4 Assignments and 11 Discussions and Reply to 3 people for 11 weeks

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COLLEGE OF HEALTH CARE SCIENCES DEPARTMENT OF HEALTH SCIENCE

COURSE SYLLABUS MEDICAL WRITING DHS 8180

SPRING SEMESTER 2017

Course dates: April 3-June 25, 2017.

PLEASE PRINT SYLLABUS AND KEEP READILY AVAILABLE

CREDIT HOURS: 4 Credit Hours

COURSE DIRECTOR/ INSTRUCTOR:

Instructor: Randy D. Danielsen, PhD, PA, DFAAPA

• Office Phone: 480-219-6009 • Cell: 480-570-6293 • NSU Email: [email protected]

OFFICE HOURS: By Appointment

OFFICE LOCATION: Online

TECHNICAL SUPPORT 24/7: http://www.nova.edu/help/ or (800) 541-NOVA (6682) x24357.

COURSE PRE-REQUISITES: None

It is strongly advised that you enroll in the Writing Resource Center found in the Blackboard Student Center (by Dr. Maureen O’Hara), study the APA guidelines, and take the 100-question quiz that exists there. This will assist you from the very start in this course. You can reach Dr. O’Hara at [email protected]

COURSE DESCRIPTION: Health professionals must be able to present their work clearly and efficiently. Excellent educational material and important research data, however, are sometimes buried in poorly written papers.

This course examines, in practical terms, the elements required for successful publication of a journal article or clinical case review. Methods of document preparation, proper word and punctuation use, and the requirements for authors of biomedical journal articles will be discussed (2015-2016 Catalog Health Professions Division, page 290).

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This course encourages good writing skills through choosing better words, writing better sentences, and preparing better tables, graphs, and photographs. All students are required to develop and submit a quality paper that meets the requirements for publication in a peer-reviewed professional or biomedical journal. The Publication Manual of the American Psychological Association (APA) 6th Edition will be the required format for all formal assignments.

An additional source for information we recently found is an APA style Facebook page (https://www.facebook.com/APAStyle/?fref=nf). There is also an APA style blog (http://blog.apastyle.org/). Of course, the best resource is always to go directly to the APA manual, but because it was written for publication guidelines rather than course work, information in the manual can at times be confusing.

Note: Be sure you have the correct hardware and software to connect to the website. Visit the website and visit each link and review the information found there. If you find a broken link, please notify the instructor. To hear audio and video presentations you need to have sound & video cards and speakers or headphones. Presentations require Internet Explorer, Chrome, Firefox, or Safari. If you have any problems be sure to contact Nova IT.

COURSE OBJECTIVES/COURSE OUTCOMES: At the conclusion of this course, participants will have:

1. Developed good writing skills through choosing better words, writing better paragraphs, and preparing better tables, graphs, and photographs.

2. Learned how to choose the right professional or medical journal and how to work with journal editors.

3. Understood how to write reports for a clinical study, case reports, medical review articles, letters to the editor, and scientific posters.

4. Learned effective editing, reviewing, and proofreading.

5. Submitted an article of publishable quality to course instructor.

REQUIRED TEXTS & RESOURCES: (It is important that you purchase both of these textbooks)

1. Medical Writing: A Guide for Clinicians, Educators, and Researchers by Robert B. Taylor. DOI 10.1007/978-1-4419-8234-6 (E-book is also available at http://www.springer.com/us/book/9781441982339

2. American Psychological Association. (2010). Publication manual of the American Psychological Association. (6th ed.). Washington, D.C.: Author. ISBN: 1557987912

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RECOMMENDED TEXTS:

• APA Style Guide to Electronic References. 6th edition. http://www.apa.org/pubs/books/4210512.aspx. ISBN 978- 14338070046.

• Merriam-Webster’s Collegiate Dictionary (Online version). • Goodman, N.W.; Edwards, M.B. (2014) Medical Writing: A

Prescription for Clarity. • Hart, C. (2009) Doing a Literature Review. Sage Publications. ISBN

978-0761959755. • Goodson, P (2013) Becoming an Academic Writer: 50 Exercises for

Paced, Productive, and Powerful Writing. Sage. ISBN 978- 1483376257.

• Zen Comma, David Bowman, Word Press (https://zencomma.wordpress.com)

• Grammar Girl, The Ultimate Writing Guide for Students by Mignon Fogarty (http://www.quickanddirtytips.com/grammar-girl-student- guide)

• Concise Guide to Technical and Academic Writing by David Bowman. http://www.amazon.com/Concise-Guide-Technical- Academic-Writing-ebook/dp/B00AC897BS

COURSE SCHEDULE AND READING ASSIGNMENTS:

Course Content: Be sure to see weekly modules for more in-depth assignments! Go to the Course Content Page for access to Weekly Modules.

