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This paper explores the method of combining Sequential Matching on Sliding Window Sequences (SMOSS) model with improved Long Short-Term Memory (LSTM) model in English writing teaching to improve learners' syntactic understanding and writing ability, thus effectively improving the quality of English writing teaching. Firstly, this paper analyzes the structure of SMOSS model. Secondly, this paper optimizes the traditional LSTM model by using Connectist Temporal Classification (CTC), and proposes an English text error detection model. Meanwhile, this paper combines the SMOSS model with the optimized LSTM model to form a comprehensive syntactic analysis framework, and designs and implements the structure and code of the framework. Finally, on the one hand, the semantic disambiguation performance of the model is tested by using SemCor data set. On the other hand, taking English writing teaching as an example, the proposed method is further verified by designing a comparative experiment in groups. The results show that: (1) From the experimental data of word sense disambiguation, the accuracy of the SMOSS-LSTM model proposed in this paper is the lowest when the context range is "3+3", then it rises in turn at "5+5" and "7+7", reaches the highest at "7+7", and then begins to decrease at "10+10"; (2) Compared with the control group, the accuracy of syntactic analysis in the experimental group reached 89.5%, while that in the control group was only 73.2%. (3) In the aspect of English text error detection, the detection accuracy of the proposed model in the experimental group is as high as 94.8%, which is significantly better than the traditional SMOSS-based text error detection method, and its accuracy is only 68.3%. (4) Compared with other existing researches, although it is slightly inferior to Bidirectional Encoder Representations from Transformers (BERT) in word sense disambiguation, this proposed model performs well in syntactic analysis and English text error detection, and its comprehensive performance is excellent. This paper verifies the effectiveness and practicability of applying SMOSS model and improved LSTM model to the syntactic analysis task in English writing teaching, and provides new ideas and methods for the application of syntactic analysis in English teaching., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Ke Yan. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

According to the extant literature, inquiry-based learning instruction can be an effective pedagogical tool as it frames learning as problem-solving activities. However, considerable debate exists about how to implement inquiry-based instruction. The present study compared the academic performance and engagement (as measured by course learning outcomes) of freshmen exposed to one of two inquiry-based learning modes differing in the volume of load-reducing instruction. The context was a writing-intensive, research-oriented course that enrolled second-language speakers with a didactic past. Thus, the study also examined whether the two modes differentiated freshmen's second-language writing anxiety, a key emotive negative reaction likely to emerge in a writing-intensive course. At the end of the semester, the condition that involved greater load-reducing instruction before problem-solving activities yielded superior attainment of learning outcomes encompassing knowledge acquisition and use of problem-solving skills. No differences in engagement, withdrawal rates, or writing anxiety were detected. Writing anxiety was only minimally related to students' performance and engagement as measured by the course learning outcomes. These findings illustrate that ostensibly minimal variations in the implementation of inquiry-based learning can have a selective impact on cognitive rather than emotive processing., Competing Interests: Declarations Competing interests The authors declare no competing interests. Ethical approval Obtained from PMU Deanship of Research. There is no number or code associated with the ethical approval. PMU Deanship of Research either grants or denies approval (yes/no vote). Informed consent It was obtained from participants (as noted in the manuscript). The informed consent form was deemed to comply with the APA ethical guidelines for the treatment of human participants. Human participants or animals The data-collection process was approved by the Deanship of Research of the hosting institution to comply with the guidelines of the Office for Human Research Protections of the U.S. Department of Health and Human Services., (© 2024. The Author(s).)

This application note explores how to address a challenging problem faced by many academics and publishing professionals in recent years: ensuring the integrity of academic writing in universities and publishing houses due to advances in Artificial Intelligence (AI). It distinguishes AI- and human-generated English manuscripts using classifier models such as decision tree, random forest, extra trees, and AdaBoost. It utilizes Scikit learn libraries to provide statistics (precision, accuracy, recall, F1, MCC, and Cohen's kappa scores) and the confusion matrix to guarantee confidence to the user. The accuracy of the model evaluation for classification ranges from 0.97 to 0.99. There is a text data set of approximately 400 AI-generated texts and around 400 human-generated texts used for training and testing (50/50 random split). The AI texts were generated using detailed prompts that describe the text format of abstracts, introductions, discussions, and conclusions of scientific manuscripts in specific subjects. The tutorials for Gotcha GPT are written in Python by using the highly versatile Google Colaboratory platform. They are made freely available via GitHub (https://github.com/andresilvapimentel/Gotcha-GPT).

