts

Effective abstracts reflect the time, work, and importance of the scientific research performed in the course of a study. A last minute approach and poor writing may not reflect the good quality of a study.

Between the four of us we have written over 150 published papers, as well as having reviewed numerous abstracts for national and international meetings. Nevertheless, we have all had abstracts rejected, and this experience has emphasised a number of teaching points that could help maximise the impact of abstracts and success on the world, or other, stage.

An abstract is the first glimpse an audience has of a study, and it is the ticket to having research accepted for presentation to a wider audience. For a study to receive the respect it deserves, the abstract should be as well written as possible. In practice, this means taking time to write the abstract, keeping it simple, reading the submission guidelines, checking the text, and showing the abstract to colleagues.

It is important to take the necessary time to write the abstract. Several months or years have been spent on this groundbreaking research, so take the time to show this. Five minutes before the call for abstracts closes is not the time to start putting it together.

Keep it simple, and think about the message that needs to be communicated. Some abstracts churn out lots of unrelated results and then have a conclusion that does not relate to the results, and this is just confusing. Plan what points need to be made, and then think about them a little more.

Read the submission guidelines and keep to the instructions provided in the call for abstracts. Don’t submit an unstructured abstract if the guidance has asked for a structured one. Comply with the word or letter count, and do not go over this.

An abstract comprises five parts of equal importance: the title, introduction and aims, methods, results, and conclusion. Allow enough time to write each part well.

The title should go straight to the point of the study. Make the study sound interesting so that it catches people’s attention. The introduction should include a brief background to the research and describe its aims. For every aim presented there needs to be a corresponding result in the results section. There is no need to go into detail in terms of the background to the study, as those who are reviewing the abstract will have some knowledge of the subject. The methods section can be kept simple—it is acceptable to write “retrospective case-control study” or “randomised controlled trial.”

The results section should be concrete and related to the aims. It is distracting and irritating to read results that have no apparent relation to the professed aims of the study. If something is important, highlight it or put it in italics to make it stand out. Include the number of participants, and ensure recognition is given if 10 000 charts have been reviewed. Equally, a percentage without a baseline number is not meaningful.

In the conclusion, state succinctly what can be drawn from the results, but don’t oversell this. Words like “possibly” and “may” can be useful in this part of the abstract but show that some thought has been put into what the results may mean. This is what divides the good from the not so good. Many people are capable of doing research, but the logical formation of a hypothesis and the argument of its proof are what make a real researcher.

Once you have written the abstract, check the spelling and grammar. Poor spelling or grammar can give the impression that the research is also poor. Show the abstract to the supervisor or principal investigator of the study, as this person’s name will go on the abstract as well. Then show the abstract to someone who knows nothing about the particular area of research but who knows something about the subject. Someone detached from the study might point out the one thing that needs to be said but that has been forgotten.

Then let it go; abstracts are not life and death scenarios. Sometimes an abstract will not be accepted no matter how wonderful it is. Perhaps there is a theme to the meeting, into which the research does not fit. Reviewers may also be looking for particular things. For one conference, we limited the number of case reports so that only about 10% were accepted. It may be that your research is in a popular or topical area and not all abstracts in that area can be chosen. On occasions, politics play a part, and individual researchers have little control over that.

Finally, remember that sometimes even the best reviewer may not appreciate the subtleties of your research and another audience may be more appreciative.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and have no relevant interests to declare.

Writing an Abstract for Your Research Paper

Definition and Purpose of Abstracts

An abstract is a short summary of your (published or unpublished) research paper, usually about a paragraph (c. 6-7 sentences, 150-250 words) long. A well-written abstract serves multiple purposes:

• an abstract lets readers get the gist or essence of your paper or article quickly, in order to decide whether to read the full paper;
• an abstract prepares readers to follow the detailed information, analyses, and arguments in your full paper;
• and, later, an abstract helps readers remember key points from your paper.

It’s also worth remembering that search engines and bibliographic databases use abstracts, as well as the title, to identify key terms for indexing your published paper. So what you include in your abstract and in your title are crucial for helping other researchers find your paper or article.

If you are writing an abstract for a course paper, your professor may give you specific guidelines for what to include and how to organize your abstract. Similarly, academic journals often have specific requirements for abstracts. So in addition to following the advice on this page, you should be sure to look for and follow any guidelines from the course or journal you’re writing for.

The Contents of an Abstract

Abstracts contain most of the following kinds of information in brief form. The body of your paper will, of course, develop and explain these ideas much more fully. As you will see in the samples below, the proportion of your abstract that you devote to each kind of information—and the sequence of that information—will vary, depending on the nature and genre of the paper that you are summarizing in your abstract. And in some cases, some of this information is implied, rather than stated explicitly. The Publication Manual of the American Psychological Association , which is widely used in the social sciences, gives specific guidelines for what to include in the abstract for different kinds of papers—for empirical studies, literature reviews or meta-analyses, theoretical papers, methodological papers, and case studies.

Here are the typical kinds of information found in most abstracts:

• the context or background information for your research; the general topic under study; the specific topic of your research
• the central questions or statement of the problem your research addresses
• what’s already known about this question, what previous research has done or shown
• the main reason(s) , the exigency, the rationale , the goals for your research—Why is it important to address these questions? Are you, for example, examining a new topic? Why is that topic worth examining? Are you filling a gap in previous research? Applying new methods to take a fresh look at existing ideas or data? Resolving a dispute within the literature in your field? . . .
• your research and/or analytical methods
• your main findings , results , or arguments
• the significance or implications of your findings or arguments.

Your abstract should be intelligible on its own, without a reader’s having to read your entire paper. And in an abstract, you usually do not cite references—most of your abstract will describe what you have studied in your research and what you have found and what you argue in your paper. In the body of your paper, you will cite the specific literature that informs your research.

When to Write Your Abstract

Although you might be tempted to write your abstract first because it will appear as the very first part of your paper, it’s a good idea to wait to write your abstract until after you’ve drafted your full paper, so that you know what you’re summarizing.

What follows are some sample abstracts in published papers or articles, all written by faculty at UW-Madison who come from a variety of disciplines. We have annotated these samples to help you see the work that these authors are doing within their abstracts.

Choosing Verb Tenses within Your Abstract

The social science sample (Sample 1) below uses the present tense to describe general facts and interpretations that have been and are currently true, including the prevailing explanation for the social phenomenon under study. That abstract also uses the present tense to describe the methods, the findings, the arguments, and the implications of the findings from their new research study. The authors use the past tense to describe previous research.

The humanities sample (Sample 2) below uses the past tense to describe completed events in the past (the texts created in the pulp fiction industry in the 1970s and 80s) and uses the present tense to describe what is happening in those texts, to explain the significance or meaning of those texts, and to describe the arguments presented in the article.

The science samples (Samples 3 and 4) below use the past tense to describe what previous research studies have done and the research the authors have conducted, the methods they have followed, and what they have found. In their rationale or justification for their research (what remains to be done), they use the present tense. They also use the present tense to introduce their study (in Sample 3, “Here we report . . .”) and to explain the significance of their study (In Sample 3, This reprogramming . . . “provides a scalable cell source for. . .”).

Sample Abstract 1

From the social sciences.

Reporting new findings about the reasons for increasing economic homogamy among spouses

Gonalons-Pons, Pilar, and Christine R. Schwartz. “Trends in Economic Homogamy: Changes in Assortative Mating or the Division of Labor in Marriage?” Demography , vol. 54, no. 3, 2017, pp. 985-1005.

Sample Abstract 2

From the humanities.

Analyzing underground pulp fiction publications in Tanzania, this article makes an argument about the cultural significance of those publications

Emily Callaci. “Street Textuality: Socialism, Masculinity, and Urban Belonging in Tanzania’s Pulp Fiction Publishing Industry, 1975-1985.” Comparative Studies in Society and History , vol. 59, no. 1, 2017, pp. 183-210.

Sample Abstract/Summary 3

From the sciences.

Reporting a new method for reprogramming adult mouse fibroblasts into induced cardiac progenitor cells

Lalit, Pratik A., Max R. Salick, Daryl O. Nelson, Jayne M. Squirrell, Christina M. Shafer, Neel G. Patel, Imaan Saeed, Eric G. Schmuck, Yogananda S. Markandeya, Rachel Wong, Martin R. Lea, Kevin W. Eliceiri, Timothy A. Hacker, Wendy C. Crone, Michael Kyba, Daniel J. Garry, Ron Stewart, James A. Thomson, Karen M. Downs, Gary E. Lyons, and Timothy J. Kamp. “Lineage Reprogramming of Fibroblasts into Proliferative Induced Cardiac Progenitor Cells by Defined Factors.” Cell Stem Cell , vol. 18, 2016, pp. 354-367.

Sample Abstract 4, a Structured Abstract

Reporting results about the effectiveness of antibiotic therapy in managing acute bacterial sinusitis, from a rigorously controlled study

Note: This journal requires authors to organize their abstract into four specific sections, with strict word limits. Because the headings for this structured abstract are self-explanatory, we have chosen not to add annotations to this sample abstract.

Wald, Ellen R., David Nash, and Jens Eickhoff. “Effectiveness of Amoxicillin/Clavulanate Potassium in the Treatment of Acute Bacterial Sinusitis in Children.” Pediatrics , vol. 124, no. 1, 2009, pp. 9-15.

“OBJECTIVE: The role of antibiotic therapy in managing acute bacterial sinusitis (ABS) in children is controversial. The purpose of this study was to determine the effectiveness of high-dose amoxicillin/potassium clavulanate in the treatment of children diagnosed with ABS.

METHODS : This was a randomized, double-blind, placebo-controlled study. Children 1 to 10 years of age with a clinical presentation compatible with ABS were eligible for participation. Patients were stratified according to age (<6 or ≥6 years) and clinical severity and randomly assigned to receive either amoxicillin (90 mg/kg) with potassium clavulanate (6.4 mg/kg) or placebo. A symptom survey was performed on days 0, 1, 2, 3, 5, 7, 10, 20, and 30. Patients were examined on day 14. Children’s conditions were rated as cured, improved, or failed according to scoring rules.

