Narrative Empowerment for Medical Students in Narrative Medicine Education in Public Health Crises / 中国医学伦理学

Narrative competence is one of the factors to reflect humanistic literacy of doctors and nurses. According to the advice of many experts, the narrative competence should be improved from the stage of medical students through the two major tools including close reading of text and reflective writing. Based on the background of prevention and control of COVID-19 outbreak, this paper aimed to clarify the focus and methodology of close reading and reflective writing, that was, close reading was supposed to focus on the analysis of disease metaphors in classic literature and narrative function in clinical works and realism works, and writing tended to focus on the the differentiation of writing purpose and the writing guidance in different texts. The proper guidance plus solid training in close reading and writing will definitely lay a strong foundation for medical students in achieving humanistic quality.

Artificial intelligence ChatGPT in ophthalmology and scientific writing / 国际眼科杂志(Guoji Yanke Zazhi)

ChatGPT is a large language models(LLMs)that uses deep learning techniques to produce human-like responses to natural language inputs. It belongs to the family of generative pre-training transformer(GPT)models currently publicly available developed by OpenAI in November 2022. ChatGPT is capable of capturing the nuances and intricacies of human language, generating appropriate and contextually relevant responses. It can assist medical professionals in various tasks, such as research, diagnosis, patient monitoring, and medical education, from identifying research programs to assisting in clinical and laboratory diagnosis, to know new developments in their fields and scientific writing. ChatGPT has also attracted increasing attention and widely used in ophthalmology. However, the use of ChatGPT and other artificial intelligence tools in such tasks comes now with several limitations, ethical and legal concerns, such as credibility, plagiarism, copyright infringement, and biases. Future research can focus on developing new methods to mitigate these limitations while harnessing the benefits of ChatGPT in medicine and related aspects.

Referentes teóricos sobre lectura y escritura en la formación académico-investigativa de los profesionales de la salud

Introducción: La lectura y la escritura constituyen prácticas esenciales en el aprendizaje, la investigación y la comunicación científica. Objetivo: Identificar las teorías y conceptos claves sobre la lectura y la escritura universitaria apropiados para sustentar la formación académico-investigativa de los profesionales de la salud. Método: Se desarrolló una revisión bibliográfica (octubre de 2022 - abril de 2023), a partir de las siguientes fases: búsqueda de información, evaluación, análisis y síntesis. Se utilizaron palabras clave combinadas en diferentes ecuaciones de búsqueda: formación investigativa, habilidades investigativas, comunicación de la ciencia, habilidades comunicativas, lectura, escritura. Se localizaron 238 documentos; se excluyeron 131a partir de los criterios determinados. Desarrollo: Se determinaron los principales aportesen la fase de evaluación, mediante lecturas recurrentes y fichas de análisis. En la fase de análisis se elaboraron fichas de contenido con los conceptos principales, previo agrupamiento de los artículos en grupos temáticos. En la fase de síntesis se identificaron los principales enfoques teóricos. El cuerpo de ideas resultante se organiza como sigue: la lectura y la escritura en la formación académico-investigativa, literacidad y alfabetización académica, lectura y pensamiento crítico, la escritura académica y lectura y escritura en entornos digitales. Consideraciones finales: Existe suficiente respaldo teórico para sustentar la comunicación científica enla formación académico-investigativa de los profesionales de la salud. Se confirma la posibilidad de sustentar pedagógicamente la interacción comunicativa en la apropiación de información y la construcción del conocimiento en contextos disciplinares.

Introduction: Reading and writing constitute essential practices in learning, research and scientific communication. Objective: To identify the key theories and concepts about college reading and writing appropriate to support the academic-research training of health professionals. Method: A bibliographic review was developed (October 2022 - April 2023), based on the following phases: information search, evaluation, analysis and synthesis.Keywords were used combined in different search equations: research training, research skills, science communication, communication skills, reading, writing.238 documents were located;131 were excluded based on the determined criteria. Development: The main contributions were determined in the evaluation phase, through recurring readings and analysis sheets.In the analysis phase, content sheets were prepared with the main concepts, after grouping the articles into thematic groups.In the synthesis phase, the main theoretical approaches were identified.The resulting body of ideas is organized as follows: reading and writing in academic-research training, literacy and academic literacy, reading and critical thinking, academic writing and reading and writing in digital environments. Final considerations: There is sufficient theoretical background to support scientific communication in the academic-research training of health professionals.The possibility of pedagogically supporting communicative interaction in the appropriation of information and the construction of knowledge in disciplinary contexts is confirmed.