Wk. Date Modules At-A-Glance

1 4/3- 9/17

• Read Preface and Chapter 1 (Getting Started in Medical Writing) in Taylor Textbook.

• Post introductions on discussion board. • View: Choosing the Right Journal. • View: Choosing the Right Journal. • Weekly Posting.

2 4/10- 16/17

• Read Chapter 2 (Basic Writing Skills) in the Taylor Textbook. • Read AMEE Guide 17: Writing for Journal Publication. • Read Strategies for Writing for a Physician Audience. • View: Choosing the Right Title. • View: 7 Fundamental Errors. • Weekly Posting.

3 4/17- 23/17

• Read Chapter 3 (From Page One to the End) in the Taylor Textbook. • Review material on Dependent & Independent clauses at OWL Online

Writing Lab (http://owl.english.purdue.edu/owl/resource/598/01/). • View: Critical Appraisal of the Literature1 and Critical Appraisal of the

Literature 2. • Weekly Posting.

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• Assignment #1 Due Friday 4/22/17

4 4/24- 30/17

• Read Chapter 4 (Technical Issues in Medical Writing) Taylor Textbook. • View Writing Better Sentences. • Learn about Passive & Active voice at

https://owl.english.purdue.edu/owl/owlprint/539/. • Weekly Posting.

5 5/1- 7/17

• Read Chapter 5 (What’s Special About Medical Writing) in the Taylor Textbook.

• View Creating Better Paragraphs. • Weekly Posting.

6 5/8- 14/17

• Read Chapter 6 (How to Write a Review Article) in Taylor Textbook. • View Using Commas. • Read Use of Commas (A rather humorous reading). • Read How to Write an Evidence-Based Clinical Review Article. • Read Lack of Oxford Comma Costs Maine Company Millions in Overtime

Dispute. • Weekly Posting. • Assignment #2 Due Friday, 5/12/17

7 5/15- 21/17

• Read Chapter 8 (Writing Book Chapters & Books) in Taylor Textbook. • Learn about Metaphors & Similes.

(http://www.colorado.edu/PWR/writingtips/13.html. • Learn the differences between metaphors & similes.

(http://knowgramming.com/metaphors/metaphor_and_simile_difference.h tm.

• Weekly Posting.

8 5/22- 28/16

• Read Chapter 9 (How to Write a Research Protocol) in Taylor Textbook. • Visit http://www.plagiarism.org • Read Avoid Plagiarism

(http://owl.english.purdue.edu/owl/resource/589/01/ • View Plagiarism • Read "Punishment: A Story for Medical Educators" • Read “The Culture of Cheating: From the Classroom to the Exam Room” • Read about the Doris Kearns Goodwin Plagiarism story at

http://hnn.us/article/590 • Read Cheating: Making it a Teachable Moment. • Weekly Posting

9 5/29- 6/4/17

• Read Chapter 7 (Case Reports, Editorials, Letters to the Editor, Book Reviews, and other Publication Models) in the Taylor Textbook.

• View Writing Case Reports. • View Writing Letters to the Editor. • View Writing Book Reviews. • Learn about Grammarly.com. • Weekly Posting.

10 6/5- 11/17

• Read Chapter 11 (How to Write a Report of a Clinical Study) in the Taylor Textbook.

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• Read 10 Myths about Copyrighted Material (http://www.templetons.com/brad/copymyths.html)

• Read Fair Use Evaluator from the American Library Association's Office of Information Technology Policy (http://librarycopyright.net/fairuse/)

• Weekly Posting • Assignment #3 Due 6/9/17

11 6/12- 18/17

• Read Chapter 12 (Getting your Writing Published) in the Taylor Textbook. • Read "Abstracts", http://writingcenter.unc.edu/resources/handouts-

demos/specific-writing-assignments/abstracts • Review the APA Style Guide regarding formatting of Abstracts • Read “How to Submit a Revision and Tips on Being a Good Peer

Reviewer” at http://wkauthorservices.editage.com/resources/author- resource-review/June-2015.html?cid=MR-Other-AN- PeerReviewandSubmissions-AuthorNewsletter-NoPub-NoPromo

• Weekly Posting

12 6/19- 25/17

• Read Chapter 10 (How to Write a Grant Proposal) in the Taylor textbook. • Review Apendices-1-5 • Read "Introductions & Conclusions" • Weekly Posting • Assignment #4 Due 6/23/17

COURSE ASSESSMENTS:

Activities: Students will participate in a number of activities in this course. The course content is delivered in various formats, as noted below:

1. Short video or audio mini-lectures

2. Assigned reading and weekly postings

3. Four writing assignments

Weekly Postings

Weekly postings are an essential component of this course and must be completed by midnight of each Wednesday. They are based on weekly questions and/or assignments plus interaction with classmates. You are then required to respond to at least three other classmates by Sunday midnight of each week.