RESULTS: Two thousand one hundred thirty-five children with respiratory complaints were screened for enrollment; 139 (6.5%) had ABS. Fifty-eight patients were enrolled, and 56 were randomly assigned. The mean age was 6630 months. Fifty (89%) patients presented with persistent symptoms, and 6 (11%) presented with nonpersistent symptoms. In 24 (43%) children, the illness was classified as mild, whereas in the remaining 32 (57%) children it was severe. Of the 28 children who received the antibiotic, 14 (50%) were cured, 4 (14%) were improved, 4(14%) experienced treatment failure, and 6 (21%) withdrew. Of the 28children who received placebo, 4 (14%) were cured, 5 (18%) improved, and 19 (68%) experienced treatment failure. Children receiving the antibiotic were more likely to be cured (50% vs 14%) and less likely to have treatment failure (14% vs 68%) than children receiving the placebo.

CONCLUSIONS : ABS is a common complication of viral upper respiratory infections. Amoxicillin/potassium clavulanate results in significantly more cures and fewer failures than placebo, according to parental report of time to resolution.” (9)

Some Excellent Advice about Writing Abstracts for Basic Science Research Papers, by Professor Adriano Aguzzi from the Institute of Neuropathology at the University of Zurich:

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• January 2017

HOW TO WRITE A SCIENTIFIC ABSTRACT

With the 2017 Congress looming, many will be thinking about submitting an abstract for consideration, or for other scientific meetings or journals.

Sally Jane Cutler, Professor in Medical Microbiology from the University of East London, gives her advice and top tips.

The abstract is possibly the most challenging section towrite, as it is usually confined to a few hundred words and yet must capture the essence of the study together with its key findings and relevance.

However, it is often the abstract that is the essential gateway from which a reader will assess whether to read the full work or discard the report and move on. Here I hope to guide readers towards producing this short but hugely important summary of their research findings.

Work in progress

Preparation of an abstract should be considered after the work has been concluded and the report compiled. Many fall into the trap of attempting to submit an abstract of a study that is still in progress and so cannot give more than a brief insight into anticipated findings.

Reviewers of abstracts can easily identify such scenarios and this might result in rejection of the work. A better approach is to wait until data is compiled and interpretations made.

Abstracts can fall into two general formats, structured and unstructured, but must be presented in such a way to provide a standalone summary of the work being presented. The former requires headings, typically background, methods, results and discussion, with the latter having the same flow, but without the headings.

HELPFUL HINTS

✔ Write abstract after completion of work ✔ Follow the instructions given (obvious, but often not done) ✔ Keep it brief and accessible to the non-expert reader ✔ Avoid clutter with too much background or methodological detail ✔ Include your key findings ✔ Why are these important?

The sections

The background section should be concise; informing your reader of what is known and why your study was needed. This should only be a sentence or two and is frequently too long, where authors include too much at the expense of presenting their study findings.

Once justified, the authors need to explain what they actually did, supported by sample sizes, if appropriate. This section does not need to include manufacturer details, as an interested reader can find this in the full article. This is followed by what was found, the results section, supported by statistical significance, if relevant.

Finally, the impact of the work should be given by addressing what the study findings mean in the context of the research field and based upon the study results. The finished abstract should be succinct, yet informative, and written in a manner that will entice the reader to delve further into the paper or to come to your poster.

Evidence-based

If you have the dilemma of writing an abstract for a review or oral presentation, the temptation is to state that “different methods would be reviewed” or that “current understanding will be discussed”, which does not give your reader any real insight. A brief introduction to the subject, the aim or the presentation or review, followed by how information was collated is warranted.

The abstract is strengthened if it states that it will give an evidence-based critical evaluation of these methods, or provide detailed insight into the strengths or weaknesses of the approaches being considered.

Such an abstract might conclude by a closing statement such as “by the end of this (review/lecture), the reader/audience) will understand the diagnostic limitations of…” or “appreciatepathological mechanisms resulting in…” and understand “the justification for using … as a therapeutic option”.

To be avoided Common pitfalls include overly long introductions; lack of specific findings; or little interpretation of the study relevance (see table). Acronyms should be avoided, as these may confuse the reader. Tables, figures or references are generally not used within an abstract.

Often, an abstract is read by less specialised readers and, consequently, should be written in a style accessible to such groups (see hints). At the end of this journey, you may only have a paragraph or two, but this concise research summary provides the route by which the work is often evaluated and deemed worthy of further reading.

As such, if the authors can engage their readers at this stage, they have successfully achieved their goal and showcased their research.

Improving your abstract COMMON PITFALLS EXAMPLES AND SUGGESTIONS

Overly long background: Avoid long introductions. A good abstract should provide suitable background in one or two sentences.

No study aim stated: Clearly state the aim of your study.

Unclear study method: “PCR was used to detect the presence of pathogen X.” This fails to tell the reader which target was used and could significantly impact upon sensitivity and specificity of results produced.

Overuse of acronyms: Your reviewer or reader may not be an expert in the field and will struggle to understand acronyms that are not properly explained (to explain would take as many words as you save by using the acronym in the first instance).

Abstract submitted before results are available: To comply with submission deadlines, authors will often submit an abstract stating “results will be presented” or “findings will be discussed”, which tells the reviewer or reader the work is not yet done and will often be met with a rejection of the abstract.

No indication of actual numbers: “We found 10% of our test samples were positive.” Again, this gives no detail of the size of the population actually tested. What was found in control groups? Was this significant?

No concluding statement: A concise concluding statement provides your reader with a clear “take home” message.

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Abstract writing resources.

An abstract is a very concise statement of the major elements of your research project or clinical vignette. It states the purpose, methods, and findings of your research project, or the learning objectives, concise case presentation and discussion of your clinical vignette. As such, writing an abstract is the begining of the publishing process.

• ACP Associate Abstract Competition Website
• ACP District of Columbia Chapter

Send a copy of every abstract you submit to the program director and program coordinator for your file and to meet the scholarly activity requirement!  We are happy to give you editing input as well!

Resources for research abstracts

• ACP's "Writing a Research Abstract"
• Scientific Abstract Checklist
• Example of a Research Abstract
• How to Write an Abstract , by Philip Koopman, from The Carnegie Mellon University, Pittsburgh, PA

Resources for clinical vignettes

• ACP's "Writing a Clinical Vignette (Case Report) Abstract"
• Clinical Vignette Abstract Checklist
• Example of a Clinical Vignette Abstract

Resources for Case Reports

• Writing a Clinical Case Report , an interactive presentation from the University of Texas.
• How to Write a Case Report , by Laine H. McCarthy and Kathryn Reilly from the Department of Family and Preventive Medicine, University of Oklahoma Health Sciences Center.
• How to Write a Case Report , by Rahij Anwar locum registrar in trauma and orthopaedics, Royal London Hospital, Bexleyheath, London.

Common Pitfalls of Writing....and How to Avoid Them

While you want to have a scholarly tone in your paper, do not try to achieve this with overly long sentences or overly advanced vocabulary. Read your work out loud, which can help you find (and fix) run-on sentences. If you can say it clearly in 5 words, don't use 10 (unless they add substance)!  A good rule is that any word that does not add to your writing necessarily detracts from it.  Use simple words that convey the argument clearly, and consider avoiding passive tense unless explicity requested.   Ask a trusted friend, colleague, or attending to read it for you and offer edits.

While it is important to give enough background information to bring your reader up to speed, your focus should be on methods, analysis and discussion. Know the baseline level of knowledge of your readers.

Abstracts should not sound conversational.  They should be academic.  Do not use sentence fragments or casual words.  You can identify this by reading it out loud, and asking a trusted friend, colleague or attending to read it for you.

Forcing yourself into a corner where you have to write quickly (as the deadline approaches) will not improve your writing, and will likely worsen your final product! Good writing takes time, and takes several drafts with subsequent rounds of edits.  Start by simply writing the introductory paragraph or if you are having trouble, try writing for short stints, like 15 minutes at a time.

Sometimes it's best to ditch the first draft and start fresh with the lessons you have learned since writing the first draft.  Be open to edits, and you will have them each time you read the paper (as will the friends, colleagues and attendings you ask for input!).

Sometimes this is not a pitfall if you are preliminarily writing to brainstorm.  If you are writing a draft, have a clear thesis for each paragraph. If you are writing a clinical vignette, have 2-3 clear learning objectives in mind and clearly convey those to your readers in your discussion section.

When analyzing or interpreting something you must say three things: what, how, and why. State the facts of the case or background (what), elucidate the mechanism or methods (how), and state why is this important/meaningful/relevant.  Do not assume your reader knows the significance of what you are presenting - make the meaning/importance explicit!

Have confidence in the information you present - if you have done your due diligence in literature review and learning about the topic yourself, then you are a local expert on this topic!  Be clear where you are stating facts versus opinions. Asking a trusted friend, colleague or attending to review your work can help you figure out if you've gone too far in your ideas or suppositions.

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What are structured abstracts?

A structured abstract is an abstract with distinct, labeled sections (e.g., Introduction, Methods, Results, Discussion) for rapid comprehension (see Figure 1 ).

What kinds of structures are used?

Standardized formats for structured abstracts have been defined for original research studies, review articles and clinical practice guidelines ( 1 , 2 ). The IMRAD format (INTRODUCTION, METHODS, RESULTS, and DISCUSSION), a defacto standard that reflects the process of scientific discovery ( 3 ), is commonly used as a structure for journal abstracts ( 4 , 5 ). The CONSORT (Consolidated Standards of Reporting Trials) Group issued a guideline for how to report randomized controlled trials (RCTs) in journal and conference abstracts using a structured format ( 6 ).

Why use structured abstracts?

Structured abstracts have several advantages for authors and readers. These formats were developed in the late 1980s and early 1990s to assist health professionals in selecting clinically relevant and methodologically valid journal articles. They also guide authors in summarizing the content of their manuscripts precisely, facilitate the peer-review process for manuscripts submitted for publication, and enhance computerized literature searching ( 1 , 2 ).

The International Committee of Medical Journal Editors (ICMJE, of which NLM is a sitting member), whose "Recommendations for the Conduct, Reporting, Editing and Publication of Scholarly Work in Medical Journals" document provides general guidelines for the format of manuscripts submitted to journals, requires the use of structured abstracts for original research articles, systematic reviews, and meta-analyses. ICMJE does acknowledge that the format required for structured abstracts differs from journal to journal and that some journals use more than one structure ( 7 ).