Introdução: A leitura e a escrita constituem práticas essenciais na aprendizagem, na pesquisa e na comunicação científica. Objetivo: Identificar as principais teorias e conceitos sobre leitura e escrita universitária adequados para subsidiar a formação acadêmico-pesquisadora de profissionais de saúde. Método: Foi desenvolvida uma revisão bibliográfica (outubro de 2022 - abril de 2023), baseada nas seguintes fases: busca de informações, avaliação, análise e síntese.Foram utilizadas palavras-chave combinadas em diferentes equações de busca: formação em pesquisa, habilidades de pesquisa, comunicação científica, habilidades de comunicação, leitura, escrita.Foram localizados 238 documentos;131 foram excluídos com base nos critérios determinados. Desenvolvimento: as principais contribuições foram determinadas na fase de avaliação, por meio de leituras recorrentes e fichas de análise.Na fase de análise foram elaboradas fichas de conteúdo com os principais conceitos, após agrupamento dos artigos em grupos temáticos.Na fase de síntese foram identificadas as principais abordagens teóricas.O conjunto de ideias resultante está organizado da seguinte forma: leitura e escrita na formação académica-investigadora, alfabetização e literacia académica, leitura e pensamento crítico, escrita académica e leitura e escrita em ambientes digitais. Considerações finais: Há respaldo teórico suficiente para fundamentar a comunicação científica na formação acadêmico-pesquisadora dos profissionais de saúde.Confirma-se a possibilidade de apoiar pedagogicamente a interação comunicativa na apropriação da informação e na construção do conhecimento em contextos disciplinares.

Using the Chat Generative Pre-trained Transformer in academic writing in health: a scoping review / Uso del Chat Generative Pre-trained Transformer en la escritura académica en salud: una revisión de alcance / Uso do Chat Generative Pre-trained Transformer na escrita acadêmica em saúde: uma revisão do escopo

Objective: to map the scientific literature regarding the use of the Chat Generative Pre-trained Transformer, ChatGPT, in academic writing in health. Method: this was a scoping review, following the JBI methodology. Conventional databases and gray literature were included. The selection of studies was applied after removing duplicates and individual and paired evaluation. Data were extracted based on an elaborate script, and presented in a descriptive, tabular and graphical format. Results: the analysis of the 49 selected articles revealed that ChatGPT is a versatile tool, contributing to scientific production, description of medical procedures and preparation of summaries aligned with the standards of scientific journals. Its application has been shown to improve the clarity of writing and benefits areas such as innovation and automation. Risks were also observed, such as the possibility of lack of originality and ethical issues. Future perspectives highlight the need for adequate regulation, agile adaptation and the search for an ethical balance in incorporating ChatGPT into academic writing. Conclusion: ChatGPT presents transformative potential in academic writing in health. However, its adoption requires rigorous human supervision, solid regulation, and transparent guidelines to ensure its responsible and beneficial use by the scientific community.

Objetivo: mapear la literatura científica sobre el uso del Chat Generative Pre-trained Transformer , ChatGPT, en la escritura académica en salud. Método: se trató de una revisión de alcance, siguiendo la metodología del JBI. Se incluyeron bases de datos convencionales y literatura gris. La selección de los estudios se realizó previa eliminación de duplicados y evaluación individual y en pares. Los datos se extrajeron basándose en un guión elaborado y se presentaron en un formato descriptivo, tabular y gráfico. Resultados: el análisis de los 49 artículos seleccionados reveló que ChatGPT es una herramienta versátil, que contribuye a la producción científica, descripción de procedimientos médicos y elaboración de resúmenes alineados con los estándares de las revistas científicas. Se ha demostrado que su aplicación mejora la claridad de la redacción y beneficia áreas como la innovación y la automatización. También se observaron riesgos, como la posibilidad de falta de originalidad y cuestiones éticas. Las perspectivas futuras resaltan la necesidad de una regulación adecuada, adaptación ágil y búsqueda de un equilibrio ético en la incorporación del ChatGPT a la escritura académica. Conclusión: ChatGPT presenta un potencial transformador en la escritura académica en el área de la salud. Sin embargo, su adopción requiere una supervisión humana rigurosa, una regulación sólida y directrices transparentes para garantizar su uso responsable y beneficioso por parte de la comunidad científica.

Objetivo: mapear a literatura científica referente ao uso do Chat Generative Pre-trained Transformer , ChatGPT, na escrita acadêmica em saúde. Método: tratou-se de uma revisão de escopo, seguindo o método do JBI. Foram incluídas bases de dados convencionais e literatura cinzenta. A seleção dos estudos foi realizada após a remoção de duplicatas e avaliação individual e em pares. Os dados foram extraídos com base em um roteiro elaborado, e apresentados de forma descritiva, tabular e gráfica. Resultados: a análise dos 49 artigos selecionados mostrou que o ChatGPT é uma ferramenta versátil, que contribui para a produção científica, descrição de procedimentos médicos e elaboração de resumos alinhados aos padrões das revistas científicas. Sua aplicação melhorou a clareza da redação e beneficia áreas como inovação e automação. Também foram observados riscos, como a possibilidade de falta de originalidade e questões éticas. Perspectivas futuras destacam a necessidade de regulamentação adequada, adaptação ágil e busca por um equilíbrio ético na incorporação do ChatGPT na escrita acadêmica. Conclusão: o ChatGPT apresenta um potencial transformador na escrita acadêmica na área da saúde. Contudo, sua adoção requer supervisão humana rigorosa, regulamentação sólida e diretrizes transparentes para garantir seu uso responsável e benéfico pela comunidade científica.