The following grading rubric will be used to quantify the breadth and depth of the discussion:

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Posting Rubric

Exemplary

Good

Poor

Timing of Posting

Original post occurs on or before the deadline-Wednesday night at Midnight. (2 Points)

Original post occurs after the deadline-Wednesday night at Midnight. (1 Point)

Original post is missing after Sunday night at midnight. (0 Points)

Knowledge of the Subject Matter

Original post brings forth new or expanded ideas that reflect high- level critical thinking on the topic and demonstrate practical application and is at least 200 words. (2 points)

Original post illustrates basic knowledge of the topic without applying or expanding idea. (1 points)

Original post displays only a minimal grasp of the concepts covered Does not expand upon the central concepts. (0 point)

Evidence of Research

Original post applies research to support and extend ideas. Original post should be sufficient and appropriate. Citations, in APA Style Format, provided support for the posting. (2points)

Original post uses research to support ideas, but fails to provide citations or in improper APA Style format. (0 point)

Original post lacks supporting research and/or citations. (0 points)

Responses to Others (See below)

Supports or refutes the original posting and furthers the discussion with critical analysis. Follow-up responses should be sufficient in length. Responses are to a minimum of three fellow students. References are optional. (2 points)

Supports or refutes the original posting without furthering the discussion through critical analysis. Responses are isolated to a minimum of two fellow students. (1 points)

Does not refer to the posting directly or simply agrees or disagrees without explanation or no significant response. No Responses. (0 point)

Grammar, Punctuation, Spelling

Absence of errors. Uses compound sentence structure. Clear that posts have been proofread and/or run through grammar and spell check. APA Style Guide is followed. (2 points)

Minimal errors. Sentence structure correct, but too basic. Poor formatting. (1 point)

Substantial errors with significant grammatical and structural problems. (0 points)

Pay particular attention to the third item— “Response to Others.” This is an important component in this course, so I expect you to react and interact with each other on a weekly basis. Not just a “Hi, I liked what you said” kind of response but something substantive that moves the conversation forward. A 9 (usual grade) will indicate you have met all the requirements. A 10 will indicate an above and beyond posting.

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WRITTEN ASSIGMENTS Assignment #1

Assignment #1 requires you to upload to the assignment page a topic proposal. Remember, assignments can only be graded if uploaded to the assignments page. Please do not email your assignment to the instructor.

A topic proposal is basically a 2-3 PAGE formal proposal (in APA style) for your final paper (Assignment #4)

1. Assignment #1 Due no later than Friday April 22, 2017. 2. Post to me (in WORD) on the Assignments Page (Not the Discussion

Board) 3. Title your assignment your first initial last name_1 as in jdoe_1 4. See Rubric used for grading (Below) 5. See SAMPLE of Assignment #1 (Provided under course content)

Information Required: Cover Page and content that contains the following (word counts are only suggestions):

1. Type of Paper a. Clinical Review articles (3,500 words maximum) b. Research articles (3,500 words maximum) c. Report of a Clinical Study (3,500 words maximum) d. Case Report (2,000 words maximum) e. Professional topic (2,000 words maximum) f. Other? Please justify (if questions, let's talk)

2. Tentative title (not a list of potential titles--choose one for the proposal)

3. The Audience (Primary) a. For whom are you writing? Be focused! b. Do others need to know what you have to say? c. What is the one provocative thought you would like to leave

with your readers? 4. The scope of your article?

a. What do you hope to achieve by writing this article? 5. Where you would like to see it published- What journal? Pick one

journal only! Be reasonable here--it is unlikely you will get a journal published in NEJM or the BMJ. Justify your journal choice.

6. Briefly show a basic outline of your paper.

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The Grading Rubric for Assignment #1 is shown below:

Rubric for Grading

Assignment #1

Exemplary Satisfactory Needs Significant Work

Type of Paper The type of paper proposed falls within the categories listed in the assignment. (20 points)

The type of paper proposed is vague but does fall within the categories listed. (15 Points)

The type of paper is either absent or unclear. (5 Points)

The tentative title

The tentative title reflects application of concepts discussed in choosing the right title. (10 Points)

The tentative title reflects application of concepts discussed in choosing the right title but needs to be tweaked a bit. (7 Points)

The tentative title does not reflect application of concepts discussed in choosing the right title or is absent. (5 Points)

The proposed audience

The proposed audience is described clearly with appropriate focus. (15 Points)

The proposed audience is not described clearly with appropriate focus. (10 Points)

The proposed audience is not described clearly or is absent. (5 Points)

The scope of the proposed article

The scope of the proposed article is clearly described. (15 Points)

The scope of the proposed article is described but there is some ambiguity. (10 Points)

The scope of the proposed article is not clearly described. (05 Points)

The target publication

The target publication is clearly noted and addresses submission guidelines and indicates why you chose this journal. (15 Points)

The target publication is not clearly noted and only generally addresses submission guidelines and indicates why you chose this journal. (10 Points)