The substantial growth in both the individual number of PubMed records with structured abstracts and in the number of journals that continuously publish structured abstracts demonstrates widespread adoption of structured abstracts over the years ( 8 ). Structured abstracts perform better than unstructured abstracts for the discovery of corresponding MeSH (Medical Subject Headings®) terms using the Medical Text Indexer (MTI) software application ( 9 ). More information about NLM research on structured abstracts including technical details for the NLM implementation of structured abstracts can be found at Structured Abstracts in MEDLINE .

How are structured abstracts formatted in PubMed?

NLM uses all uppercase letters followed by a colon and space for the labels that appear in structured abstracts in MEDLINE/PubMed ® citations (see Figure 1 ).

How can I search for structured abstracts in PubMed?

In a PubMed search box, type:

See the structured abstract search results in PubMed .

References:

1 . Haynes RB, Mulrow CD, Huth EJ, Altman DG, Gardner MJ. More informative abstracts revisited. Ann Intern Med. 1990 Jul 1;113(1):69-76. PubMed PMID: 2190518 . Available from: https://www.acpjournals.org/doi/10.7326/0003-4819-113-1-69 .

2 . Hayward RS, Wilson MC, Tunis SR, Bass EB, Rubin HR, Haynes RB. More informative abstracts of articles describing clinical practice guidelines. Ann Intern Med. 1993 May 1;118(9):731-7. PubMed PMID: 8460861 . Available from: https://www.acpjournals.org/doi/10.7326/0003-4819-118-9-199305010-00012 .

3 . Sollaci LB, Pereira MG. The introduction, methods, results, and discussion (IMRAD) structure: a fifty-year survey. J Med Libr Assoc. 2004 Jul;92(3):364-7. PubMed PMID: 15243643 ; PubMed Central PMCID: PMC442179 .

4 . Nakayama T, Hirai N, Yamazaki S, Naito M. Adoption of structured abstracts by general medical journals and format for a structured abstract. J Med Libr Assoc. 2005 Apr;93(2):237-42. PubMed PMID: 15858627 ; PubMed Central PMCID: PMC1082941 .

5 . Kulkarni H. Structured abstracts: still more. Ann Intern Med. 1996 Apr 1;124(7):695-6. PubMed PMID: 8607606 . Available from: https://www.acpjournals.org/doi/10.7326/0003-4819-124-7-199604010-00020 .

6 . Hopewell S, Clarke M, Moher D, Wager E, Middleton P, Altman DG, Schulz KF; CONSORT Group. CONSORT for reporting randomized controlled trials in journal and conference abstracts: explanation and elaboration. PLoS Med. 2008 Jan 22;5(1):e20. PubMed PMID: 18215107 ; PubMed Central PMCID: PMC2211558 .

7 . International Committee of Medical Journal Editors. Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly Work in Medical Journals (ICMJE Recommendations). 2013 Aug [cited 2013 Aug 21]. Available from: http://www.icmje.org .

8 . Ripple AM, Mork JG, Rozier JM, Knecht LS. Structured abstracts in MEDLINE: twenty-five years later. Bethesda, MD: National Library of Medicine; 2012 [cited 2014 Sep 17]. Available from: https://structuredabstracts.nlm.nih.gov/Structured_Abstracts_in_MEDLINE_Twenty-Years_Later.pdf .

9 . Ripple AM, Mork JG, Thompson HJ, Schmidt SC, Knecht LS. Performance comparison of MEDLINE structured abstracts to unstructured abstracts. Poster session presented at: National Institutes of Health Research Festival; 2014 Sep 22-24; Bethesda, MD. Available from: https://researchfestival.nih.gov/festival14/poster-RSCHSUPP-19.html .

• Ripple AM, Mork JG, Knecht LS, Humphreys BL. A retrospective cohort study of structured abstracts in MEDLINE, 1992-2006. J Med Libr Assoc. 2011 Apr;99(2):160-3. PubMed PMID: 21464855 ; PubMed Central PMCID: PMC3066587 .

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Writing a Research Abstract

The written abstract is used in making selections for presentations at scientific meetings. Writing a good abstract is a formidable undertaking and many novice researchers wonder how it is possible to condense months of work into 300 to 400 words. Nevertheless, creating a well-written abstract is a skill that can be learned and mastering the skill will increase the probability that your research will be selected for presentation.

The first rule of writing abstracts is to know the rules. Organizers of scientific meetings set explicit limits on the length abstracts.

Authors must pay close attention to the published details of the meeting including deadlines and suggested format. Since reviewers have many abstracts to read and rank; those that don't conform to the stated rules are simply discarded.

The scientific abstract is usually divided into five unique sections: Title and Author Information, Introduction, Methods, Results, and Conclusions. The following paragraphs summarize what is expected in each of these sections.

Title and Author Information: The title should summarize the abstract and convince the reviewers that the topic is important, relevant, and innovative. To create a winning title, write out 6 to 10 key words found in the abstract and string them into various sentences. Once you have a sentence that adequately conveys the meaning of the work, try to condense the title yet still convey the essential message. Some organizations require a special format for the title, such as all uppercase letters, all bolded, or in italics. Be sure to check the instructions.

Following the title, the names of all authors and their institutional affiliations are listed. It is assumed the first author listed will make the oral presentation. Determine if the first author needs to meet any eligibility requirements to make the presentation. For example, the first author may need to be a member of the professional society sponsoring the research meeting. This information is always included with the abstract instructions.

Introduction: This usually consists of several sentences outlining the question addressed by the research. Make the first sentence of the introduction as interesting and dramatic as possible. For example, "100,000 people each year die of…" is more interesting than "An important cause of mortality is…" If space permits, provide a concise review of what is known about the problem addressed by the research, what remains unknown, and how your research project fills the knowledge gaps. The final sentence of the introduction describes the purpose of the study or the study's a priori hypothesis.

Methods: This is the most difficult section of the abstract to write. It must be scaled down sufficiently to allow the entire abstract to fit into the box, but at the same time it must be detailed enough to judge the validity of the work. For most clinical research abstracts, the following areas are specifically mentioned: research design; research setting; number of patients enrolled in the study and how they were selected; a description of the intervention (if appropriate); and a listing of the outcome variables and how they were measured. Finally, the statistical methods used to analyze the data are described.

Results: This section begins with a description of the subjects that were included and excluded from the study. For those excluded, provide the reason for their exclusion. Next, list the frequencies of the most important outcome variables. If possible, present comparisons of the outcome variables between various subgroups within the study (treated vs. untreated, young vs. old, male vs. female, and so forth). This type of data can be efficiently presented in a table, which is an excellent use of space. But before doing this, check the rules to see if tables can be used in the abstract. Numerical results should include standard deviations or 95% confidence limits and the level of statistical significance. If the results are not statistically significant, present the power of your study (beta-error rate) to detect a difference.

Conclusion: State concisely what can be concluded and its implications. The conclusions must be supported by the data presented in the abstract; never present unsubstantiated personal opinion. If there is room, address the generalizability of the results to populations other than that studied and the weaknesses of the study.

Research literature has a special language that concisely and precisely communicates meaning to other researches. Abstracts should contain this special language and be used appropriately. See The Glossary of commonly used research terms.

Avoid the use of medical jargon and excessive reliance on abbreviations. Limit abbreviations to no more than three and favor commonly used abbreviations. Always spell out the abbreviations the first time they are mentioned unless they are commonly recognized (e.g., CBC).

Although short in length, a good abstract typically takes several days to write. Take this into account when budgeting your time. Seek the help of an experienced mentor. Share the abstract with your mentor and make revisions based upon the feedback. Allow others to read your draft for clarity and to check for spelling and grammatical mistakes. Reading the abstract orally is an excellent way to catch grammatical errors and word omissions. Use the Scientific Abstract Checklist  to assist your completion of the task. Finally, an example of an abstract  previously accepted for presentation at the ACP Resident Research Competition is attached for your review.

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Hcmunet: A Hybrid Cnn and Mamba Network for Medical Ultrasound Image Segmentation

23 Pages Posted: 22 Aug 2024

Chong Zhang

Shandong University of Traditional Chinese Medicine

Jining Medical University

In the domain of computer-aided diagnosis, the automatic segmentation technology for medical ultrasound images holds substantial application value. However, the inherent low contrast and high noise characteristics of ultrasound images pose significant challenges to image segmentation. Recently, the Mamba, based on State Space Models (SSMs), has garnered important attention for its exceptional long-distance dependency modeling capabilities and linear computational complexity. In this paper, we propose a hybrid network, termed HCMUNet, which seamlessly integrates Convolutional Neural Network (CNN) with the Mamba. In the encoder phase, we synergize CNN with Mamba to facilitate the effective extraction of local features and the comprehensive mining of global contextual information. To enhance the semantic hierarchy of skip connection feature maps, we devise the Multi-scale Hybrid Attention Fusion module, which amalgamates multi-scale semantic information via a hybrid attention mechanism. In the decoder stage, we incorporate the Attention Regional Feature Enhancement module to augment the regional information of key features throughout the upsampling process. Upon validation using five publicly accessible medical ultrasound image datasets, the HCMUNet demonstrated superior experimental outcomes compared to other state-of-the-art methods. The notable advantages evidenced in the experimental results not only corroborate the immense potential of the HCMUNet in ultrasound image segmentation but also introduce novel paradigms for employing SSMs-based approaches in medical image analysis.

Note: Funding Information: This research was partly funded by the National Natural Science Foundation of China (61702087), the Department of Science & Technology of Shandong Province (ZR2022MH203), the Shandong Provincial Education Department (SDYAL20050), the Health Commission of Shandong Province (202109040649), and the Shandong University of Traditional Chinese Medicine (SYJX2022013). Declaration of Interests: The authors declare no competing interests related to this study.

Keywords: Ultrasound image segmentation, Convolutional Neural Network, State space models, attention

Suggested Citation: Suggested Citation

Shandong University of Traditional Chinese Medicine ( email )

Shandong China

Guohui Wei (Contact Author)

Jining medical university ( email ).

Shenghua Rd Jining China

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• Open access
• Published: 19 August 2024

The impact of study habits and personal factors on the academic achievement performances of medical students

• Mohammed A. Aljaffer 1 ,
• Ahmad H. Almadani 1 ,
• Abdullah S. AlDughaither 2 ,
• Ali A. Basfar 2 ,
• Saad M. AlGhadir 2 ,
• Yahya A. AlGhamdi 2 ,
• Bassam N. AlHubaysh 2 ,
• Osamah A. AlMayouf 2 ,
• Saleh A. AlGhamdi 3 ,
• Tauseef Ahmad 4 &
• Hamza M. Abdulghani 5  

BMC Medical Education volume  24 , Article number:  888 ( 2024 ) Cite this article

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Academic achievement is essential for all students seeking a successful career. Studying habits and routines is crucial in achieving such an ultimate goal.