Consejos para escribir un artículo científico. Parte 1: la práctica de la escritura / Tips for Writing a Scientific Paper: The Practice of Writing

La escritura de artículos académicos es una competencia necesaria para la difusión del conocimiento científico y para el desarrollo profesional de quienes trabajan en diversas disciplinas. Sin embargo, a pesar de su importancia, esta habilidad compleja no suele ser enseñada en forma sistemática, lo que puede operar como una barrera para que los investigadores comuniquen los resultados de sus trabajos. En esta primera entrega, sintetizamos los principales consejos que han brindado expertos en la temática, añadiendo algunos de nuestra experiencia personal que consideramos útiles para facilitar el proceso de la escritura académica y el desarrollo de esta competencia en un contexto colaborativo. En una segunda entrega profundizaremos respecto de la problemática de la escritura de las diferentes secciones de un artículo científico y se ofrecerán consejos para optimizarla y volverla lo más eficaz posible. (AU)

Academic writing is essential for scientific knowledge dissemination and the professional development of those working in various disciplines. Yet, however important this complex skill is, it is not usually taught systematically, a fact that can act as a barrier for researchers to communicate the results of their work. In this first part, we synthesize the main tips provided by experts in the field, adding some of our personal experiences that they consider relevant to facilitate the process of academic writing and develop this skill in a collaborative context. In a second article, we will go deeper into the problem of writing the different sections of a scientific article and offer advice on ways to optimize it and make it as effective as possible. (AU)

USO DE RÚBRICAS PARA LA EVALUACIÓN DE TEXTOS ACADÉMICOS: UN DESAFÍO EN LA ENSEÑANZA DE ENFERMERÍA / USE OF RUBRICS FOR THE EVALUATION OF ACADEMIC TEXTS: A CHALLENGE IN NURSING EDUCATION

INTRODUCCIÓN: Tanto la enseñanza de la escritura como la forma en que se evalúa constituyen un desafío importante en educación superior. La utilización de estrategias evaluativas permite remediar las carencias en habilidades de escritura, al ser no solo un recurso de evaluación exhaustivo y didáctico, sino que también, una guía para el desarrollo del texto en sí mismo. OBJETIVO: Desarrollar metodologías evaluativas para mejorar los aspectos de forma y contenido en la escritura de textos académicos en Enfermería. METODOLOGÍA: el proyecto contó de tres fases que contemplaron la construcción de dos instrumentos (fase 1), su aplicación en un texto académico y respectivos ajustes (fase 2), y la evaluación de dicha aplicación (fase 3). RESULTADOS: se obtuvieron dos rúbricas de tipo analíticas conformadas por los ítems de FORMA (aspectos de escritura) y CONTENIDO (aspectos de investigación), las que fueron aplicadas tres veces al texto para evaluar su progreso, observándose mejoras en la calificación global, en coherencia y cohesión en FORMA, y marco teórico, resultados y metodología, en CONTENIDO. DISCUSIÓN: el uso de rúbricas analíticas son una herramienta muy útil a la hora de evaluar textos académicos. Son instrumentos sumamente completos pues miran el proceso como un todo, actuando no solo como una instancia evaluativa, sino que también formadora para el estudiantado, a la vez que se configuran como una guía para el desarrollo de la escritura.

INTRODUCTION: Both the teaching of writing and the way it is evaluated constitute major challenges in higher education. The use of evaluative strategies can help remediate deficiencies in writing skills by being not only an exhaustive and didactic evaluation resource, but also a guide for the development of the text itself. OBJECTIVE: Develop evaluative methodologies to improve aspects of form and content in the writing of academic texts in Nursing. METHODOLOGY: The project had three phases that considered the construction of two instruments (phase 1), their application in an academic text (thesis report) and respective adjustments (phase 2), and, finally, the evaluation of said application. RESULTS: Two analytical headings were obtained (quantitative methodology and qualitative methodology), consisting of the items of FORM (writing aspects) and CONTENT (research aspects), respectively, which were applied three times to the text to evaluate its progress. Improvements were observed in the overall rating, in the areas of coherence and cohesion in FORM, and in the theoretical framework, results, and methodology in CONTENT. DISCUSSION: Analytical rubrics are a very useful tool when evaluating academic texts. They are extremely comprehensive instruments because they look at the process as a whole, serving not only as an evaluative tool, but also as a training opportunity for students, providing a guide for the development of academic writing skills.

La voz ajena. Las prácticas de citación en el ingreso a una universidad argentina

Este artículo se propone revisar las prácticas de citación en un conjunto de exámenes realizados por estudiantes que comienzan sus carreras universitarias en una institución argentina, en particular los modos en que se construyen dos tipos de citas: las citas textuales y las citas de reformulación. Debido a las dificultades recurrentes que se observan en esta incorporación, busca categorizar estos problemas y determinar su frecuencia de aparición. El material de análisis está constituido por una muestra de ochocientos exámenes pertenecientes a dos materias iniciales que se dictaron bajo la modalidad virtual y presencial. Este estudio, por un lado, da cuenta de diversos problemas que surgen en las prácticas de citación y que involucran tanto aspectos que pueden inscribirse en el plano formal como aquellos que lo exceden. Por el otro, demuestra que la distribución de estas rupturas no son siempre equivalentes. Algunas de estas transgresiones podrían atribuirse al encuentro entre el o la ingresante con convenciones académicas ajenas a sus experiencias previas; no obstante, muchas de ellas evidencian estudiantes con escaso entrenamiento en la lectura y la escritura.