The target publication is not clearly noted nor addresses the submission guidelines nor indicates why you chose this journal. (5 Points)

A brief outline A brief but comprehensive outline of the proposed article is discussed. (10 Points)

A outline of the proposed article is discussed but is not clear or thorough.(8 Points)

A brief outline of the proposed article is not discussed in enough detail or is absent.(3 Points)

Title page The assignment has the appropriate title page in the proper format , including a running head(See APA Style Guide), (5 Points)

The assignment has the appropriate title page with some errors in proper format (See APA Style Guide) (3 Points)

The assignment does not have the appropriate title page in the proper format or is absen1(See APA Style Guide) (0 Points)

APA Style, Grammar, punctuation, and spelling

Rules of grammar, usage, punctuation, spelling, and APA Style Guide formatting are followed. (10 Points)

Rules of grammar, usage, punctuation, spelling, and APA Style Guide formatting are somewhat followed with a few errors. (5 Points)

Rules of grammar, usage, punctuation, spelling, and APA Style Guide formatting are not followed with lots of errors. (1 Point)

Sub Total 100 Late Penalty

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(if any) 5 points per day

Assignment #2

This assignment is to upload to the Assignment’s page an annotated bibliography. Remember, assignments can only be graded if uploaded to the assignments page. Please do not email your assignment to the instructor.

This is an educational exercise. It is a stand-alone assignment (but must be related to your final paper) to ensure a focus on the more theoretical aspects of your proposed medical article.

Check out https://owl.english.purdue.edu/owl/resource/614/03/ to get a sense of what an annotated bibliography contains. A bibliography is a list of sources (books, journals, Web sites, periodicals, etc.) one has used for researching a topic. Bibliographies are sometimes called "References" or "Works Cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.). An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources. Depending on your project or the assignment, your annotations may do one or more of the following.

1. Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.

2. Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source?

3. Reflect: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?

4. This assignment is due Friday, May 12, 2017 No later than Midnight EST. 5. Worth 100 points (See Grading Rubric below). 6. To get classmate feedback: attach your assignment to your discussion

board during the weeks prior to the assignment due date. 7. Post the assignment (in WORD, NOT PDF or other formats) on

Assignments Page (Not the Discussion Board) Label your assignments your last name_2, i.e. jdoe_2.

8. See sample of an annotated bibliography in the resource section. 9. The minimal numbers of references for this assignment are ten!

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Assessment Rubric for Assignment #2 Annotated Bibliography

CATEGORY

Exemplary

Very Good

Good

Fair

Poor

Quantity of sources

Document cites the number of sources outlined in the assignment. (15 Points)

Document is either one source over or under the required number of sources. (8 Points)

Document is two to three sources over or under the required number of sources. (6 Points)

Document is four to five sources over or under the required number of sources. (4 points)

Document is more than five sources over or under the number of required sources. (2 Points)

Quality /Reliability of Sources

All sources cited can be considered reliable and/or trustworthy. (20 points)

Most sources cited can be considered reliable and/or trustworthy. (16 points)

Some sources can be considered reliable and/or trustworthy. (12 points)

Few sources cited can be considered reliable and/or trustworthy. (8 points)

Little or no reliable and/or trustworthy sources cited. (4 points)

Variety of Sources

Excellent variety of sources; cites more than four types of sources. (20 points)

Good variety of sources; cites four types of sources. (16 points)

Adequate variety of sources; cites three types of sources. (12 points)

Poor variety of sources; cites two types of sources. (8 points)

No variety of sources; cites only one type of source. (4 points)

Writing fluency of annotations

All annotations are thoughtful, complete, and well written. (20 points)

Most annotations are thoughtful, complete, and well written. (16 points)

Some annotations are well written but some are lacking in completeness, thought, and /or writing quality. (12 points)

Most annotations are lacking in completeness, thought, and/or writing quality. (8 points)

All annotations are lacking in completeness, thought, and/or writing quality. (4 points)

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APA and Documentation

Citations are formatted correctly in the document. (25 points)

There are a few formatting errors in the document’s citations. (16 points)

There are some formatting errors in the document’s citations. (12 points)

There are many and/or frequent formatting errors in the document’s citations. (8 points)

There is little or no adherence to APA format in the document. (4 points)

Total

Late Penalty (if any) 5 points per day

Final Total 100

Assignment #3

This is your peer review assignment. Assignment #3 requires you to upload to the assignment page your peer reviews. Remember, assignments can only be graded if uploaded to the assignments page. Please do not email your assignment to the instructor.

You are to do a peer review for two students by: 1. Using track changers on their paper making suggested edits/comments,

and 2. Use the Peer Review Form shown below (Place at end of their paper) and, 3. Uploading (as two documents in WORD) to the Assignments Page. 4. Name the first file initial, last name, underscore 3a, i.e. Jdoe_3a. 5. Name the second file initial, last name, underscore 3b, i.e. Jdoe_3b. 6. The assignment is due by Friday, June 9, 1017, but see important

info below!