Background: The perceived language barrier in English is said to hinder, and in certain instances, impede the global dissemination of knowledge, including medical information, to non-native English speakers within medical institutions. As English for medical purposes instructors, we contend that the issue persists in medical universities across various EFL contexts. Medical students face the challenge of presenting their research findings in English for international journals and conferences. Given this, the present research study aimed to compile a comprehensive catalog of high-frequency errors and examine them in recurring linguistic patterns commonly found in the writing of Iranian medical students., Methods: In conducting the present study, we developed a learner corpus of 1,040 essays (339,040 words and 18,235 sentences in total). Through using the results obtained from Wordsmith Tools 8 and sifting the leaner corpus, we identified 11 high-frequency errors and five commonly used linguistic patterns., Results: Only five out of 11 high-frequency errors account for 61% of the total number of errors. Results also showed that a majority of errors were of grammatical nature. In this regard, cohesion and cohesive devices (16%) were the most prevalent errors followed by omission/misusing of articles/determiners (14%). Additionally, results showed that discourse markers were extensively used in the corpus (22.07%), followed by hedges (11.42%)., Conclusions: The outcomes of this study are expected to assist English for medical purposes instructors in designing focused lesson plans and classroom activities. Ultimately, these efforts might contribute to enhancing medical education in non-English speaking universities., (© 2024. The Author(s).)

Purpose: Schizophrenia spectrum disorders (SSD) are associated with social difficulties that call for psychosocial interventions as supplement to standard treatment. The aim of the present study was to assess if there were changes in wellbeing, psychotic-like experiences, mentalisation and self-efficacy from pre- to post-intervention, in persons with SSD who took part in a creative writing group intervention in addition to their standard treatment., Materials and Methods: Participants ( n  = 73 with SSD) self-reported their level of wellbeing (Patient-reported outcome measures; PROMs), psychotic-like experiences (Inventory of psychotic-like anomalous self-experiences; IPASE), mentalisation (Reflective functioning questionnaire; RFQ and Toronto Alexithymia Scale; TAS), and self-efficacy (General self-efficacy scale; GSE) before and after REWRITALIZE, a creative writing group intervention led by a professional author in which participants were introduced to literary forms, wrote spontaneously on those forms, and engaged in literary conversation about their texts., Results: There was a significant difference from pre- to post-intervention in psychotic-like experiences (IPASE), ability to understand one's own reasons and feelings (TAS), and self-efficacy (GSE)., Conclusion: Although the study was uncontrolled, these results suggest that REWRITALIZE as supplement to standard treatment may be beneficial to persons with SSD.

Background: Depression and anxiety are common psychological issues among international medical students in universities, which have serious negative impacts on their learning and life. The present study aimed to evaluate the efficacy of positive emotional writing in alleviating symptoms of anxiety and depression, as well as enhancing subjective well-being among this population., Method: This study was conducted at an international college of a comprehensive university in central China. A total of ninety-two participants who met the inclusion criteria were recruited to participate in a single-blind randomized controlled trial, in which participants were not aware that there was an experimental group and a control group. Participants in control received daily psychological care weekly for 8 weeks (n = 46). Correspondingly, participants in experimental group received the positive emotional writing intervention on the basis of daily psychological care. Self-Rating Depression Scale (SDS), Self-Rating Anxiety Scale (SAS) and General Well-being Scale (GWB) were used to evaluate the effect of the intervention. Data from 89 students who completed the entire study (experimental group, n = 44; control group, n = 45) were analyzed., Results: After the intervention, the scores of SDS and SAS in the experimental group significantly decreased, while the subjective well-being score significantly increased. Although the SAS score of the control group after intervention was significantly lower than before, the decrease in SDS and SAS scores, as well as the increase in GWB score, were significantly greater in the experimental group than in the control group., Conclusion: The findings suggest that positive emotional writing can effectively reduce the depression and anxiety of international medical students, and significantly enhance their subjective well-being, providing ideas for management to solve the psychological problems of international medical students., Trial Registration Number: ChiCTR2400087815. Registered at Chinese Clinical Trial Registry., (© 2024. The Author(s).)