This study investigates the association between study habits, personal factors, and academic achievement, aiming to identify factors that distinguish academically successful medical students.

A cross-sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Saudi Arabia. The participants consisted of 1st through 5th-year medical students, with a sample size of 336. The research team collected study data using an electronic questionnaire containing three sections: socio-demographic data, personal characteristics, and study habits.

The study results indicated a statistically significant association between self-fulfillment as a motivation toward studying and academic achievement ( p  = 0.04). The results also showed a statistically significant correlation between recalling recently memorized information and academic achievement ( p  = 0.05). Furthermore, a statistically significant association between preferring the information to be presented in a graphical form rather than a written one and academic achievement was also found ( p  = 0.03). Students who were satisfied with their academic performance had 1.6 times greater chances of having a high-grade point average (OR = 1.6, p  = 0.08).

The results of this study support the available literature, indicating a correlation between study habits and high academic performance. Further multicenter studies are warranted to differentiate between high-achieving students and their peers using qualitative, semi-structured interviews. Educating the students about healthy study habits and enhancing their learning skills would also be of value.

Peer Review reports

Introduction

Academic performance is a common indicator used to measure student achievement [ 1 , 2 ]. It is a compound process influenced by many factors, among which is study habits [ 2 , 3 ]. Study habit is defined as different individual behavior in relation to studying, and is a combination of study methods and skills [ 2 , 3 , 4 ]. Put differently, study habits involve various techniques that would increase motivation and transform the study process into an effective one, thus enhancing learning [ 5 ]. Students’ perspectives and approaches toward studying were found to be the key factors in predicting their academic success [ 6 , 7 ]. However, these learning processes vary from one student to another due to variations in the students’ cognitive processing [ 8 ].

The study habits of students are the regular practices and habits they exhibit during the learning process [ 9 , 10 ]. Over time, several study habits have been developed, such as time management, setting appropriate goals, choosing a comfortable study environment, taking notes effectively, choosing main ideas, and being organized [ 11 ]. Global research shows that study habits impact academic performance and are the most important predictor of it [ 12 ]. It is difficult for medical students to organize and learn a lot of information, and they need to employ study skills to succeed [ 1 , 2 , 5 , 13 ].

Different lifestyle and social factors could affect students’ academic performance. For instance, Jafari et al. found that native students had better study habits compared to dormitory students [ 1 ]. This discrepancy between native and dormitory students was also indicated by Jouhari et al. who illustrated that dormitory students scored lower in attitude, test strategies, choosing main ideas, and concentration [ 10 ]. Regarding sleeping habits, Curcio G et al. found that students with a regular and adequate sleeping pattern had higher Grade Point Average (GPA) scores [ 14 ]. Lifestyle factors, such as watching television and listening to music, were shown to be unremarkable in affecting students’ grades [ 15 , 16 ]. Social media applications, including WhatsApp, Facebook, and Twitter, distract students during learning [ 16 , 17 ].

Motivation was found to be a major factor in students’ academic success. Bonsaksen et al. found that students who chose “to seek meaning” when studying were associated with high GPA scores [ 18 ]. In addition, low scores on “fear of failure” and high scores on “achieving” correlated with a higher GPA [ 8 , 18 ].

Resource-wise, Alzahrani et al. found that 82.7% of students relied on textbooks assigned by the department, while 46.6% mainly relied on the department’s lecture slides [ 19 ]. The study also indicated that 78.8% perceived that the scientific contents of the lectures were adequate [ 19 ]. Another study found that most students relied on the lecture slides (> 83%) along with their notes, followed by educational videos (76.1%), and reference textbooks (46.1%) [ 20 ]. Striking evidence in that study, as well as in another study, indicated that most students tended to avoid textbooks and opted for lecture slides, especially when preparing for exams [ 20 , 21 ].

Several researchers studied the association between different factors and academic performance; however, more is needed to know about this association in the process of education among medical students [ 15 , 20 , 22 ], with some limitations to the conducted studies. Such limitations include the study sample and using self-reported questionnaires, which may generate inaccurate results. Moreover, in Saudi Arabia in particular, the literature concerning the topic remains limited. Since many students are unsatisfied with their performance and seek improvement [ 10 ], the present study was designed and conducted.

Unlike other studies in the region, this study aims to investigate the relationship between study habits and personal factors and measure their influence on academic achievement. The results of this study could raise awareness regarding the effect of study habits and personal factors on students’ performance and would also guide them toward achieving academic success. The study also seeks to identify the factors that distinguish academically successful students from their peers.

Study design, setting, and participants

This observational cross-sectional study, which took place between June and December 2022, was conducted among students attending the College of Medicine at King Saud University (KSU), Riyadh, Saudi Arabia. Its targeted population included all male and female medical students (first to fifth years) attending KSU during the academic year 2021/2022. Whereas, students at other colleges and universities, those who failed to complete the questionnaire, interns (the students who already graduated), and those who were enrolled in the university’s preparatory year, were all excluded from the current study. The sample size was calculated based on a study conducted in 2015 by Lana Al Shawwa [ 15 ]. Using the sample size formula for a single proportion (0.79), the required sample size was 255 using a confidence interval of 95% and a margin of error of 5%. After adding a 20% margin to accommodate non-responses and incomplete responses, the calculated sample size required for this study was 306. However, our research team collected a total of 336 participants for this study to ensure complete representation.

Study instrument

The research team developed and used an electronic questionnaire. The rationale is that no standardized questionnaire measuring the study objectives was found in the literature. However, the questionnaire was tested on a pilot of 15 students to test its clarity and address any possible misconceptions and ambiguity. The study questionnaire was distributed randomly to this cohort, who were asked to fill out the questionnaire. The students reported a complete understanding of the questionnaire’s contents, so the same questionnaire was used without any modifications. The questionnaire, written in English, consisted of three parts. The first part included eleven questions about the socio-demographic status of the participants. The second part contained twenty-one questions examining personal factors such as sleep and caffeine consumption. The last part included twenty-one questions regarding students’ study habits. The questionnaire was constructed based on an ordinal Likert scale which had: strongly agree, agree, neutral, disagree, and strongly disagree as possible answers. The questionnaire was sent to participants through email and social media applications like Twitter and WhatsApp to increase the study response. An informed consent that clearly states the study’s purpose was taken from all participants at the beginning of the questionnaire. In addition, all participants were assured that the collected data would be anonymous and confidential. Each participant was represented by a code for the sole purpose of analyzing the data. Furthermore, no incentives or rewards were given to the participants for their participation.

Study variables

Socio-demographic information (such as age, gender, and academic year), and personal factors (such as motivation, sleeping status, caffeine consumption, and self-management) were the independent variables. Study habits such as attendance, individual versus group study, memorization techniques, revision, learning style, and strategies were also independent variables.

Academic achievement refers to a student’s success in gaining knowledge and understanding in various subjects, as well as the ability to apply that knowledge effectively [ 23 ]. It is a measure of the student’s progress throughout the educational journey, encompassing both academic achievements and personal growth [ 3 , 24 ]. Academic achievement is judged based on the student’s GPA or performance score. In this study, students’ GPA scores, awareness, and satisfaction regarding their academic performance were the dependent variables.

We divided the study sample into two groups based on the GPA. We considered students with high GPAs to be exposed (i.e. exposed to the study habits we are investigating), and students with low GPAs to be the control group. The purpose of this study was to determine why an exposed group of students gets high grades and what study factors they adopt. Based on this exposure (high achieving students), we concluded what methods they used to achieve higher grades. Those in the first group had a GPA greater or equal to 4.5 (out of 5), while those in the second group had a GPA less than 4.5. The students’ data were kept confidential and never used for any other purpose.

Data analysis

The data collected were analyzed by using IBM SPSS Statistical software for Windows version 24.0. Descriptive statistics such as frequency and percentage were used to describe the socio-demographic data in a tabular form. Furthermore, data for categorical variables, including different study habits, motivation factors, memorizing and revising factors, and lifestyle factors, were tabulated and analyzed using the odds ratio test. Finally, we calculated the odds ratio statistic and a p-value of 0.05 to report the statistical significance of our results.

Ethical approval and consent to Participate

Before conducting the study, the research team obtained the Ethics Committee Approval from the Institutional Review Board of the College of Medicine, KSU, Riyadh, Saudi Arabia (project No. E-22-7044). Participants’ agreement/consent to participate was guaranteed by choosing “agree” after reading the consent form at the beginning of the questionnaire. Participation was voluntary, and consent was obtained from all participants. The research team carried out all methods following relevant guidelines and regulations.

The total 336 medical students participated in the study. All participants completed the study questionnaire, and there were no missing or incomplete data, with all of them being able to participate. As shown in Table  1 9.3% of participants were between 18 and 20, 44.9% were between the ages of 21 and 22, and 35.8% were 23–28 years old. In the current study, 62.5% of the participants were males and 37.5% were females. The proportion of first-year students was 21.4%, 20.8% of second-year students, 20.8% of third-year students, 18.2% of fourth-year students, and 18.8% of fifth-year students, according to academic year levels. Regarding GPA scores, 36.9% scored 4.75-5 and 32.4% scored 4.5–4.74. 23.8% achieved 4-4.49, 6.5% achieved 3-3.99, and only 0.4% achieved 2.99 or less. Participants lived with their families in 94.6% of cases, with friends in 1.2% of cases, and alone in 4.2% of cases. For smoking habits, 86.3% did not smoke, 11% reported using vapes, 2.1% used cigarettes, and 0.6% used Shisha. 91.4% of the participants did not report any chronic illnesses; however, 8.6% did. In addition, 83% had no mental illness, 8.9% had anxiety, 6% had depression, and 2.1% reported other mental illnesses.