You will do a peer review of the draft paper (Assignment #4) of the two classmates assigned to you (Will be assigned later in the course). You should contact them directly through Course Messaging ASAP and have them send you a draft of their final paper. This is Draft of their projected Assignment #4. After uploading your peer review to the Assignments Page, please send it to them additionally (through course messaging).

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Just to be clear-this is not a blinded review! Please also copy the instructor on the email to confirm the date submitted.

It is imperative that you get your draft to the person assigned to peer review your paper no later than Sunday, June 4, 2017! Should you fail to do this you will be assessed penalty points for the assignment based on the evaluation of the instructor. Please copy me on your email (through Course Messaging) to your assigned peer reviewer so I can confirm the date submitted to them. You will do a peer review of the draft paper (Draft of Assignment #4) of the classmate assigned. You should contact them and have them send you a draft of their article. After posting your review and rubric on the Assignment page, please also send to them. That is correct—this is not a blinded review. Best bet is to provide feedback on their paper (using tracking changes) and then add the Peer Evaluation Form at the end with comments you deem important for the writer. If you need more information on how to do tracking changes in WORD, check out https://www.youtube.com/watch?v=5_knruAysnA Assessment Rubric for Assignment #3 Peer Review by Instructor

Rubric for Grading Assignment #3 by

Instructor

EXEMPLARY COMPETENT POOR

Peer Review (rubric) Evaluation Form #1

Student used the suggested Peer Review (rubric) Evaluation Form in doing the peer reviews assigned and attached at the end of paper with comprehensive feedback. (25 Points)

Student used the suggested Peer Review (rubric) Evaluation Form in doing the peer reviews assigned and attached at end of paper with adequate feedback. (15 Points)

Student did not use the suggested Peer Review (rubric) Evaluation Form (0 Points)

Peer Review (rubric) Evaluation Form #2

Student used the suggested Peer Review (rubric) Evaluation Form in doing the peer reviews assigned and attached at the end of paper with comprehensive feedback. (25 Points)

Student used the suggested Peer Review (rubric) Evaluation Form in doing the peer reviews assigned and attached at end of paper with adequate feedback.

Student did not use the suggested Peer Review (rubric) Evaluation Form

(0 Points)

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(15 Points) Tracking Edits/Feedback #1

Student used tracking changes (Word) in providing suggested edits and feedback on the assigned paper (25 Points)

Student used tracking changes (Word) but only provided minimal feedback (15 Points)

Student DID NOT use tracking changes (Word) in providing suggested edits and feedback on the assigned paper (0 Points)

Tracking Edits/Feedback #2

Student used tracking changes (Word) in providing suggested edits and feedback on the assigned paper (25 Points)

Student used tracking changes (Word) but only provided minimal feedback (15 Points)

Student DID NOT use tracking changes (Word) in providing suggested edits and feedback on the assigned paper (0 Points)

Total 100 Late Penalty (if any) 5 points per day

Final Total

PEER REVIEW (RUBRIC) EVALUATION FORM (This is the form you use to peer review)

Title:

Reviewer: Due date:

Type of Article:

___Clinical Review Article (3,500 words-suggested)

___Case Report (2,000 words-Suggested)

___Other: ____________________________

Dear Peer Reviewer, Please read the enclosed manuscript with a critical eye. We need your expertise to determine if this is an appropriate manuscript for publishing in the student’s chosen journal. Please note that the manuscript should be edited for spelling, grammar, punctuation, APA style, and Content.

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Please evaluate the following features of this manuscript: 1=Poor; 2=Fair; 3=Good; 4= Excellent ____Overall interest to Audience ____Validity of conclusions ____Relevance to Audience ____Timeliness ____Clarity of presentation ____References: comprehensive and up- to-date ____Thoroughness of presentation ____Length (____too long or ____too short)

Title: 
 Does it clearly describe the article?

 Yes___ No___ Discussion:

________________________________________________________

Abstract
 : Does it reflect the content of the article? 

 Yes___ No___

Discussion:

________________________________________________________ Introduction: 
 Does it describe what the author hoped to achieve accurately, and clearly state the disease or condition being investigated? Normally, the introduction should summarize relevant literature review to provide context, and explain what other authors' findings, if any, are being challenged or extended. 

 Yes___ No___ Discussion: ________________________________________________________

Graphical abstracts, Tables and/or highlights: 
 Where these are included, please check the content and if possible make suggestions for improvements. Do the figures and tables inform the reader, are they an important part of the story? Do the figures describe the data accurately? Are they consistent, e.g. bars in charts are the same width, the scales on the axis are logical. Follow these links for more information on graphical abstracts and highlights. 