Writing is usually integrated in the curriculum of science studies. However, students often lack the skills to write for various audiences or, to produce a well written manuscript. We developed a concise project of 15 European Credits to improve the writing skills in an early phase of the bachelor study. Students worked on texts from various journals and looked at the writing styles. They rewrote texts in a popular and more scientific way and practiced with clear, vivid language, avoiding clutter and hedge words, considering a proper use of grammar and interpunction. Medical writing was also introduced during the project. Grading was based on rewriting for a non-expert and expert audience. A rewritten text was presented to the public in the form of a student-initiated survey. This project shows an inverted approach creating student ownership and enthusiasm for writing. In addition, we created and tested successfully a concise two-day workshop based on this project. Based on the results we herewith present the work as an idea to explore., (© 2024 The Author(s). Biochemistry and Molecular Biology Education published by Wiley Periodicals LLC on behalf of International Union of Biochemistry and Molecular Biology.)

We have assessed the chatbot Generative Pretrained Transformer, a type of artificial intelligence software designed to simulate conversations with human users, in an experiment designed to test its relevance to scientific writing. chatbot Generative Pretrained Transformer could become a promising and powerful tool for tasks such as automated draft generation, which may be useful in academic activities to make writing work faster and easier. However, the use of this tool in scientific writing raises some ethical concerns and therefore there have been calls for it to be regulated. It may be difficult to recognize whether an abstract or paper is written by a chatbot or a human being because chatbots use advanced techniques, such as natural language processing and machine learning, to generate text that is similar to human writing. To detect the author is a complex task and requires thorough critical reading to reach a conclusion. The aim of this paper is, therefore, to explore the pros and cons of the use of chatbots in scientific writing., Competing Interests: The authors report no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Purpose: Written assessment comments are needed to archive feedback and inform decisions. Regrettably, comments are often impoverished, leaving performance-relevant information undocumented. Research has focused on content and supervisor's ability and motivation to write it but has not sufficiently examined how well the undocumented information lends itself to being written as comments. Because missing information threatens the validity of assessment processes, this study examined the performance information that resists being written., Method: Two sequential data collection methods and multiple elicitation techniques were used to triangulate unwritten assessment comments. Between November 2022 and January 2023, physicians in Canada were recruited by email and social media to describe experiences with wanting to convey assessment information but feeling unable to express it in writing. Fifty supervisors shared examples via survey. From January to May 2023, a subset of 13 participants were then interviewed to further explain what information resisted being written and why it seemed impossible to express in writing and to write comments in response to a video prompt or for their own "unwritable" example. Constructivist grounded theory guided data collection and analysis., Results: Not all performance-relevant information was equally writable. Information resisted being written as assessment comments when it would require an essay to be expressed in writing, belonged in a conversation and not in writing, or was potentially irrelevant and unverifiable. In particular, disclosing sensitive information discussed in a feedback conversation required extensive recoding to protect the learner and supervisor-learner relationship., Conclusions: When documenting performance information as written comments is viewed as an act of disclosure, it becomes clear why supervisors may feel compelled to leave some comments unwritten. Although supervisors can be supported in writing better assessment comments, their failure to write invites a reexamination of expectations for documenting feedback and performance information as written comments on assessment forms., (Copyright © 2024 the Association of American Medical Colleges.)

Medical students' efforts to learn person-centered thinking and behavior can fall short due to the dissonance between person-centered clinical ideals and the prevailing epistemological stereotypes of medicine, where physicians' life events, relations, and emotions seem irrelevant to their professional competence. This paper explores how reflecting on personal life experiences and considering the relevance for one's future professional practice can inform first-year medical students' initial explorations of professional identities. In this narrative inquiry, we undertook a dialogical narrative analysis of 68 essays in which first-year medical students reflected on how personal experiences from before medical school may influence them as future doctors. Students wrote the texts at the end of a 6-month course involving 20 patient encounters, introduction to person-centered theory, peer group discussions, and reflective writing. The analysis targeted medical students' processes of interweaving and delineating personal and professional identities. The analysis yielded four categories. (1) How medical students told their stories of illness, suffering, and relational struggles in an interplay with context that provided them with new perspectives on their own experiences. Students formed identities with a person-centered orientation to medical work by: (2) recognizing and identifying with patients' vulnerability, (3) experiencing the healing function of sharing stories, and (4) transforming personal experiences into professional strength. Innovative approaches to medical education that encourage and support medical students to revisit, reflect on, and reinterpret their emotionally charged life experiences have the potential to shape professional identities in ways that support person-centered orientations to medical work., (© 2024. The Author(s).)