This article intends to examine the citation practices in a set of exams taken by students who begin their university careers in an Argentine institution, in particular the ways in which two types of citations are constructed: textual citations and reformulation citations. Due to the recurring difficulties that are observed in this incorporation, it seeks to categorize these problems and determine their frequency of appearance. The analysis material is made up of a sample of eight hundred exams belonging to two initial courses that were dictated under the virtual and face-to-face modality. This study on the one hand, reports on various problems that arise in citation practices and that involve both aspects that can be included in the formal level and those that go beyond it. On the other, it shows that the distribution of these ruptures is not always equivalent. Some of these transgressions could be attributed to the encounter between the first-year students with academic conventions alien to their previous experiences; however many of them show students with little training in reading and writing.

Este artigo tem como objetivo analisar as práticas de citação num conjunto de exames realizados por alunos em início de carreira universitária numa instituição argentina, em particular, as formas como são construídos dois tipos de citações: as citações textuais e as citações de reformulação. Devido às dificuldades recorrentes observadas nesta incorporação, procurase categorizar estes problemas e determinar a sua frequência de ocorrência. O material de análise é constituído por uma amostra de 800 provas de exame de duas disciplinas iniciais leccionadas online e presencialmente. Este estudo, por um lado, revela varios problemas que surgem nas práticas de citação e que envolvem tanto aspectos que podem ser inscritos no nível formal como aqueles que vão para além dele. Por outro lado, mostra que a distribuição dessas rupturas nem sempre é equivalente. Algumas dessas transgressões podem ser atribuídas ao encontro do participante com convenções académicas alheias às suas experiências anteriores; no entanto, muitas delas são evidencias de estudantes com pouca formação em leitura e escrita.

Aproximación teórica a las incoherencias grafo-corporales en los procesos de recogida de muestras en pericia caligráfica / Theoretical approach to grapho-corporal inconsistencies in the processes of sample collection in handwriting expertise / Abordagem teórica das inconsistências grafo-corporais nos processos de coleta de amostras em perícias de caligrafia

La recogida de muestras indubitadas al momento de elaborar un cuerpo de escritura a una persona, es un proceso de suma importancia en la pericia caligráfica. Existen parámetros por los que se rigen los peritos calígrafos al confeccionar dicho cuerpo de escritura, que se centran de forma general en la posición del escribiente, la velocidad escritural, la espontaneidad, cantidad de muestras, entre otros. Sin embargo, el escribiente puede intentar alterarlo o manipularlo de diferentes formas, normalmente intentando dificultar la labor pericial. Así, existen diversos elementos que indican a un experto en grafística que se está intentando modificar la escritura o firma durante este proceso desde el punto de vista técnico. En este sentido, el objetivo de este estudio es resaltar la importancia de recopilar un cuerpo de escritura con todas las garantías para que pueda tratarse como un documento incuestionable, además de destacar la relevancia de que el perito tenga la capacidad de confirmar la sinceridad del escribiente, tanto mediante el análisis de su escritura (grafología) como a través del análisis de su comunicación no verbal en el momento de escribirlo. Se ha utilizado una metodología cualitativa, usando la técnica de información documental, mediante la recopilación de información para su estudio y análisis, así como de monografías, manuales de estudio y artículos científicos.

The collection of indubitable samples when a corpus of handwriting is taken from a person is an extremely important process in handwriting expertise. There are parameters by which handwriting experts are governed when making such a writing corpus, which generally focus on the position of the scribe, writing speed, spontaneity, number of samples, among others. However, the scribe may try to alter or manipulate it in different ways, usually in an attempt to hinder the expert's work. Thus, there are several elements that indicate to a handwriting expert that an attempt is being made to modify the handwriting or signature during this process from a technical point of view. In this sense, the aim of this study is to highlight the importance of compiling a handwriting corpus with all the guarantees that it can be treated as an unquestionable document, as well as highlighting the importance of the expert having the ability to confirm the scribe's sincerity, both through the analysis of their handwriting (graphology) and through the analysis of their non-verbal communication at the time of writing. A qualitative methodology has been used, using the documentary information technique, by means of the collection of information for study and analysis, as well as monographs, study manuals and scientific articles.