 Yes___ No___ Discussion: ________________________________________________________ 

 Conclusion/Discussion: 
 Are the conclusions in this section supported by the results, do they seem reasonable? Have the authors indicated how the results relate to expectations and to earlier literature? Does the article support or contradict previous work? Does the conclusion explain how the discussion has

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moved the body of scientific/medical knowledge forward? 

 Yes___ No___ Discussion: ________________________________________________________

If applicable, are medical treatments up to date? ____ Yes ____ No (if no,

please comment):

Overall Recommendation: (choose one)

____ Publish with minor editing ____ Back to author for rewrite ____ Publish only after major revision ____ Reject ____ Other:

Are any additional tables or illustrations desirable?

What ideas for additional articles does this manuscript suggest?

Are you aware of more recent diagnostic tests, medications, or other treatments

that this article overlooks?

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Plagiarism: 
 If you suspect that an article is a substantial copy of another work,

please let the student know, citing the previous work in as much detail as

possible. 



Comments, suggestions, specific criticisms (Also see tracking changes on the

document)

* A copy of this is available under Assignment #3.

Assignment #4

This assignment #4 is the final paper for the course.

Deadline: Assignment #4 due no later Friday, June 23, 2017 by Midnight. It is worth 100 points. Post your assignment on the ASSIGNMENTS page and title it Last Name_4. (Refer to Assignment #1). Remember, assignments can only be graded if uploaded to the assignments page. Please do not email your assignment to the instructor.

Topic Selection: Topics should be of relevance in clinical medicine, clinical practice issues, and/or academic medicine issues. Students are encouraged to be creative but realistic in selecting project topics. The topic should be focused and feasible. Assessment: The paper will be assessed using the criteria shown in the Rubric shown below. Paper Requirement:

1. Papers must be submitted on or before the appropriate due date. The instructor really appreciates early papers!

2. Papers should be of publication quality.

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3. Papers should meet the standard required by the Publication Manual of the American Psychological Association (APA), 6th ed., (2009)

4. Papers should consider using the following word counts based on the type of paper they are selecting (These are suggested word counts only).

5. Papers should be an INDIVIDUAL EFFORT. Students are encouraged to look at past issues of their professional journals to get a feel for how various types of articles read and look in print. Note that the word limits specified in the following descriptions include everything in the article—references, tables, figure captions, etc. Students should select one of the followings types of papers.

1. Clinical Review Article (3,500 words-suggested): A clinical review offers a critical assessment of the current state of knowledge and research about a disease or condition often encountered by clinicians, or it offers a how-to approach to diagnosing or managing a specific problem. Such an article should not be exhaustive or comprehensive. Instead, it should be absolutely up-to-date regarding the state of medical knowledge about the subject. References should be recent and evidence-based; textbooks should be avoided.

2. Research Article/Report of a Clinical Study (3,500 words-suggested): These should be reports of health services research. Check your intended journal to see if they accept clinical research. The focus should be on research in the medical profession or regarding medical/health care issues. The major sections of a report of a clinical study are: Introduction (The problem you studied), Materials and Methods (How you studied it), and Results (What you found) Discussion (What the findings mean).

3. Case Report (2,000 words-suggested): A case report is shorter than a review article or recertification refresher article. The article should recount an experience with a patient, discuss the intervention and the reasons it was chosen, and provide the outcome. In your discussion section, be sure to draw a lesson out of the clinical point you are making. Photographs, radiographs, or other types of clinical images should be submitted if appropriate.

4. Educational Research and Methods Article (2,000 words-suggested): Articles about the educational process in the various medical and health disciplines are the major focus of this article. Such articles include scholarly reviews, reports of educational research, and papers describing the content and effectiveness of educational innovations pertinent to medical students, residents, fellows, academic physicians and scientists, practicing physicians, physician assistants, nurse practitioners, etc.

5. Faculty Development Article (2,000 Words-Suggested): Articles in this category focus on strategies for career development of faculty. Priority is given to articles reporting research on the effectiveness of such strategies.

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6. Other: If you have an idea that does not fit these categories please develop a concise outline of what you would like to accomplish. (Please call me if you want to discuss this)

Assessment Rubric for Assignment #4 Final Paper CRITERIA EXEMPLARY SATISFACTORY POOR Topic Topic is appropriate. Shows

originality and creativity and is focused and feasible. (5 Points)

Topic is appropriate. Shows some originality and some creativity. (3 Points)

Topic is not appropriate. Shows very little originality or creativity (0 Points)

Abstract Abstract is formatted correctly (APA) and gives an adequate picture of the paper overall. Provides complete overview of paper (150-250 words) Is in block style w/no paragraphs, flush left (5 Points)

Abstract is present but is not formatted correctly or does not give an adequate picture of the paper overall. (3 Points)

Abstract is missing. (0 Points)