Two hundred ninety-eight primary teachers (88% female) from across all Australian states and territories reported on the frequency with which they implemented instructional adaptations for struggling writers in their classrooms. They also rated their preparation and self-efficacy for teaching writing. The majority of participating teachers indicated they provided additional instruction on spelling, capitalization and punctuation, and sentence construction at least once a week or more often. Teachers further reported implementing additional minilessons and reteaching strategies and skills, as well as extra instruction on grammar, handwriting, text structure, revising, and planning on a monthly basis or more often. The majority of teachers reported never or only once a year using adaptations to support digital writing. The frequency with which teachers provided extra instruction on spelling, handwriting, text structure, revising, and computer use differed by grade. Only teachers' perceived efficacy to teach writing made a unique and statistically significant contribution to predicting the use of instructional adaptations for writing and adaptations to support digital writing after controlling for teacher and classroom variables., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Background and Objectives: Limited research has examined the mediating mechanisms underlying the association between procrastination in academic writing and negative emotional states during the COVID-19 pandemic. In the present study, we examined whether stress coping styles and self-efficacy for self-regulation of academic writing mediated the relationship between procrastination in academic writing and negative emotional states., Design and Method: Graduate students ( N  = 475, 61.7% female, M age  = 5.72) completed questionnaires at Time 1 (March 2020; Procrastination in Academic Writing and Coping Inventory for Stressful Situations), and Time 2 (June 2020; The Self-Efficacy for Self-Regulation of Academic Writing Scale and Depression, Anxiety, and Stress Scale - 21).SD  = 5.72) completed questionnaires at Time 1 (March 2020; Procrastination in Academic Writing and Coping Inventory for Stressful Situations), and Time 2 (June 2020; The Self-Efficacy for Self-Regulation of Academic Writing Scale and Depression, Anxiety, and Stress Scale - 21)., Results: Emotion-oriented coping and the self-efficacy for self-regulation of academic writing serially mediated the association between procrastination in academic writing and negative emotional states. Meanwhile, task-oriented coping and self-efficacy for self-regulation of academic writing also serially mediated the association between procrastination in academic writing and negative emotional states., Conclusions: These findings provide a plausible explanation of the roles that stress coping styles and self-efficacy for self-regulation of academic writing play in the association between procrastination in academic writing and negative emotional states.

Background: Recent research at a single-purpose nursing institution has suggested a means to authenticate student writing by distinguishing it from artificial intelligence (AI)-generated text through the detection of key terms., Purpose: The purpose was to replicate and expand the research that identified key terms present in student writing but absent from AI-generated text., Methods: A total of 5 generative AI writing tools were fed prompts to collect 14 787 words. Using the Search function on word processing software, the frequency of the terms, because, since, so, then, thing, think , and too , was measured and compared against earlier published findings from AI and students., Results: The replication study was successful for the terms since, then, thing, think, and too., Conclusions: Measuring key term frequency may be a path to authenticate student writing. While no tool can provide certainty of original authorship, the absence of key terms in a student submission may suggest AI authorship., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Studies report that speech-to-text applications (STT) may support students with writing difficulties in text production. However, existing research is sparse, shows mixed results, and lacks information on STT interventions and their applicability in schools. Therefore, this study aimed to investigate whether a systematic and intensive assistive technology intervention focusing on STT can improve text production. A modified multiple-baseline across-subject design was used involving eight middle school students, four Norwegian and four Swedish. Their STT-produced narrative texts were collected during and after the intervention and the productivity, accuracy, and text quality were analysed. Keyboarding was the baseline control condition. The results demonstrated that seven of the eight students increased text productivity and that the proportion of word-level accuracy was maintained or improved. The use of punctuation progressed in participants with poor baseline skills. Most students' STT-produced texts had at least a similar ratio of meaningfulness and text quality as keyboarding. However, the magnitude of the changes and development patterns varied, with three students showing the most notable impacts. In conclusion, this study's intervention seemed beneficial in initially instructing STT, and the progress monitoring guided individually adapted future interventions such as balancing productivity and formal language aspects. Removing the spelling barrier with STT provided an opportunity for students to improve their higher-order skills, such as vocabulary diversity and overall text quality. Furthermore, visible progress, such as the ability to produce longer texts, might motivate continued STT usage. However, such development may not always be immediate.