A coleta de provas indubitáveis quando um corpo de caligrafia é retirado de uma pessoa é um processo extremamente importante na perícia de caligrafia. Existem parâmetros pelos quais os peritos em caligrafia são regidos ao fazer esse corpo de escrita, que geralmente se concentram na posição do escriba, na velocidade da escrita, na espontaneidade, no número de amostras, entre outros. No entanto, o escrevente pode tentar alterá-lo ou manipulá-lo de diversas formas, geralmente na tentativa de dificultar o trabalho do perito. Assim, existem vários elementos que indicam ao perito em caligrafia que, do ponto de vista técnico, está havendo uma tentativa de modificar a caligrafia ou a assinatura durante esse processo. Nesse sentido, o objetivo deste estudo é destacar a importância de se compilar um corpo de caligrafia com todas as garantias de que possa ser tratado como um documento inquestionável, bem como destacar a importância de o perito ter a capacidade de confirmar a sinceridade do escrevente, tanto por meio da análise de sua caligrafia (grafologia) quanto por meio da análise de sua comunicação não verbal no momento da escrita. Foi utilizada uma metodologia qualitativa, com a técnica de informação documental, por meio da coleta de informações para estudo e análise, bem como de monografias, manuais de estudo e artigos científicos.

The use of artificial intelligence to improve the scientific writing of non-native english speakers

SUMMARY OBJECTIVE: Scientific writing in English is a daunting task for non-native English speakers. The challenges of writing in a foreign language are evident in the scientific literature where texts by non-native English-speaking scientists tend to be less clear and succinct, contain grammatical errors, and are often rejected by prestigious journals. METHODS: We conducted a non-systematic review of the most recent literature using the terms "Artificial Intelligence," "Scientific Writing," and "Non-English Speaking" to create a narrative review. RESULTS: Artificial intelligence can be a solution to improve scientific writing, especially for non-native English-speaking scientists. Artificial intelligence can assist in the search for pertinent scientific papers, generate summaries, and help with the writing of different sections of the manuscript, including the abstract, introduction, methods, results, and discussion. Artificial intelligence-based programs can correct grammatical errors and improve writing style, both of which are particularly helpful for non-native English speakers. Two artificial intelligence programs that can help with the search for pertinent scientific papers on the internet are Elicit and ResearchRabbit. Scispace Copilot can be used to summarize the retrieved reference. The artificial intelligence software programs such as Grammarly and Paperpal can correct grammatical and spelling errors, while ChatGPT can also restructure sentences and paragraphs, reword text, and suggest appropriate words and phrases. CONCLUSION: Overall, artificial intelligence can be an effective tool to improve the clarity, style, and coherence of scientific writing, helping non-native English-speaking scientists to communicate their research more effectively.

La escritura como intervención en salud mental y salud pública: revisión a 25 años del abordaje phaedrus para el autismo / Writing as an intervention in Mental Health and Public Health: revision 25 years after the Phaedrus Approach to autism

RESUMEN INTRODUCCIÓN: El tratamiento del autismo resultó un desafío desde su descripción, sobre todo en personas sin habla (SH) o con habla mínima (HM), generalmente relegadas de la literatura científica y de alto costo sanitario. En 2022 se cumplieron 25 años de un abordaje para el autismo SH/HM rediseñado en Argentina, realizado a través de la escritura tipeada sincrónica (Abordaje Phaedrus). El objetivo fue revisar y describir por primera vez los cambios clínicos (CC) tras esta intervención. MÉTODOS: Se realizó una revisión sistemática descriptiva de los reportes de los CC mencionados en una serie de casos que fueron abordados con la intervención en estudio. RESULTADOS: Se describieron los reportes de los 10 CC más frecuentes de la muestra, que se presentaron en promedio a los 13,8 meses de tratamiento. Cada caso presentó 7,5 CC, con resultados similares entre diagnósticos previos al tratamiento y con alguna diferencia en favor del género femenino, de menores de 10 años al inicio del tratamiento y de personas SH. El 100% accedió a la escritura tipeada independiente y, luego de ello, el 71% logró o mejoró el habla. DISCUSIÓN: Los 7 CC más frecuentes representan aspectos claves del tratamiento del autismo. Aunque se requieren más estudios, los resultados son muy auspiciosos y representan un aporte sustancial a la evidencia científica. Este abordaje podría resultar costo-efectivo para el trastorno del espectro autista SH/HM y ser de interés para otras problemáticas en la intersección entre salud mental y salud pública.

ABSTRACT INTRODUCTION: The treatment of autism was a challenge since its description, especially in non-speaking (NS) or minimally speaking (MS) people, who receive little attention from scientific literature and represent a high health care cost. The year 2022 marked the 25th anniversary of an approach to NS/MS autism redesigned in Argentina and carried out through synchronous typewriting (Phaedrus Approach). The objective of this work was to review and describe for the first time the clinical changes (CC) after intervention. METHODS: A systematic descriptive review of the CC reports was carried out, based on a series of cases addressed with the intervention under study. RESULTS: The reports of the 10 most frequent CC in the sample were described, which appeared on average after 13.8 months of treatment. Each case presented 7.5 CC, with similar results between diagnoses prior to treatment and with some differences in favor of female gender, those under 10 years of age at the start of treatment, and NS people. While 100% acceded to independent typewriting, 71% achieved or improved speech afterwards. DISCUSSION: The 7 most frequent CC represent key aspects of autism treatment. Although more studies are required, the results are very promising and represent a substantial contribution to the scientific evidence. This approach could be cost-effective for NS/MS autism spectrum disorder and could be of interest for other problems at the intersection of mental health and public health.