Introduction The introduction demonstrates the aim and the objectives of the paper. It is an engaging introduction that gains attention. It includes a concise thesis statement that clearly states the main idea. (5 Points)

The introduction demonstrates the aim and the objectives of the paper but is not engaging and it is difficult to find the concise thesis statement/main idea. (3 Points)

There is no clear introduction. (0 Points)

Review of the literature

The Review of the literature demonstrates accuracy and currency of citations. They are comprehensive and resourceful. (20 Points)

The Review of the literature demonstrates some accuracy and currency of citations but is neither comprehensive nor resourceful. (10 Points)

The Review of the literature is present but is inaccurate or not comprehensive. (5 Points)

Quality of Analysis

The quality of analysis is excellent with accuracy of synthesis of findings, use of appropriate analytic techniques, and critical analysis of statistical data found. (15 Points)

The quality of analysis is good with accuracy of synthesis of findings, use of appropriate analytic techniques, and critical analysis of statistical data found. (10 Points)

The quality of analysis is poor with problems in accuracy of synthesis of findings, use of appropriate analytic techniques, and critical analysis of statistical data found. (5 Points)

Discussions Discussions demonstrate logical thought, accurate interpretation of results. Recognizes limitations of study or studies (if

Discussions demonstrate some logical thought, some accurate interpretation of results. Some recognition of

Discussions demonstrate a lack of logical thought, or accurate interpretation of

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applicable). Is sensitive to impact of bias and able to extrapolate results of studies. (15 Points)

limitations of study or studies (if applicable). (10 Points)

results. (5 Points)

Conclusion The conclusion is logical, flows from the body of the paper, and reviews the major points. It wraps up the paper’s main idea w/o restating them verbatim (5 points)

The conclusion is logical, but has some problems with flow. (3 points)

The conclusion is logical but has major problems with flows (1 points)

References Reference page is titled appropriately. References are alphabetical with adequate number of references for the paper and are cited at least once in the body of the paper. References are formatted appropriately in APA Style. Punctuation is accurate. Hanging indent is used for entries. (10 Points)

Reference page is titled appropriately. There are a number of errors in this section. (5 Points)

Reference page has significant errors noted. (0 Points)

APA guidelines

Entire paper is double-spaced with 1’ margins. 12pt font, New Times Roman is used. Correct and formatted running head. Page numbers are appropriately placed. (10 Points)

Minor errors in APA Style. (5 points)

Significant errors in APA Style. (0 points)

Grammar/ Spelling

Rules of grammar are followed. No run-ons. No fragments. Verbs agree with subject. No spelling errors. (5 points)

Rules of grammar are somewhat followed with minimal errors. (3 points)

Rules of grammar are not followed with major errors. (0 points)

Publication quality

This paper is of publishable quality with little re-writes needed. (5 points)

This paper is of publishable quality with moderate re-writes needed. (3 points)

This paper is not of publishable quality and needs significant re- writes. (0 points)

Sub-TOTAL 100 Penalty

Points (if any)

TOTAL

Standards for Written Assignments

1. Person allowed: Third person throughout course (First person allowed in Assignment #1 only)

2. Number or percentage of actual quotations allowed: No more than 1/3 of the posting and/or paper.

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3. Quality of acceptable sources (peer-reviewed journal articles, scholarly articles, textbooks, university Web sites, commercial Web sites, blogs, WebMD, Up-to-Date, governmental agencies- If the source is not found here check with instructor or teaching assistant)

4. Nomenclature for naming files when papers are uploaded (e.g., smith underscore assignment.docx, i.e. Smith_1.docx for assignment #1)

5. Submission of assignments (assignment drop box) 6. APA style, sixth edition 7. University conventions (DHSc title page for all written assignments,

table of contents for Assignment #4 only) 8. Required number of references: A minimum of ten references for

Assignments #3 & #4.

GRADING POLICY:

Assessment: Taking a course at the doctoral level requires a different approach, methodology, and attitude than undergraduate or even masters- level work.

The doctoral student should take the initiative in meeting the learning objectives and requirements of the course. This is a PASS-FAIL course and is based on participation and products submitted.

Assignments Topic POINTS Date Due

Weekly Postings Based on weekly participation (see weekly assignments)

120 Due Wednesday & Sunday midnight of each week

Assignment #1 Paper Title and Brief description 100 Due Friday, April 22, 2017

Assignment #2 Annotated Bibliography 100 Due Friday, May 12, 2017

Activity related to Assg #3 Turn your draft papers into assigned reviewers 000 Due Sunday, June 4, 2017

Assignment #3 Student Peer Review of two draft papers 100 Due Friday, June 9, 2017

Assignment #4 Final Paper 100 Due Friday, June 23, 2017

Total 520

Grading: Final course grade will be a PASS-FAIL. To PASS this course you must attain 416 points or higher (80%).