Objectives: Body image disturbance is prevalent in people with endometriosis. This study aimed to explore the feasibility, acceptability and preliminary efficacy of the My Changed Body (MyCB) writing activity for body image in people with endometriosis., Design: Two-arm randomized controlled pilot and feasibility study., Methods: Australian adults living with endometriosis who identified as having had a negative endometriosis-related body image experience were recruited online through Endometriosis Australia. Participants completed a baseline survey capturing demographic and health data before being randomized into the MyCB or control writing conditions. Additional assessment was administered post-activity and at 1-week follow-up., Results: A total of 82 participants were recruited and randomized (M age  = 32 years, SD = 7.8). MyCB participants were less likely to complete the writing tasks compared to the control group (51% vs. 83%); MyCB completers had lower self-compassion and quality of life, and higher psychological distress, compared to those who dropped out. The MyCB activity received good satisfaction rates (47%-87%). However, there was significant drop-out in the MyCB group (n = 4 vs. 13 at 1-week follow-up). Limited-efficacy testing showed an increase in the self-compassion self-identification for the MyCB group., Conclusions: The MyCB writing activity may be feasible for people with endometriosis. A future larger trial will benefit from several methodology changes to enhance recruitment and retention., Trial Registration: Australian and New Zealand Clinical Trial Registry ACTRN12622000496718; Date: 29/3/2022; retrospectively registered., (© 2024 The Author(s). British Journal of Health Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Reflective writing (RW) is a popular tool in medical education, but it is being used in ways that fail to maximize its potential. Literature in the field focuses on why RW is used - that is to develop, assess, and remediate learner competencies - but less so on how to use it effectively. The emerging literature on how to integrate RW in medical education is haphazard, scattered and, at times, reductionist. We need a synthesis to translate this literature into cohesive strategies for medical educators using RW in a variety of contexts. These 12 tips offer guidelines for the principles and practices of using RW in medical education. This synthesis aims to support more strategic and meaningful integration of RW in medical education.

Objective: To examine effects of a videoconferencing coach-guided expressive writing program on facilitating grief resolution in adults with spinal cord injury (SCI). Design: One group pretest - posttest design with a 1-month follow-up. Setting: Home-based videoconferencing. Participants: Twenty-four adults with SCI. Interventions: 10 weekly 1-hour videoconferencing sessions in which participants engaged in expressive writing guided by writing coaches, either individually or in small groups. Outcome Measures: Self-report questionnaires on measures of grief, emotional distress, depression, stress, trouble falling asleep, meaning and purpose, self-efficacy for managing chronic conditions, ability to participate in social roles and activities, and satisfaction with social roles and activities. Results: Immediately after completing the program, participants showed significant reductions in measures of severity of grief, trouble falling asleep, and trouble participating in social roles and activities and significant increases in self-efficacy for managing chronic conditions and satisfaction with social roles and activities. Participants maintained benefits at 1-month follow-up, showing significant reductions in measures of severity of grief, trouble falling asleep, and distress related to different difficulties and significant increases in feelings of meaning and purpose in life compared to their scores at pre-program. Post-hoc analysis showed that participants whose injury was sustained within 5 years of study enrollment had significant reductions in change scores of distress and trouble participating in social roles and activities compared to those whose injuries were sustained more than 5 years before the study began. Conclusion: The videoconferencing coach-guided expressive writing program helps adults with SCI reduce grief intensity and trouble falling asleep and produces a sustained effect. People who sustained a more recent injury seemed to gain more benefits from the program than those whose injuries occurred less recently. Trial Registration : NCT04721717.

Presentation features such as spelling, punctuation and handwriting can influence the evaluation of general text quality. High school students with dyslexia might therefore be at a disadvantage, as at least their spelling performance is typically poor(er). Furthermore, these students might show less sophisticated linguistic features of texts, such as word length and sentence complexity, that might also be related to text quality. We compared narratives written by Dutch high school students (mean age 13.7 years) with (n = 28) and without (n = 29) dyslexia. Students with dyslexia's texts contained more spelling errors and poorer handwriting quality, but not more punctuation errors. Teacher-rated general text quality was lower for the texts of students with dyslexia in uncorrected versions. When spelling and punctuation errors were corrected, no teacher-rated text quality differences emerged. No differences in linguistic text features were found. Furthermore, spelling, punctuation and, to a lesser extent, number of words per sentence clause were related to ratings of text quality across participants. These results confirm the influence of presentation features on text quality rating. They encourage teachers to be aware of this effect and emphasize the importance of spelling and writing support and interventions for students with dyslexia throughout education., (© 2024 The Author(s). Dyslexia published by John Wiley & Sons Ltd.)