Yann Andréa, "une lettre que je continue de vous écrire / Uma carta que eu continuo te escrevendo / Yann Andréa, "a letter I keep writing to you"

Jeune étudiant en philosophie à Caen, Yann Andréa qui s'appelle encore Yann Lemée, découvre l'écriture de Marguerite Duras, instantanément galvanisé par l'expérience, il se met à lui écrire, presque tous les jours, parfois plusieurs fois par jour, par paquets, sans attente de réponse. Touchée par la puissance de Yann, Duras lui répond, lui dédie une œuvre et finit par partager sa vie avec lui. Il s'agit d'un amour qui n'est pas habillé par le fantasme mais qui est resserré autour d'un point de réel, l'écriture. Sophie Marret-Maleval prend le couple Duras/Andréa en exemple pour illustrer par la négative l'inexistence du rapport sexuel : la fonction d'agrafe de l'amour, qui s'écrit S1-a, serait réalisée dans ces moments d'écriture à travers leurs positions subjectives respectives : M. Duras en place de produire les S1 et Y. Andréa au lieu de l'objet

Jovem estudante de filosofia em Caen, Yann Andréa, então conhecido como Yann Lemée, descobre a escrita de Marguerite Duras e, instantaneamente galvanizado pela experiência, começa a escrever para ela, quase todos os dias, às vezes várias vezes ao dia, em pacotes, sem esperar por uma resposta. Tocada pela força de Yann, Duras lhe responde, dedica uma obra a ele e acaba compartilhando sua vida com ele. Trata-se de um amor que não é vestido pelo fantasma, mas que é apertado em torno de um ponto de realidade, a escrita. Sophie Marret-Maleval utiliza o casal Duras/Andréa como exemplo negativo para ilustrar a inexistência da relação sexual: a função de ligação do amor, expressa como S1-a, é realizada nesses momentos de escrita através de suas posições subjetivas respectivas: M. Duras no lugar de produzir os S1 e Y. Andréa no lugar do objeto.

A young philosophy student in Caen, Yann Andréa, still known as Yann Lemée, discovers the writing of Marguerite Duras, instantly galvanized by the experience, begins to write to her, almost every day, sometimes several times a day, in packages, without expecting a response. Touched by Yann's power, Duras replies to him, dedicates a work to him, and eventually shares her life with him. This is a love that is not clothed in fantasy but is centered around a point of reality: writing. Sophie Marret-Maleval uses the Duras/Andréa couple as a negative example to illustrate the absence of the sexual relationship: the function of bonding that love performs, expressed as S1-a, is realized in these moments of writing through their respective subjective positions: M. Duras in the position of producing the S1 and Y. Andréa in the place of the object

Yann Andréa, "uma carta que eu continuo te escrevendo" / Yann Andréa, "une lettre que je continue de vous écrire" / Yann Andréa, "a letter I keep writing to you"

Jovem estudante de filosofia em Caen, Yann Andréa, então conhecido como Yann Lemée, descobre a escrita de Marguerite Duras e, instantaneamente galvanizado pela experiência, começa a escrever para ela, quase todos os dias, às vezes várias vezes ao dia, em pacotes, sem esperar por uma resposta. Tocada pela força de Yann, Duras lhe responde, dedica uma obra a ele e acaba compartilhando sua vida com ele. Trata-se de um amor que não é vestido pelo fantasma, mas que é apertado em torno de um ponto de realidade, a escrita. Sophie Marret-Maleval utiliza o casal Duras/Andréa como exemplo negativo para ilustrar a inexistência da relação sexual: a função de ligação do amor, expressa como S1-a, é realizada nesses momentos de escrita através de suas posições subjetivas respectivas: M. Duras no lugar de produzir os S1 e Y. Andréa no lugar do objeto

eune étudiant en philosophie à Caen, Yann Andréa qui s'appelle encore Yann Lemée, découvre l'écriture de Marguerite Duras, instantanément galvanisé parl'expérience, il se met à lui écrire, presque tous les jours, parfois plusieurs fois par jour, par paquets, sans attente de réponse. Touchée par la puissance de Yann, Duras lui répond, lui dédie une œuvre et finit par partager sa vie avec lui. Il s'agit d'un amour qui n'est pas habillé par le fantasme mais qui est resserré autour d'un point de réel, l'écriture. Sophie Marret-Maleval prend le couple Duras/Andréa en exemple pour illustrer par la négative l'inexistence du rapport sexuel : la fonction d'agrafe de l'amour, qui s'écrit S1-a, serait réalisée dans ces moments d'écriture à travers leurs positions subjectives respectives : M. Duras en place de produire les S1 et Y. Andréa au lieu de l'objet

