1. Breaking the Writer’s Block: The Clinical Image Write-a-Palooza
Randy Kring, MD; Casey Z. MacVane, MD, MPH; Tania D. Strout, PhD, RN, MS
Department of Emergency Medicine, Maine Medical Center, Portland, ME & Tufts University School of Medicine, Boston, MA
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RESULTS
TAKE HOME POINTS
28 residents and 5 faculty mentors participated in the 2 hour workshop
3 teams completed manuscript submission during educational session, 2 were nearly complete and were submitted shortly after
2 manuscripts were published, 3 are in revision
An abstract describing the workshop was generated
A mentored scholarly writing workshop effectively introduces the writing process for EM residents
A 2-hour workshop produced 5 clinical image submissions
Session resulted in 2 publications to date
BACKGROUND
GOALS
EM residencies must demonstrate scholarly productivity while also exposing residents to research & scholarly work
Scientific writing can be challenging to teach and learn, especially in settings with few experienced faculty mentors and resources 1
Enhance resident understanding of process
of preparing a manuscript for submission
Teams assign roles and divide the workload to facilitate completion
The first team done, pictured at the right, won a small award 2
Enhance faculty understanding of role of
academic mentor
CONCLUSIONS 3
Work in teams to prepare clinical image
case for submission
EDUCATIONAL OBJECTIVE
The Clinical Image Writing Workshop was an effective strategy for introducing EM residents to scholarly writing
It resulted in 2 publications & 1 national poster presentation 4
Complete the process of manuscript
submission, revision, & publication
To develop a structured, mentored academic writing skills workshop incorporating adult learning theory. 5
Submit an abstract describing workshop
outcomes
Disclosures: None

2. Breaking the Writer’s Block: The Clinical Image Write-a-Palooza
Randy Kring, MD; Casey Z. MacVane, MD, MPH; Tania D. Strout, PhD, RN, MS
Department of Emergency Medicine, Maine Medical Center, Portland, ME & Tufts University School of Medicine, Boston, MA
COMMENTS
MATERIALS
Comments rom both residents and faculty were supportive of the workshop
Residents felt that goals of the workshop were achieved
Feedback regarding technology challenges (e.g. image formatting, software requirements, internet connection) were constructive and aided in planning future workshops
Incorporation of ACGME Core Faculty members assisted in ensuring adequate scholarly productivity
Presence of medical librarian facilitated rapid acquisition of reference materials
Preparatory readings
Residents: Packer et al. A Case Suspended in Time: The Educational Value of Case Reports. Acad Med. 2017; 92:
Faculty: Mookherjee & Berger. Case Reports: A ‘How To’ Guide for Attendings. SGIM Forum. 2015; 38: 1-3.
Brief slides outlining clinical image write-up process
Prepared Images/Cases: Images, brief background, MRN, clinical contacts
Templates: Cover letter, title page, text, references, figure legends
Photo release
Instructions for saving image in TIFF format
Instructions for creating an account at Annals of Emergency Medicine website
ROLE DESCRIPTIONS 1
Create account; submit materials; receive &
resubmit revisions; review proofs
LESSONS LEARNED
Obtain & format images; edit and place markers;
create legends; complete permissions form 2
Image download from radiology software can be challenging; prep images ahead of workshop when possible
Structured follow-up on handling revision, reformatting and resubmission is helpful
Represents an opportunity to discuss authorship criteria, publication ethics, and the unique roles of the first author
TEAM STRUCTURE & ROLES 3
Draft text following 3 paragraph format; ensure
reference to figures / images
Corresponding Author
Image Master
Text Drafter
Reference Guru
Editor
Faculty Mentor/Team Coach 4
Obtain & format references; prepare list;
ensure list matches text 5
Edit & smooth text; ensure word count; check
references and figure numbering; spellcheck;
complete cover letter
Disclosures: None