Writing skills, crucial for various forms of expression, depend on effective planning and self-regulation. Competent writers emphasise pre-writing activities and self-regulation nevertheless students with Specific Learning Disabilities (SLD) often struggle with writing, impacting their academic achievement. This study explored the efficacy of the STOP and DARE strategy, grounded in the Self-Regulated Strategy Development (SRSD) model, for teaching persuasive writing to four high school students diagnosed with SLD. The study employed a multiple probe across subjects design to assess the impact of STOP and DARE on various persuasive writing skills. The intervention involved rigorous implementation of the strategy over 12-21 sessions, occurring 3 days a week for 80-90 min each day. The results indicated a functional relation between the strategy's implementation and improvements in persuasive essay elements, text length, use of linking words and holistic quality. Moreover, participants expressed a high level of satisfaction with the intervention. Future research could consider investigating functional text elements in addition to basic persuasive text elements. Furthermore, the adaptability of the STOP and DARE strategy to different languages and its applicability in diverse writing types, as well as its effectiveness in varied linguistic and cultural contexts, should be explored., (© 2024 The Author(s). Dyslexia published by John Wiley & Sons Ltd.)

Recent advancements in artificial intelligence (AI) have led to concerns about its potential misuse in education. As large language models (LLMs) such as ChatGPT and Bard can generate human-like text, researchers and educators noted the potential redundancy of tasking students with writing academic essays. We aimed to explore if the two LLMs could generate unstructured essays on medical students' personal experiences of challenges and ethical dilemmas that are indistinguishable from human-written texts. We collected 47 original student-written essays from which we extracted keywords to develop prompts for the LLMs. We then used these prompts to generate an equivalent number of essays using ChatGPT and Bard. We analysed the essays using the Language Inquiry and Word Count (LIWC) 22 software, extracting the main LIWC summary measures and variables related to social and psychological processes. We also conducted sub-analyses for sixteen student essays that were presumably written entirely or in part by AI, according to two AI detectors. We found that AI-written essays used more language related to affect, authenticity, and analytical thinking compared to student-written essays after we removed AI-co-written student essays from the analysis. We observed that, despite the differences in language characteristics compared to student-written essays, both LLMs are highly effective in generating essays on students' personal experiences and opinions regarding real-life ethical dilemmas., (© 2024. The Author(s).)

Phonological knowledge plays a pivotal role in many aspects of language processing, but it remains controversial whether it is required for writing. In the present study, we examined the issue by focusing on written production in an opaque logographic script (kanji) with highly irregular pronunciation rules, which allowed for a rigorous test of whether or not phonology contributes to writing. Using a phonological priming paradigm in two experiments, we measured response latency while participants orally named target pictures or wrote down their names in kanji. Each target was preceded by a phonographic character (kana) which represented the same sound (mora) as the beginning of the target name or a different mora. By manipulating the degree of phonological overlap between primes and target names (i.e., morae, consonants and vowels), we found that only the moraic overlap could speed up word production in logographic writing (Experiment 1). In contrast, naming response was facilitated by mora-overlap as well as vowel-overlap. This between-task difference in phonological encoding suggests that phonological codes for spoken production do not necessarily precede orthographic access during logographic writing. In Experiment 2, we further found that the facilitatory effects of moraic information did not differ in magnitude between writing and naming when primes were masked and presented more briefly, suggesting a net component of bottom-up phonological activation which contributes to logographic writing. Collectively, we propose that orthographic codes of kanji are accessed directly from semantics, whereas phonology plays a non-specific modulatory role to enhance neurocognitive systems involved in writing., Competing Interests: No authors have competing interests., (Copyright: © 2024 Yokoi et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Background: Scholarly publications are important indicators of research productivity and investigator development in Centers of Biomedical Research Excellence (COBREs). However, no information is available to describe implementation and evaluation of writing development programs within COBREs. Therefore, this paper aimed to evaluate the first year of a campus-wide COBRE-supported writing program., Methods: A convergent parallel mixed-methods design (QUAN + QUAL) was used. All writing program participants were invited to complete post-participation surveys, and a subgroup was selected using purposive sampling to complete individual semi-structured interviews. Descriptive statistics were used to characterize survey data, and qualitative content analysis was employed to analyze interview data. Self-determination theory served as the theoretical framework by which themes were developed and interpreted., Results: Professional staff, post-doctoral fellows, and faculty from all academic ranks (n = 29) participated in the writing program during its first year. Survey respondents (n = 18, response rate 62%) rated social support (89%), group accountability (89%), hearing group members' writing goals (78%), receiving group advice (67%), and setting a weekly writing schedule (56%) as beneficial program components. Participants rated program benefits such as breaking away from other responsibilities, staying on task with writing goals, and receiving social support as most beneficial. During interviews, participants (n = 14) described five major themes related to the benefits received: 1) belonging to a community of writers; 2) managing writing-related emotions; 3) improved productivity; 4) establishing helpful writing habits; and 5) improved motivation for scholarly writing., Conclusions: This first-year programmatic evaluation demonstrates the writing program's effectiveness as a campus-level development resource supported by a research center. Both survey and interview data affirmed that participants perceived autonomy, competence, and relatedness were supported through participation in the writing program. Participants placed particular emphasis on the writing program's successful development of a community of scholarly writers., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Franks et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Journal peer review is a gatekeeper in the scientific process, determining which papers are published in academic journals. It also supports authors in improving their papers before they go to press. Training for early-career researchers on how to conduct a high-quality peer review is scarce, however, and there are concerns about the quality of peer review in the health sciences. Standardized training and guidance may help reviewers to improve the quality of their feedback. In this paper, we approach peer review as a staged writing activity and apply writing process best practices to help early-career researchers and others learn to create a comprehensive and respectful peer-review report. The writing stages of reading, planning and composing are reflected in our three-step peer-review process. The first step involves reading the entire manuscript to get a sense of the paper as a whole. The second step is to comprehensive evaluate the paper. The third step, of writing the review, emphasizes a respectful tone, providing feedback that motivates revision as well as balance in pointing out strengths and making suggestions. Detailed checklists that are provided in the Supplementary material (available as Supplementary data at IJE online) aid in the paper evaluation process and examples demonstrate points about writing an effective review., (© The Author(s) 2024. Published by Oxford University Press on behalf of the International Epidemiological Association.)