A young philosophy student in Caen, Yann Andréa, still known as Yann Lemée, discovers the writing of Marguerite Duras, instantly galvanized by the experience, begins to write to her, almost every day, sometimes several times a day, in packages, without expecting a response. Touched by Yann's power, Duras replies to him, dedicates a work to him, and eventually shares her life with him. This is a love that is not clothed in fantasy but is centered around a point of reality: writing. Sophie Marret-Maleval uses the Duras/Andréa couple as a negative example to illustrate the absence of the sexual relationship: the function of bonding that love performs, expressed as S1-a, is realized in these moments of writing through their respective subjective positions: M. Duras in the position of producing the S1 and Y. Andréa in the place of the object

THE NATURAL RELATIONSHIPS AMONG ARABIC WRITING SKILLS (AWS) ENRICH ARABIC ACQUISITION PRACTICES FOR NON-ARAB SPEAKERS

This case study was conducted on the needs of Arabic writing skills AWS for Ugandan Adults Learners UAL using the descriptive analytical method where the sample sized (n=40) was used. The researchers sought to answer, among others, a major research question about how important the AWS from UAL viewpoint are. It attempted to identify the signi?cancy of AWS from UAL viewpoint so that the researcher could engage more relevant design of Arabic writing sub- skills' content alternatives for elementary Arabic learning course EALC. The valid and reliable questionnaire namely, “The Elementary Arabic Learning Analysis Scales EALAS for UAL” with 5 Likert scales was used. On one hand, the descriptive ?ndings assert that UAL ratings for AWS interests are signi?cantly high. On another hand, the correlational ?ndings yielded by this survey indicate that the natural relationships among AWS are signi?cant. They also indicate that there is a positive natural relationship among AWS irrespective of any instructional condition. This is clear manifesto that justi?ed the feasibility of structuring EALC for UAL in which the samples of lessons are presented using AWS.

Análise de estrutura interna do IBALEC / Analysis of the internal structure of IBALEC / Análisis de la estructura interna de IBALEC

O Instrumento para Breve Avaliação da Leitura, Escrita e Compreensão (IBALEC) se propõe a avaliar o desempenho de alunos de escola pública no domínio das habilidades básicas de alfabetização. Após a validação de conteúdo, por meio da análise de um grupo de especialistas, o IBALEC foi aplicado individualmente em 825 alunos (439 do sexo masculino e 386 do sexo feminino) do 1º ao 5º ano do ensino fundamental em duas escolas públicas, a fim de realizar a análise de sua estrutura interna. As análises fatoriais efetuadas demonstraram bom ajustamento do instrumento a um modelo de estrutura interna composto por cinco fatores correlacionados, correspondentes aos construtos teóricos que subsidiaram a sua construção: leitura de palavras, escrita de palavras, escrita de frases, leitura/compreensão de frases e, leitura/compreensão de texto. Esses resultados constituem forte evidência da validade de construto do IBALEC, para avaliar as habilidades a que se propõe. (AU)

The Instrument for Brief Assessment of Reading, Writing, and Comprehension (IBALEC) aims to assess the performance of public school students in the mastery of basic literacy skills. After content validation, based on the analysis of a group of specialists, the IBALEC was applied individually to 825 students (439 boys and 386 girls) from the 1st to the 5th year of Elementary Education in two public schools, to analyze its internal structure. The factorial analyses performed demonstrated a good fit of the instrument to an internal structure model composed of five correlated factors, corresponding to the theoretical constructs that subsidized its construction: word reading, word writing, sentence writing, sentence reading comprehension, and reading/understanding text. These results are strong evidence of the construct validity of IBALEC, to assess the proposed skills. (AU)

El Instrumento de Evaluación Breve de Lectura, Escritura y Comprensión (IBALEC) tiene como objetivo evaluar el desempeño de los estudiantes de escuelas públicas en las competencias básicas de alfabetización. Después de la validación del contenido, mediante el análisis de un grupo de especialistas, el IBALEC se aplicó de forma individual a 825 alumnos (439 niños y 386 niñas) de 1º a 5º año de primaria de dos centros públicos, con el fin de realizar el análisis de su estructura interna. Los análisis factoriales ejecutados demostraron un buen ajuste del instrumento a un modelo de estructura interna compuesto por cinco factores correlacionados, correspondientes a los constructos teóricos que subsidiaban su construcción: lectura de palabras, escrita de palabras, escrita de oraciones, lectura/comprensión de oraciones, y lectura/comprensión de texto. Estos resultados constituyen una fuerte evidencia de la validez de constructo del IBALEC para evaluar las habilidades propuestas. (AU)

Exploration of Teaching Methods for "Case Report Writing" in Medical Schools / 医学教育

This report presents a case report writing activity, consisting of didactic lectures and actual writing instruction, conducted for medical students since 2013. This activity is based on previous studies discussing the educational significance of writing case reports and the author’s experience. It is structured in a way that not only teaches students how to write but also motivates them. In the lecture, the educational significance of writing case reports will first be emphasized. It will also explain that various aspects of academic skills, as well as clinical skills such as diagnostic reasoning, can be enhanced through the activity. The lecture will begin with topics designed to motivate students toward case writing. First, the “new points” of a case and its clinical significance will be identified. The process is divided into four parts to facilitate learning actual case writing. The purpose and “what to do” are clearly demonstrated with examples of published case reports to avoid excessive cognitive load on the students. In addition, when teaching actual writing, we document meta-linguistic examples and provide direct corrective feedback to facilitate the transfer of writing skills. The key to sustaining the educational activities will be to archive lectures and create an educational environment that encourages students to think and write independently about their clinical experiences.