Table  2 shows motivational factors associated with academic performance. There was a clear difference in motivation factors between students with high and low achievement in the current study. Students with high GPAs were 1.67 times more motivated toward their careers (OR = 1.67, p  = 0.09) than those with low GPAs. Furthermore, significant differences were found between those students who had self-fulfillment or ambitions in life they had ~ 2 times higher (OR = 1.93, p  = 0.04) GPA scores than low GPA students. Exam results did not motivate exposed or high GPA students (46%) or control students with low GPA students (41%), but the current study showed test results had little impact on low achiever students (OR = 1.03, p  = 0.88). Furthermore, 72.6% of high achievers were satisfied with their academic performance, while only 41% of low achiever students were satisfied. Therefore, students who were satisfied with their academic performance had 1.6 times greater chances of a higher GPA (OR = 1.6, p  = 0.08). Students who get support and help from those around them are more likely to get high GPAs (OR = 1.1, p  = 0.73) than those who do not receive any support. When students reported feeling a sense of family responsibility, the odds (odds ratio) of their receiving higher grades were 1.15 times higher (OR = 1.15, p  = 0.6) compared to those who did not feel a sense of family responsibility. The p-value, which indicates the level of statistical significance, was 0.6.

Table  3 shows the study habits of higher achiever students and low achiever students. Most of the high-achieving students (79.0%) attended most of the lectures and had 1.6 times higher chances of getting higher grades (OR = 1.6, p  = 0.2) than those who did not attend regular lectures. The current study found that studying alone had no significant impact on academic achievement in either group. However, those students who had studied alone had lower GPAs (OR = 1.07, p  = 0.81). The current study findings reported 29.8% of students walk or stand while studying rather than sit, and they had 1.57 times higher GPA chances compared to students with lower GPAs (OR = 0.73, p  = 0.27). High achievers (54.0%) preferred studying early in the morning, and these students had higher chances of achieving good GPAs (OR = 1.3, p  = 0.28) than low achiever groups of students. The number of students with high achievement (39.5%) went through the lecture before the lesson was taught. These students had 1.08 times higher chances of achieving than low achiever groups of students. Furthermore, students who made a weekly study schedule had 1.3 times higher chances of being good academic achievers than those who did not (OR = 1.3, p  = 0.37). Additionally, high-achieving students paid closer attention to the lecturer (1.2 times higher). In addition, students with high GPAs spent more time studying when exam dates approached (OR = 1.3, p  = 0.58).

Table  4 demonstrates the relationship between memorizing and revising with high and low GPA students. It was found that high achiever students (58.9%) studied lectures daily and had 1.4 times higher chances of achieving high grades (OR = 1.4, p  = 0.16) than the other group. It was found that most of the high achievers (62.1%) skim the lecture beforehand before memorizing it, which led to 1.8 times higher chances of getting good grades in this exam (OR = 1.8, p  = 0.06). One regular activity reported by high GPA students (82.3%) was recalling what had just been memorized. For this recalling technique, we found a significant difference between low-achieving students (OR = 0.8, p  = 0.63) and high-achieving students (OR = 1.83, p  = 0.05). A high achiever student writes notes before speaking out for the memorizing method, which gives 1.2 times greater chances of getting high grades (OR = 1.2, p  = 0.55) than a student who does not write notes. A major difference in the current study was that high GPA achievers (70.2%) revise lectures more frequently than low GPA achievers (57.1%). They had 1.5 times more chances of getting high grades if they practiced and revised this method (OR = 1.5, p  = 0.13).

Table  5 illustrates the relationship between negative lifestyle factors and students’ academic performance. The current study found that students are less likely to get high exam grades when they smoke. Students who smoke cigarettes and those who vape are 1.14 and 1.07 times respectively more likely to have a decrease in GPA than those who do not smoke. Those students with chronic illnesses had 1.22 times higher chances of a downgrade in the exam (OR = 1.22, p  = 0.49). Additionally, students with high GPAs had higher mental pressures (Anxiety = 1.2, Depression = 1.18, and other mental pressures = 1.57) than those with low GPAs.

Learning is a multifaceted process that evolves throughout our lifetimes. The leading indicator that sets students apart is their academic achievement. Hence, it is crucial to investigate the factors that influence it. The present study examined the relationship between different study habits, personal characteristics, and academic achievement among medical students. In medical education, and more so in Saudi Arabia, there needs to be more understanding regarding such vital aspects.

Regarding motivational factors, the present study found some differences between high and low achievers. Students with high GPA scores were more motivated toward their future careers (OR = 1.67, p  = 0.09). The study also indicated that students who had ambitions and sought self-fulfillment were more likely to have high GPA scores, which were statistically significant (OR = 1.93, p  = 0.04). This was consistent with Bin Abdulrahman et al. [ 20 ], who indicated that the highest motivation was self-fulfillment and satisfying family dreams, followed by a high educational level, aspirations to join a high-quality residency program, and high income. Their study also found that few students were motivated by the desire to be regarded as unique students. We hypothesize that this probably goes back to human nature, where a highly rewarding incentive becomes the driving force of our work. Hence, schools should utilize this finding in exploring ways to enhance students’ motivation toward learning.

The present study did not find a significant effect of previous exam results on academic performance (OR = 1.03, p  = 0.88). However, some studies reported that more than half of the high-achieving students admitted that high scores acquired on previous assessments are an important motivational factor [ 15 , 25 , 26 ]. We hypothesize that as students score higher marks, they become pleased and feel confident with their study approach. This finding shows how positive measurable results influence the students’ mentality.

The present study also explored the social environment surrounding medical students. The results indicated that those who were supported by their friends or family were slightly more likely to score higher GPAs (OR = 1.1, p  = 0.73); however, the results did not reach a statistical significance. We hypothesize that a supportive and understanding environment would push the students to be patient and look for a brighter future. Our study results were consistent with previous published studies, which showed an association [ 3 , 27 , 28 , 29 , 30 ]. We hypothesize that students who spend most of their time with their families had less time to study, which made their study time more valuable. The findings of this study will hopefully raise awareness concerning the precious time that students have each day.

The association of different study habits among medical students with high and low GPAs was also studied in our study. It was noted that the high-achieving students try to attend their lectures compared to the lower achievers. This was in line with the previous published studies, which showed that significant differences were observed between the two groups regarding the attendance of lectures, tutorials, practical sessions, and clinical teachings [ 31 , 32 ]. The present study found that most students prefer to study alone, regardless of their level of academic achievement (82.1%). This finding is consistent with the study by Khalid A Bin Abdulrahman et al., which also showed that most students, regardless of their GPA, favored studying alone [ 20 ].

The present study findings suggest that a small number of students (29.8%) prefer to walk or stand while studying rather than sit, with most being high achievers (OR = 1.57, P  = 0.15). A study reported that 40.3% of students with high GPAs seemed to favor a certain posture or body position, such as sitting or lying on the floor [ 15 ]. These contradictory findings might indicate that which position to adopt while studying should come down to personal preference and what feels most comfortable to each student. The present study also found that high achievers are more likely to prefer studying early in the morning (OR = 1.3, P  = 0.28). The authors did not find similar studies investigating this same association in the literature. However, mornings might allow for more focused studying with fewer distractions, which has been shown to be associated with higher achievement in medical students [ 3 , 15 , 33 ].

Our study also found that 39.5% of the academically successful students reviewed pre-work or went through the material before they were taught it (OR = 1.08, p  = 0.75), and 25% were neutral. Similar findings were reported in other studies, showing that academically successful students prepared themselves by doing their pre-work, watching videos, and revising slides [ 3 , 9 , 34 ]. Our study showed that 75% of high-achieving students tend to listen attentively to the lecturer (OR = 1.2, p  = 0.48). Al Shawa et al. found no significant differences between the high achievers and low achievers when talking about attending lectures [ 15 ]. This could be due to the quality of teachers and the environment of the college or university.

Regarding the relationship between memorizing and revising with high and low GPA students, the present study found that students who study lectures daily are more likely to score higher than those who do not (OR = 1.4, p  = 0.16). This finding is consistent with other studies [ 3 , 19 , 35 ]. For skimming lectures beforehand, an appreciable agreement was noted by high GPA students (62.1%), while only (42%) of low GPA students agreed to it. Similarly, previous published studies also found that highlighting and reading the content before memorization were both common among high-achieving students [ 15 , 36 ]. Furthermore, the present study has found recalling what has just been memorized to be statistically significantly associated with high GPA students (OR = 1.83, p  = 0.05). Interestingly, we could not find any study that investigated this as an important factor, which could be justified by the high specificity of this question. Besides, when it comes to writing down/speaking out what has just been memorized, our study has found no recognizable differences between high-achieving students (75%) and low-achieving students (69%), as both categories had remarkably high percentages of reading and writing while studying.

The present study has found no statistical significance between regularly revising the lectures and high GPA ( p  > 0.05), unlike the study conducted by Deborah A. Sleight et al. [ 37 ]. The difference in findings between our study and Deborah A. Sleight et al. might be due to a limitation of our study, namely the similar backgrounds of our participants. Another explanation could be related to curricular differences between the institutions where the two studies were conducted. Moreover, a statistically significant correlation between not preferring the data being presented in a written form instead of a graphical form and high GPA scores have been found in their study ( p  < 0.05). However, a study conducted by Deborah A. Sleight et al. indicated that 66% of high achievers used notes prepared by other classmates compared to 84% of low achievers. Moreover, their study showed that only 59% of high achievers used tables and graphs prepared by others compared to 92% of low achievers. About 63% and 61% of the students in their study reported using self-made study aids for revision and memory aids, respectively [ 37 ].

The present study also examined the effects of smoking and chronic and mental illness, but found no statistical significance; the majority of both groups responded by denying these factors’ presence in their life. A similar finding by Al Shawwa et al. showed no statistical significance of smoking and caffeine consumption between low GPA and high GPA students [ 15 ]. We hypothesize that our findings occurred due to the study’s broad approach to examining such factors rather than delving deeper into them.

High-achieving students’ habits and factors contributing to their academic achievement were explored in the present study. High-achieving students were found to be more motivated and socially supported than their peers. Moreover, students who attended lectures, concentrated during lectures, studied early in the morning, prepared their weekly schedule, and studied more when exams approached were more likely to have high GPA scores. Studying techniques, including skimming before memorizing, writing what was memorized, active recall, and consistent revision, were adopted by high-achievers. To gain deeper insight into students’ strategies, it is recommended that qualitative semi-structured interviews be conducted to understand what distinguishes high-achieving students from their peers. Future studies should also explore differences between public and private university students. Additionally, further research is needed to confirm this study’s findings and provide guidance to all students. Future studies should collect a larger sample size from a variety of universities in order to increase generalizability.