Background: Report writing in class provides basic training for academic writing. However, report writing education in medical schools in Japan has rarely been reported and no teaching strategy has been established for it., Methods: This study developed a report writing program using peer review for first-year medical students consisting of two 120-minute classes. The goal of being able to write reports appropriately was established and presented to students at the beginning of the program. In session 1, students decided on a topic, gathered information, and structured their report. In session 2, students' written reports were peer reviewed. The reports were improved based on the peer reviews. The responses of the pre- and post-program questionnaires were evaluated to determine the program's effectiveness. The other reports that were assigned one month after the program were used as comparison with the reports of students who did not participate. Furthermore, the long-term effects of the program were also evaluated by comparing the results of students from the previous year who did not participate in the program with those of program participants six months after the program., Results: A total of 106 students completed the questionnaire evaluation. The program was rated as being acceptable for the students. Self-assessment of report writing significantly improved after the program. The report scores of program participants (n = 99) were significantly higher overall and in all domains than were those of non-participants (n = 99). The self-assessment of students who participated (n = 96) was significantly higher than that of non-participants (n = 109). No difference was observed for students' sense of burden in report writing., Conclusions: The report writing skills of medical students can be improved by clearly establishing the goals of report writing and practicing the basic skills of report writing step-by-step. Moreover, the use of peer review may enhance the effectiveness of learning opportunities for report writing., (© 2024. The Author(s).)

This mixed-methods study aims to investigate the impact of traditional and digital storytelling (DST) on English as a foreign language (EFL) learners' writing performance in terms of complexity, accuracy, lexical diversity, and fluency (CALF) measures. Moreover, the study sheds light on how learners were engaged along behavioral, cognitive, affective, and agentive dimensions when completing the DST task. The participants were 45 intermediate-level college students who were assigned to the DST and traditional storytelling (TST) groups. Under a four-week curriculum, the participants constructed their stories by using either an online platform or traditional pen-and-paper format. Adopting a quasi-experiment design, within-group and between-group comparisons were made. A series of paired samples t-tests were run to compare the pretest and post-test of each group (within-group comparison) and assessed any improvement from the pretest to the post-test across CALF measures. Also, a 2 × 2 mixed-methods analysis of variance (ANOVA) was run on the post-test scores of the two groups across CALF measures (between-group comparisons). The results of these tests unveiled that the storytelling task, in either traditional or digital mode, effectively enhanced students' overall writing performance. However, there was a significant impact of DST on syntactic complexity, accuracy, and lexical diversity, while writing fluency remained unaffected. Moreover, the results of the questionnaire and interview data revealed the students' multidimensional engagement (behavioral, cognitive, affective, and agentive) while performing the DST task, with the agentive aspect emerging as most prominent. Pedagogical implications of incorporating DST in EFL contexts were discussed., Competing Interests: Declaration of competing interest The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 The Author. Published by Elsevier B.V. All rights reserved.)