Multi-link Linkage Research on Medical Humanistic Education by Integrating Narrative Medical Materials / 中国医学伦理学

Taking the current situation and problems of medical humanities education as the background, the concept of narrative medicine was used to sort out and integrate various course materials of medical humanities, explore the multi-link linkage mode of medical humanities education, and organically integrate medical humanities courses scattered in medical education activities such as medical ethics, health law, doctor-patient communication, and health policy science with teaching stages, teaching resources, and teaching methods, forming vivid narrative medical materials throughout the entire process of medical humanities education, and improving teaching efficiency by sharing and optimizing resources. Through questionnaire analysis, it was found that there are many unsatisfactory aspects of medical humanities education. Further analysis of the issues focuses on the contradiction between learning willingness and time allocation, the lack of synchronization between teaching and social development, the lack of integration between courses, and insufficient innovation in teaching methods. Based on these, countermeasures were put forward to integrate narrative medical materials of medical humanities courses and build a platform for the application and communication of narrative medical materials.

Quality issues in reviews written by medical postgraduate students: investigation and countermeasures / 中华医学教育探索杂志

Objective:To investigate the quality issues in medical reviews written by medical postgraduate students, and to provide a reference for improving the quality of medical reviews written by such students.Methods:A total of 141 medical reviews written by the medical postgraduate students from various affiliated hospitals of Shanghai Jiao Tong University School of Medicine from 2018 to 2022 were collected, and the quality of these medical reviews was evaluated in terms of topic selection and writing expression skills. As for topic selection, a self-designed innovative questionnaire (hereinafter referred to as topic questionnaire) was used to collect the evaluation of external experts, and as for writing expression, the reviews were assessed based on the criteria in relevant literature from the aspects of the outline of the review, the timeliness of references, analysis and evaluation, and the quality of the text. EPIDATA 3.2 was used to input data, and SPSS 20.0 was used for the chi-square test.Results:A total of 135 (96%, 135/141) valid questionnaires were collected in this study, and the results showed that 70% (94/135) of the review topics lacked novelty. The assessment of writing skills showed that 95% (128/135) of the reviews had outdated references, and 68% (92/135) lacked focus, hierarchy or logic in outline, which accounted for a higher proportion than the reviews with analysis and evaluation issues (59%, 80/135) and text quality issues (61%, 83/135) ( P<0.05). Conclusion:There are many quality issues in the medical reviews written by medical postgraduate students, such as a lack of novelty in topic selection and low overall quality of outlines. In order to improve the abilities of scientific research among medical postgraduate students, universities and supervisors should strengthen the guidance of innovative thinking in topic selection and enhance the training of writing expression skills, such as scientific analysis and logic.

The qualitative study of effectiveness of expressive writing intervention on patients with laryngeal cancer post total laryngectomy / 中国实用护理杂志

Objective:The aim of this study was to explore the perception and cognition of patients with laryngeal cancer post total laryngectomy accepted expressive writing intervention, analyze the intervention effect from the perspective of patients, and provide a basis for psychological intervention of these patients.Methods:From July to August 2021, the descriptive research method was applied to 13 patients with laryngeal cancer post total laryngectomy who had participated in the expressive writing intervention hosted in the General Hospital of Ningxia Medical University, in order to understand the patients′ perception and cognition of the intervention, and the data were analyzed by using content analysis method.Results:A total of 2 themes and 9 sub themes were extracted. Theme 1: the positive feedback of expressive writing intervention: relieve related physical symptoms and improve sleep; reduce anxiety and regulate emotions effectively; reduce psychological stress and promote positive coping; reduce stigma and improve social withdrawal; make up for lost pronunciation and clear mind. Theme 2: Difficulties and challenges in the application of expressive writing intervention: physical discomfort affects the compliance of patients, poor economic status affects the enthusiasm of patients to participate, poor social and family support affects the willingness of patients to participate, and literacy and writing habits affect the completion of participation.Conclusions:The application of expressive writing intervention promotes the psychological and social functional rehabilitation of patients with laryngeal cancer post total laryngectomy and has satisfactory effects and certain feasibility. The researchers should fully consider the influencing factors of intervention and optimize the plan in the future.

Problems in nursing qualitative research papers and suggestions for writing / 中国实用护理杂志

This paper summarized the main problems in nursing qualitative research papers, including the insufficient number or representativeness of samples, improper setting of some items in the interview outline, insufficient theme condensation or lack of pertinence, insufficient discussion, and put forward corresponding writing suggestions, with a view to providing some reference for the standardized writing of nursing qualitative research papers.