Exceptional Work Pass 479 520 Adequate Work (80%)

Pass 416 468

Failing Work (<80%) Fail 0 415

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Please pay attention to your accumulated points as the semester moves forward.

TIMELINE FOR FEEDBACK FROM FACULTY: Instructor and/or teaching assistant will respond in a maximum of 72 hours to an e-mail request. This does not apply to weekends or legal holidays. Assignments will typically be graded within one week unless otherwise noted. More rigorous and sophisticated assignments may require more than a one-week turn around.

What about late assignments: It is expected students will submit paper assignments on time but it is understood that life events may sometimes hinder the process. It is the students’ responsibility to discuss any issues with their instructor that will result in late assignments and make reasonable plans in collaboration with the instructor to submit assignments. There will be a 5-point penalty for each day the paper assignment is late. Even if an extension is approved there will still be penalty points deducted.

REMEDIATION POLICY: A student who earns a grade less than the minimum passing grade for the final course grade will remediate this course through the appropriate mechanism, as determined by the primary course leader (written examination, practical examination, oral presentations, etc.). A course remediation examination will only be allowed one time for this course, but be aware that a student may remediate no more than two courses during his or her enrollment in the program. Please note that if a student is successful on course remediation, the highest grade achievable will be the minimum passing grade for that course with an E notated after the remediated grade [e.g. C (E) or 75E], on the student’s transcript. Full details for course remediation can be found in the Student Handbook. CLASSROOM RULES OF CONDUCT: Netiquette: In a traditional classroom, students are reminded that behavior that disrupts the class or interferes with other students and their ability to learn is unacceptable. Any person engaged in disruptive behavior receives a written warning from the instructor. Students who continue to engage in disruptive behavior after this warning may be administratively withdrawn from the course. Similarly, in an online course, any electronic postings, emails, or electronic messages that disrupt the class or interfere with learning goals and objectives

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are unacceptable. Electronic communication, the backbone of online courses, must be civil, respectful, and cordial at all times. Any posting that disrupts or interferes with learning will be removed, and the author of the posting will receive a written warning. A second disruptive posting will cause the author to be administratively withdrawn from the course.

Dress: Students are expected to abide by the student dress code. For online live and/or video-conferencing sessions, students must be dressed in proper dress code. Failure to do so may result in referral to the Committee on Student Progress for disciplinary action.

ATTENDANCE POLICIES: Active participation in course discussions is required. Students should log in to the course discussion postings and announcements at least every 24-48 hours.

Absences/Tardiness: May incur a point penalty for the activity.

UNIVERSITY POLICIES STUDENTS WITH DISABILITIES: Nova Southeastern University provides reasonable accommodations for qualified students with a documented disability. For more information about the ADA policy, services and procedures please contact the Office of Student Disability Services at 954-262-7185 or visit http://www.nova.edu/disabilityservices. CHCS EFFECTIVE WRITING CENTER: For one-on-one help to improve writing skills, make an appointment with one of the coaches in the HPD library. For more information or to make an appointment, go to http://nova.campusguides.com/hpdwritingcenter/appointments. HENDERSON STUDENT COUNSELING CENTER: The counseling center is staffed by licensed mental health professionals, a licensed psychologist and a psychiatrist. For more information, please call 954-424-6911 or visit www.hendersonbh.org/student counseling. ACADEMIC STANDARDS The university is an academic community and expects its students to manifest a commitment to academic integrity through rigid observance of standards for academic honesty. The university can function properly only when its members adhere to clearly established goals and values. Accordingly, the academic standards are designed to ensure that the principles of academic honesty are upheld.

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The following acts violate the academic honesty standards:

1. Cheating—intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise

2. Fabrication—intentional and unauthorized falsification or invention of any information or citation in an academic exercise

3. Facilitating Academic Dishonesty—intentionally or knowingly helping or attempting to help another to violate any provision of this code

4. Plagiarism—the adoption or reproduction of ideas, words, or statements of another person as one’s own without proper acknowledgment.

Unprofessional Conduct: Behavior(s) unbecoming a professional, including but not limited to: violation of rules, inappropriate dress or language, private conversations during lectures and presentations, rudeness to the professor, classmates, or patients will not be tolerated. Each violation will be placed in writing in the student’s permanent file. Depending on the nature of the violation or in the event of two incidents, a student will be referred for disciplinary action to the Committee on Student Progress and may be reflected on the student’s transcript.

The key to your success in this course can be summed up in a single word: INTERACTION. The more you interact with your peers, your instructor, and teaching assistants the more you will learn and be able to use your skills in your professional environment. The course is designed around the concept of FORMATIVE FEEDBACK and interaction. Formative feedback means that you are not alone in creating the various deliverables in this course. Participate fully in creating and sustaining a learner-centered environment and you will reap its many rewards.

THE COURSE DIRECTOR RESERVES THE RIGHT TO REVISE THIS SYLLABUS AT ANY TIME.