Limitations and recommendations

The present study has some limitations. All the study’s findings indicated possible associations rather than causation; hence, the reader should approach the results of this study with caution. We recommend in-depth longitudinal studies to provide more insight into the different study habits and their impact on academic performance. Another limitation is that the research team created a self-reported questionnaire to address the study objectives, which carries a potential risk of bias. Hence, we recommend conducting interviews and having personal encounters with the study’s participants to reduce the risk of bias and better understand how different factors affect their academic achievement. A third limitation is that the research team only used the GPA scores as indicators of academic achievement. We recommend conducting other studies and investigating factors that cannot be solely reflected by the GPA, such as the student’s clinical performance and skills. Lastly, all participants included in the study share one background and live in the same environment. Therefore, the study’s findings do not necessarily apply to students who do not belong to such a geographic area and point in time. We recommend that future studies consider the sociodemographic and socioeconomic variations that exist among the universities in Saudi Arabia.

Availability of data materials

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Abbreviations

Grade Point Average

King Saud University

Institutional review board

Statistical package for the social sciences

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The Role of Visual Abstracts in the Dissemination of Medical Research

Beverley c. millar.

1 School of Medicine, Dentistry and Biomedical Sciences, The Wellcome-Wolfson Institute for Experimental Medicine, Queen’s University, 97 Lisburn Road, Belfast BT9 7BL, Northern Ireland, UK

2 School of Biomedical Sciences, Ulster University, Cromore Road, Coleraine, BT52 1SA

3 Northern Ireland Public Health Laboratory, Belfast City Hospital, Lisburn Road, Belfast, Northern Ireland, BT9 7AD, UK

Michelle Lim

4 James Cook University Hospital, Marton Road, Middlesbrough, TS4 3BW, UK

Medical research within the UK has continued to grow, most notably during the COVID-19 pandemic over the last two years, which highlights the importance of disseminating relevant research findings. For all researchers involved in clinical trials and scientific research, the end goal of success is not completed following the publication of the research findings, but ultimately true impact and significance is achieved when such research has a role in developing clinical practice. Each year between 2.5 - 3 million scientific papers are published and the number continues to rise, therefore it is becoming increasingly difficult to ensure that published research has such a targeted impact as it must first get noticed. Increasing time commitments result in difficulties for clinicians keeping up-to-date with the current literature and in order to address this, journals and researchers have developed approaches to share peer-reviewed research with the wider research community in an effective and efficient manner. One such approach has been the introduction of the visual abstract which comprises of an infographic style format, coupled with a shortened, limited word summary of the research abstract detailing the key question, methodology, findings and take home message of the research study. The visual abstract has characteristics which enable it to be shared on social media platforms and in turn increase the interest and impact within the research community. Visual abstracts are being increasingly introduced within medical journals and organisations to help disseminate valuable research findings. This review focuses on visual abstracts, what they are, their history, structure and role within research dissemination and medical education.

INTRODUCTION

“If a tree falls in a forest and no one is around to hear it, does it make a sound?” (Henriksen and Mishra, 2019) 1

The ultimate goal of medical research is to have impact on clinical practice and as reported by the National Institute for Health Research, “ clinically research-active hospitals have better patient care outcomes ”. 2 However, increasing numbers of high quality medical research although published, may never be disseminated, cited or read, other than by the authors, the peer-reviewers and the editor of the accepting journal, thus questioning the significance and value of such research. 1 It is therefore fundamentally important to disseminate research to a wide audience to facilitate and promote the implementation of research findings into clinical practice. 1

The impact of research, particularly in academia, has traditionally been measured quantitatively in terms of number of publications, the impact factors of journals where the research has been published, the number of citations and the h -index. 3 This form of assessment has been viewed by some as outdated and it has been suggested that the validity of the traditional form of assessment has been compromised due to a number of issues, such as, the increased numbers on author lists, the volume of papers published, self-citations, extensive reference lists and papers published in high impact journals by common groups of authors 3 . More recently, due to the advancements in digital technology, additional complementary research evaluation, attention and dissemination metrics have been introduced by institutional repositories and journal websites, such as Altmetric 4 and PlumX Metrics 5 . These metrics aim to provide a more comprehensive indication of the impact of research outputs, within the online environment and complement the traditional bibliometrics. 6 These additional indices reflect digital footprints and provide a more comprehensive overview of the interest that the published research has had in terms of citations including clinical, patent and policy documents, usage, captures, mentions and social media 6 . Currently, however, traditional citation bibliometrics still remain the most recognised for impact evaluation of peer-reviewed publications and researcher activity within academia.

Irrespective of which bibliometrics are favoured, it is important that for peer-reviewed published research to have educational or clinical impact such research must be first noticed and subsequently read by the appropriate and varied target communities within research, education, government as well as healthcare policy makers and discipline specific groups providing guidelines.

“ What information consumes is rather obvious: it consumes the attention of its consumers. Hence a wealth of information creates a poverty of attention and a need to allocate that attention efficiently among the overabundance of information sources that might consume it .” (Simon, 1971) 7

The concept of attention and various aspects of attention have been discussed and researched extensively amongst psychologists for centuries 8 , however with the ever increasing demands on individuals’ time, attention is currently globally seen as a valuable commodity which is required to be captured. The term “ attention economy ” was originally devised in 1971 by the psychologist, economist and Nobel Laureate, Herbert Alexander Simon, who believed that an abundance of information would result in the consumption of attention 7 . Attention economy is not only important to organisations and business but also to publishers and authors of clinical and scientific research. Investment must be given to design approaches to capture the attention of readers and other researchers to facilitate the communication of research findings to key stakeholders whether that be service users, multidisciplinary healthcare teams or other researchers, by a variety of dissemination approaches to ensure attention and understanding in a resourceful manner 9 .

It is astonishing with how little reading a doctor can practice medicine, but it is not astonishing how badly he may do it. (Osler,1904) 10 .

It is essential that all clinicians, healthcare staff, researchers and students, can adapt and draw upon the current research knowledge to deliver safe, quality evidence based-practice for patient care and successful outcomes 11 . Developments within medicine are constantly and rapidly evolving and it is common practice to consult clinical journals to keep informed of recent research and reflect on such literature, which could impact or change clinical practice. Reviewing and reflecting on current medical literature, not only in relation to specific speciality disciplines, but in general terms, contributes to personal learning and continuing professional development in terms of keeping knowledge skills up-to-date, as well as identifying centres of excellence which could potentially be sources of clinical guidance in the future 11 , 12 . Importantly, the construction of clinical practice guidelines is built upon a solid evidence-base by systematic review of the published literature. 13 It has been calculated that the growth in publication outputs from scientific research in the field of Life Sciences has an annual growth rate of 5.07% and a doubling time of 14 years 14 . The time required to navigate through the oceans of articles published each month, filter and subsequently read, result in individuals facing challenges of how to allocate their time to focus on the articles which are significant in terms of their personal interests and those whose findings could impact on their clinical practice. As such, recently a variety of strategies have been documented to keep abreast with such medical literature through journal surveillance, manuscript review, rounds/seminars, amongst other approaches 11 .

‘With half an hour’s reading in bed every night as a steady practice, the busiest man can get a fair education before the plasma sets in the periganglionic spaces of his grey cortex’ (Osler, 1909) 15 .

Visual abstracts are a communication approach increasingly being used by authors and journals to stimulate selective attention and disseminate research findings to a broad audience both within and outside the readership of a particular journal in a concise manner and shared via social media. 16 Such image-focused summaries provide clinicians and researchers with a snapshot of current research findings and help guide which articles to select for further in-depth examination, whether for educational or research purposes. Visual abstracts, what they are, their history, role and structure are discussed in this article to complement their introduction within the Ulster Medical Journal .

THE PURPOSE OF VISUAL ABSTRACTS

“Visualisation lays the foundation of new modes of thought and dissemination of scientific ideas and information” (Ostergren, 2013) 17

Visualisation of key research outcomes offers the advantage of using a common language, thereby permitting global dissemination in a format which is accessible and understandable. 17 , 18 Such visual representations not only improve memorability in comparison to verbal representation but also help to persuade the viewer to examine the research in greater depth by retrieving the article. 17 , 18 The routine use of visualisation to communicate research findings not only allows scientists to develop competency in relation to visual literacy skills but more importantly, leads to the enhancement of cognition by means of visual thinking. 17 , 18

Nearly six years ago, Professor Andrew Ibrahim, Creative Director of Annals of Surgery , wished to improve how researchers could disseminate their research findings visually and the result was the introduction and sharing by the journal of the first visual abstract in July 2016 via social media using the hashtag #VisualAbstract. 19 The concept of visual representations of scientific research findings was not novel as many journals since the 1980s have used other visual formats such as central illustrations and graphic summaries to convey such information. Central illustrations and graphic summaries are used to convey the primary message or the most important findings detailed in a paper by means of a single illustration or graphical image. Unlike visual abstracts, they do not contain any details on methodology and generally appear at the end of the paper or at the end of the results section, the beginning of the discussion or as a thumbnail linked to the article. 20 In contrast, a visual abstract is generally presented at the beginning of the article after the scientific abstract. The purpose of the unique layout of the visual abstract is to provide a visual summary of research studies using visual icons in a format where scientific abstract meets infographic. Historically visual abstracts have used single or dual coloured icons and a limited text to convey the main outcomes of studies accompanied with a citation to the full article and credit to the visual abstract constructor. 21 The purposes of the visual abstracts are multi-fold namely to (i) assist readers scan recent research articles to acquire a flavour and comprehension for what is new and current in clinical research, (ii) engage and entice the reader to retrieve and read complete articles, which is fundamentally important prior to changing or influencing decisions relating to clinical practice 19 , 21 , (iii) promote a deeper engagement and discussion regarding the study findings 21 , (iv) help facilitate the establishment of scientific communities 22 , (v) increase a broader readership and (vi) provide a preview output which lends itself to dissemination particularly via social media. Since 2016, over one hundred medical journals and organisations, initially many nephrology and surgical journals and subsequently other various specialisms, including, but not limited to, the New England Journal of Medicine , The British Medical Journal, Stroke, Academic Psychiatry, Medical Education and JAMA Open , have adopted visual abstract formats, with several journals including Bone and Joint Research and the British Journal of Sports Medicine , dedicating sections to this aspect. 23 Some examples of the varied visual abstract designs are shown in Figure 1 .

(A) Taken from Costa RLD, Sória TC, Salles EF, Gerecht AV, Corvisier MF, Menezes MAM, et al. Acute kidney injury in patients with Covid-19 in a Brazilian ICU: incidence, predictors and in-hospital mortality. J Bras Nefrol . 202; 43(3) :349-358, under a Creative Commons Attribution (CC BY) License. ( https://creativecommons.org/licenses/by/4.0/deed.en ). 24

(B) Taken from Abbar M, Demattei C, El-Hage W, Llorca PM, Samalin L, Demaricourt P, et al. Ketamine for the acute treatment of severe suicidal ideation: double blind, randomised placebo controlled trial. BMJ . 2022 Feb 2; 376 :e067194, under a Creative Commons Attribution-Non-Commercial (CC BY-NC 4.0) License ( http://creativecommons.org/licenses/by-nc/4.0/ ). 25

(C) Taken from Tummalapalli SL, Mendu ML, Struthers SA, White DL, Bieber SD, Weiner DE, et al. Nephrologist Performance in the Merit-Based Incentive Payment System. Kidney Med . 2021; 3(5) :816-826.e1, under a Creative Commons Attribution-NonCommercial-NoDerivs (CC BY-NC-ND) License. ( https://creativecommons.org/licenses/by-nc-nd/4.0/ ). 26

(D) Visual Abstract used in conjunction with the full article by Ali B, Jiang Y, Agbim U, Kedia SK, Satapathy SK, Barnes M, et al. Effect of opioid treatment on clinical outcomes among cirrhotic patients in the United States. Clin Transplant . 2020; 34(6) :e13845. 27

RESOURCES AND SKILLS TO PREPARE A VISUAL ABSTRACT

There is much variation in the style and structure of visual abstracts currently shared on social media and as such, journals have provided guidelines to help standardise these outputs based on current published evidence to ensure consistency and validity of the visual abstracts associated with their journal. There are three main valuable resources which help guide in the construction of a visual abstract and which have been consulted when designing the templates for use in the Ulster Medical Journal , namely (i) Visual Abstract Primer (edited by Andrew Ibrahim) 21 which covers topics such as creating a visual abstract and leveraging a visual abstract for dissemination, (ii) Andrew Ibrahim’s Guidelines to Standardise Visual Abstracts for Scientific Research 19 and (iii) Michelle Lim’s short course on designing and the design process of visual abstracts. 28 The guidance detailed below and in Figure 2 and Figure 3 has been taken from these three resources.

The top ten tips for preparing an effective visual abstract

Key resources relating to the preparation of visual abstracts

In order to prepare an effective and informative visual abstract, it is not essential to use costly and complicated illustrative software or to possess extensive artistic or graphic design skills. It is important however, to be able to condense information and represent such information logically and coherently into three main sections encompassing the methodology, the main findings and conclusions of the research study. Additional skills which are required include creativity in thought of how to represent these findings using visual icons and the ability to organise information into bite size sections. 28

VISUAL ABSTRACT STRUCTURE

PowerPoint is the preferred digital tool to construct visual abstracts and used extensively by numerous journals and as such, the UMJ have prepared PowerPoint templates which will be used when visual abstracts accompany clinical papers. All template formats consist of four main areas as detailed below and examples of visual abstracts relating to previous articles published in the UMJ are shown alongside their paired scientific abstract, which is the primary source of the most important content prioritised in the visual abstract ( Figures 4 - ​ -6). 6 ). Details relating to the four areas of the visual abstract are detailed below and general guidelines are provided in Figure 2 .

Paired (a) written abstract and (b) visual abstract of a clinical paper previously published in the Ulster Medical Journal entitled “Antibiotic Prophylaxis Protocols and Surgical Site Infection Rates in Trauma Surgery” . 29

Paired (a) written abstract and (b) visual abstract of a clinical paper previously published in the Ulster Medical Journal entitled “Diagnostic accuracy of ultrasound in the paediatric population with acute right iliac fossa pain, our District General Hospital experience” . 31

Central to the construction of a visual abstract which is aesthetically pleasing and which contributes to promoting attention and further cognitive pursuit, is to ensure that its individual elements are discernible and there is a clear relationship between these sections with a logical flow. 17 , 18 Research has suggested several key tips to ensure that there is a minimum pressure on the working memory namely by minimising clutter, avoidance of prolixity and information overload and ensuring that images and text are germane to the key messages which need to be conveyed. 18

4a WRITTEN ABSTRACT

Introduction.

Prophylactic antibiotics have been shown to reduce the rate of surgical site infection (SSI), however there is little evidence supporting the effectiveness of one antibiotic over another. We have studied SSI rates and antibiotic prophylaxis protocols in Northern Ireland trauma surgery over a 10-year period to identify the most effective antibiotic protocol associated with lowest rate of SSI.

Antibiotic prophylaxis protocols from 2004-2014 were sought from each of the region’s 4 trauma hospitals and their dates of introduction recorded. For the same period, the number of trauma procedures carried out quarterly and the number of SSIs were recorded for each hospital from the return of prospectively collected SSI surveillance forms.

26849 trauma procedures were included with an overall SSI rate of 1.34% (95% Confidence interval [CI] 1.21 to 1.49). Single dose flucloxacillin (2 grams) with single dose gentamicin (3mg/kg) was the most commonly used protocol used in 3 different hospitals for a combined 13.5 years covering 11445 procedures. The SSI rate was 0.72% (95% CI 0.58-0.89). Triple dose cefuroxime (1.5 grams) was used in 2 different hospitals for a combined 10 years covering 8864 procedures. The SSI rate for this regime was 2.46% (95% CI 2.16-2.80). Single dose cefuroxime (1.5 grams) was used in 2 different hospitals for a combined 8 years covering 6540 procedures. The SSI rate was 0.92% (95% CI 0.71-1.18).

In this prospective observational cohort study prophylaxis using flucloxacillin and gentamicin was associated with the lowest SSI rate. Single dose cefuroxime was associated with a lower rate of SSI compared to triple dose (p<0.001). Identification of antibiotic regimes associated with the lowest SSI rates will promote the judicious use of antibiotics, improve antibiotic stewardship while allowing for continued benefit in the prevention of SSI in an era of ever-increasing antibiotic resistance.

4b VISUAL ABSTRACT

5a written abstract.

The delivery of cataract surgery during the COVID-19 pandemic is challenging because of the risk of nosocomial SARS-CoV-2 infection when patients attend hospital for elective care. In order to ascertain the risk to patients awaiting cataract surgery, this study aimed to identify the presence of systemic comorbidities that are associated with a high risk of severe disease or death due to COVID-19.

A prospective study of 315 patients (630 eyes) was conducted from 3rd June to 31st July 2020. An electronic health record was used to identify any systemic comorbidities that would render a patient ‘clinically extremely vulnerable’ to COVID-19, as outlined by the Department of Health for Northern Ireland. Patient demographics, best-corrected visual acuity (VA) and risk of postoperative anisometropia were also recorded.

The median age of patients awaiting cataract surgery was 76 years (range 22-97). Of the 315 patients, 72% were aged over 70 and 16% were aged over 85. A systemic comorbidity that would confer high risk status was identified in 21% of patients. This high risk status was attributable to severe respiratory disease, cancer, and immunosuppression therapies in the majority of cases. The high risk group were younger than those deemed non-high risk, but there were no significant differences with respect to gender, anticipated degree of surgical difficulty, VA, or whether the patient was undergoing first or second eye surgery. Of those patients awaiting first eye cataract surgery, the mean VA in the listed eye was 0.84 logMAR and 39% (70/179) had a VA <0.3 logMAR (6/12 Snellen acuity) in their fellow eye. 57% of patients were awaiting first eye surgery, and 32% of those patients would be at risk of symptomatic anisometropia postoperatively.

One-fifth of patients awaiting cataract surgery were found to be at high risk of severe disease or death from COVID-19 and these patients may experience delays in their surgical care. Additional planning is required in order to minimise the morbidity associated with delayed cataract surgery.

5b VISUAL ABSTRACT

Paired (a) written abstract and (b) visual abstract of a clinical paper previously published in the Ulster Medical Journal entitled “Surgical planning during a pandemic: Identifying patients at high risk of severe disease or death due to COVID-19 in a cohort of patients on a cataract surgery waiting list” . 30

6a WRITTEN ABSTRACT

This project aimed to evaluate the role of ultrasound scan (USS) in children presenting with acute onset right iliac fossa (RIF) pain and suspected appendicitis

We retrospectively studied 100 consecutive children undergoing USS for RIF pain. Children with low to moderate clinical probability of appendicitis were seen by the surgical team and subsequently underwent USS by a radiologist or a sonographer with a special interest in paediatric USS. The clinical findings, blood tests, and radiological diagnosis led to a decision to operate, observe or discharge. USS findings were subsequently verified with the final histology. The six-month follow-up data of these patients were also analysed.

35 males, median age of 11 years (range 4-17), and 65 females, median age of 14 years (range 6-18) were included. A total of 23 appendicectomies were performed. On histology appendicitis was confirmed in 20, including 16 pre-operatively diagnosed on USS. 6 of these appendicectomies were performed on clinical suspicion with normal USS. 1 patient was diagnosed with neuroendocrine tumour of the appendix. Only 2 negative appendicectomies were performed. 62 patients were discharged without intervention. USS sensitivity was 74%, and specificity was 92% for appendicitis. An additional 16 patients were identified with alternate pathology including 5 ovarian cysts.

Appendicitis was more common in male patients; however, there was no difference in overall disease prevalence in male or female paediatric patients. Thus, USS is a valuable tool to exclude appendicitis in children with low to moderate probability.

6a VISUAL ABSTRACT

Area 1: title.

In order to gain the readers’ initial attention and provide a clear context for the research study, it is recommended that the title should be framed as a question, rather than the same title of the original article. In other words, what question did the study set out to address?

AREA 2: METHODS & COHORT

To ensure that the quality of the evidence, the research design should be described e.g., randomised controlled trial, retrospective cohort study, in vitro study, etc., and the time frame and any follow-up periods should be stated.

AREA 3: FINDINGS

The findings or outcomes of studies are varied and as such it is difficult to definitively state how this section should be formatted. It is important to think of the findings as discrete points and in the case of most studies, short comparative phrases can be included in text box headings, relating to each end point evaluated. Numeric values should be provided for each of the findings detailed including units and values relating to statistical significance, as this will not only highlight the validity of the research findings but also allow readers to interpret the findings themselves.

AREA 4: CONCLUSION/TAKE HOME MESSAGE

It is important that the conclusion aligns with the question in the title and the key take home message the authors wish to convey. Although the original article may have numerous outcomes, it is important to select between one to three main take home messages. Stating numerous outcomes may distract from the key message which the authors wish to convey. It is important, that the primary outcome of the study is presented to minimise reporting conclusions which are not intentionally or non-intentionally biased.

On a cautionary note, although the primary aim of a visual abstract is to present research findings clearly in a simplified manner, if over simplified the outcomes could be potentially misleading with respect to the strength and significance of the study. Furthermore, due to space limitations, authors may only focus on the positive outcomes of the study and overlook findings which were not significant, inconclusive or negative. The visual abstract should be a true reflection of the manuscript content and that they are not used to promote authors’ own biases or self-promotion which in turn could impact on research groups’ credibility. 17 It is therefore important that where visual abstracts are a formal adjuvant published alongside the peer-reviewed article, that they are included in the peer-review process to ensure validity and quality, prior to the dissemination.

THE PREPARATION OF ICONS

Icons, are graphical interphases which have meaning and have the ability to rapidly convey information which can be remembered effortlessly. 32 Icons, are a central to the preparation of an engaging and successful visual abstract as they have the potential to draw the attention of the reader and in turn enhance their understanding and visual learning of the content displayed. 32 Studies involving eye trackers to measure visual attention and subjective evaluations have shown that the composition of icons and backgrounds have an effect on user’s attention to the viewed icons with solid single colour icons composed of planes resulting in greater fixation, in terms of duration and frequency, as well as subjective evaluation of attention compared to line-based icons, which appear as outlined figures. 32 It is therefore recommended that solid fill icons are the preferred format of icons used in visual abstracts. When choosing icons the use of 2-D icons is advised for clarity as 3-D icons may distract the reader and clutter the visual abstract. Where possible chose .svg or .emf formats as these can be re-coloured in packages such as PowerPoint.

As a rule of thumb, one icon should be used to illustrate one key point. Icons used should be free of copyright restrictions and negate the requirement for attribution and such sources which are freely available include PowerPoint and Pixabay ( https://pixabay.com/ ). The Noun Project ( https://thenounproject.com/ ) offers an extensive catalogue of over two million icons, however the use of icons without attribution requires a small yearly payment, although educator and student licences are available with a discount. Flaticon ( https://www.flaticon.com/ ) is a valuable resource for coloured icons which is free to use with attribution and without attribution with associated costs.

DISSEMINATION OF VISUAL ABSTRACTS

Visual abstracts have a propensity to be shared and disseminated using social media platforms such a Twitter, Facebook, LinkedIn and Research Gate and in turn encourage the full articles to be downloaded. 33 Twitter as of the January 2022 has 396.5 million users with 206 million daily active users. 34 This social media platform permits the “tagging” of organisations, fellow researchers and educators, who may be interested in the research topic and tweets or posts encompassing visual abstracts which have been advocated to encourage engagement with the research studies. The twitter platform has been described as shifting the dissemination of research from a “pull” model i.e., requiring individuals to search for research articles themselves to a ”push model” which translates to researchers actively transmitting information in a more direct approach to potentially interested audiences. 35 A recent article in the Journal of Urology which has published visual abstracts since 2016, reported visual abstract tweets significantly improved overall reader engagement by 65%, compared to tweets without visual abstracts. 36 This finding highlights the potential positive impact that the sharing of visual abstracts via Twitter may have in terms of subsequent citations, as it has been previously concluded from a systematic review, on the use of Twitter by medical journals, that using such social media communication improves citation based and alternative bibliometrics for academic medical journals when used in combination with strategies such as tweeting titles, links to articles, infographics or podcasts. 37 The Journal of the American Geriatrics Society has also examined the dissemination of research articles via social media and compared standard tweets correlating to published articles with tweets that also contained a visual abstract. Interestingly, the standard tweet received 24,984 impressions (i.e. times content was displayed) and 17 tweets (posts) and 36 likes over a period of eight days, whereas the visual abstract tweet received 168,447 impressions, 81 tweets and 100 likes over four days, highlighting a wider interest. 38 Numerous other studies have reported a similar significant greater research dissemination, social media engagement and clicks on links to the full articles, particularly by healthcare professionals, further emphasising the need for open access journals to capitalise on this increase in footfall. 16 , 39 , 40 These findings highlight the potential that visual abstracts have in disseminating research when used in conjunction with social media and the impact that this communication combination approach has on audience engagement, the alternative bibliometrics relating to impact of research publications as well as academic citation. 38 , 41

OTHER USES OF VISUAL ABSTRACTS WITHIN MEDICINE

Education, journal clubs, scientific conferences.

Social media as a platform for electronic communication within medical education has been thrust into the use of alternative approaches to aid in building educational online communities during the COVID-19 pandemic. 42 Such digital sharing of education information, including visual abstracts has provided valuable approaches to increase the reach of research articles within disciplines as recently reported in surgical education. 43

The use of visual abstracts in conjunction with social media has not been limited to their formal publication alongside the full journal article. As healthcare professionals have indicated that they have a preference for visual infographic formats rather than conventional written abstracts when communicating via social media and when viewing online journals, 44 it is not surprising that visual abstracts have been used as educational tools within journal clubs and rounds. Presenting and sharing visual infographics has been shown to engage and enhance understanding as assessed by comprehension and recall when used in a weekly orthopaedic journal club. 45 - 47 Medical Schools have promoted the use of visual abstracts in education programmes to share and showcase educational innovation and scholarship by means of a visual abstract poster format thereby permitting presenters to have more time to engage in interactive discussion with interested individuals. 48

Conferences have used visual abstracts to covey the current research has highlighted by The World Congress of Nephrology (WCN) which is an annual scientific, educational, and networking meeting of the International Society of Nephrology. 49 Recently the 2021 The Developing Excellence in Medical Education Conference (DEMEC) offered two mechanisms for authors to present their posters on a virtual platform either in the form of a visual abstract or a pre-recorded translational talk about their abstract in a “pitch” format. 50

Live visual abstracts coupled with tweeting have started to trend at conferences to promote the central messages from presentations freely to a wider audience. Such live visual abstracts have the potential to increase the visibility of the conference as well as the presenters and their research. 51

Key guidance for those who wish to use visual abstracts in this manner has been prepared within the Visual Abstract Primer (edited by Andrew Ibrahim). 51 The use of visual; abstracts were examined during an annual conference of Association of Vascular Access & inTerventionAl Renal Physicians (AVATAR 2018). 52 The findings of this study indicated that such live visual abstracts tweeted using the handle #LiveVisualAbstract received significantly more impressions and engagements than other popular media tweets which covered the same session. 52 This highlights the potential that this approach can have on delivering information to a wide audience to encourage discussion online and enhancing medical education.

Visual abstracts have been predominantly constructed for and shared with the scientific research community, however more recently, a similar visual abstract format has been used to raise public, policy makers, news and media outlets awareness of important research findings. One such example is the Centers for Disease Control and Prevention journal, The Morbidity and Mortality Week Report (MMWR), which publishes current research related to important public health issues. 53 Such visual abstracts are more akin to lay or plain language summaries and although not the focus of this review may offer an informative visual communication route between patients and healthcare providers ( Figure 7 ).

An example of a visual abstract for the lay community published by the Centers for Disease Control and Prevention journal in relation to the published article by McKnight-Eily LR, Okoro CA, Turay K, Acero C, Hungerford D. Screening for Alcohol Use and Brief Counseling of Adults - 13 States and the District of Columbia, 2017. MMWR Morb Mortal Wkly Rep. 2020 Mar 13;69(10):265-270. 53 , 54

CONCLUSIONS

We live in a society where communication and information rely on embedded visual imagery. As researchers, the communicative power of visual abstracts, particularly when used in conjunction with social media, should be harnessed to disseminate research findings. Although not a replacement for the full article, visual abstracts act as a “taster” to entice a wide audience to examine, retrieve and read the full article in greater depth. Visual abstracts may be used to highlight current research findings and promote individual researchers and research groups through a variety of mechanisms. The primary formal approach is by means of independent review and inclusion alongside the peer-reviewed manuscript in the accepting journal, which is increasingly being used as a communicating strategy and subsequently shared on social media platforms. A less formal use of visual abstracts, is through journal clubs, blog posts and conference highlights providing educational value and personal knowledge development, as well as offering a mechanism and encouragement of discussion and debate. As the Ulster Medical Journal embarks on its visual abstract journey, it is intended that these will enhance interest in the published articles, increase awareness of the valuable research published in this journal and help to stimulate discussions and collaborations within medical research locally, nationally and internationally.

UMJ is an open access publication of the Ulster Medical Society ( http://www.ums.ac.uk ).

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Seventh annual research meeting of the noguchi memorial institute for medical research: viral infections, john k. odoom, belinda lartey, eric kyei-baafour, joseph h.k. bonney, kwadwo a. kusi, michael ofori, dziedzom k. de souza, george armah, dorothy yeboah-manu.

Viral infections, ranging from the common cold to severe illnesses like HIV/AIDS, Ebola, and SARS-CoV-2, are a major public health concern. The Noguchi Memorial Institute for Medical Research (NMIMR) has a comprehensive research program on viral diseases. During the seventh annual research meeting (ARM), presentations highlighted NMIMR's role in Ghana's preparedness for epidemic-prone diseases, national surveillance, and policy support. NMIMR hosts several key centres, including the National Influenza Centre and the Regional Reference Laboratories for Polio and Rotavirus. During the COVID-19 pandemic, NMIMR established Ghana's first testing facility and expanded testing capacity through training and novel methodologies like sample pooling. The Institute has tested hundreds of thousands of samples and conducted genomic sequencing to track SARS-CoV-2 variants. NMIMR's polio laboratory, the WHO Regional Reference Lab for Africa, processes samples from several West African countries. The lab's genomic sequencing has been crucial for tracking poliovirus and informing immunisation strategies. The institute also plays a key role in monitoring viral hemorrhagic fevers (VHF), and diagnosing diseases like Lassa fever, yellow fever, and Marburg. NMIMR's research and surveillance efforts have been pivotal in shaping Ghana's response to viral diseases, ensuring timely diagnosis, effective outbreak management, and informed policy-making.

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