The medical affidavit is critically significant for asylum seekers. Studies have shown that asylum seekers applying with a medical affidavit (versus without a medical affidavit) have double the success rate. There are many training resources for clinician-evaluators on the interviewing process, but little instruction exists on the affidavit writing process. Our objective was to identify the most common narrative elements in medical affidavits of successful (versus unsuccessful) asylum seekers to provide further writing guidance for clinician-evaluators. We hypothesized that these elements, when thoughtfully employed, help clinician-evaluators best represent their clients in the US immigration system. We focused on the most vulnerable applicants: those applying after the one-year deadline. Using grounded theory, we coded 23 affidavits filed after the one-year deadline for narrative elements. We identified seven narrative elements more common in medical affidavits of asylum seekers who filed after the one-year deadline and were successful: (1) Recommending specific clinical interventions; (2) Quoting elevated diction by the client; (3) Using headlines; including anecdotes that describe (4) The client forming human connections, (5) Archetypal female characters, (6) Love stories, or (7) Moments of realization., Competing Interests: Declaration of competing interest Authors report no competing interest., (Copyright © 2024 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.)

Competing Interests: Each author certifies that there are no funding or commercial associations (consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article related to the author or any immediate family members. All ICMJE Conflict of Interest Forms for authors and Clinical Orthopaedics and Related Research ® editors and board members are on file with the publication and can be viewed on request.

Biscriptuality is the ability to write in two different scripts. Achieving handwriting expertise in a single script demands years of intensive practice, and these demands are even stronger when two scripts must be mastered. Biscriptuality could thus impact the cognitive and motor skills underlying graphomotor control. Here, we aimed at establishing that biscriptuality enhances graphomotor control, and at testing whether biscriptuals have better fine motor skills and working memory performance compared to Latin monoscriptuals. We found that biscriptuals perform better than monoscriptuals on graphomotor tasks, and on 3 types of fine motor control tasks indexing dexterity, motor timing under spatial constraints, and spontaneous motor tempo; the two groups did not significantly differ in their working memory performance. These results demonstrate that writing expertise widely impacts the organization of the motor system., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Neurofibromatosis type 1 (NF1) is associated with below average writing achievement. However, little is known about specific aspects of written language impacted by NF1, changes in writing over time, and associations between cognitive aspects of the NF1 phenotype and writing. At three timepoints over six years, children with NF1 and plexiform neurofibromas (PNs) completed Woodcock-Johnson tests of writing mechanics (Spelling, Punctuation & Capitalization, handwriting), written expression of ideas (Writing Samples), writing speed (Writing Fluency), and tests of general cognitive ability, executive function, memory, and attention. Children ( N  = 76, mean age = 12.8 ± 3.4 years) completed at least one baseline writing subtest. Overall writing scores were in the Average range ( M  = 93.4, SD  = 17.4), but lower than population norms ( p  = 0.002). Scores were highest on Writing Samples ( M  = 95.2, SD  = 17.3), and lowest for Punctuation & Capitalization ( M  = 87.9, SD  = 18.8, p  = 0.034). Writing scores were mostly stable over time. Nonverbal reasoning was related to some tests of writing mechanics and written expression of ideas. Short-term memory and inattention explained additional variance in Writing Samples and Spelling. Poor handwriting was associated with writing content beyond the impact of cognitive factors. Children with NF1 and PNs may benefit from early screening and writing support. Interventions should address the contribution of both cognitive and handwriting difficulties in written language.

Purpose: Autistic children demonstrate highly variable written language skills. Existing research has focused on examining autistic children's performance on direct assessments of written language. In contrast, few studies have sought to understand how autistic children conceptualize their writing abilities or engage with writing across different contexts compared to non-autistic peers., Methods: This study used a researcher-designed questionnaire to examine writing self-concept, text engagement with different writing activities, and writing practices and beliefs across school and non-school contexts in school-age (10-18 years old) autistic children compared to their non-autistic peers. Data analysis approaches included "multiple indicators, multiple causes" (MIMIC) modeling; correlational and multiple regression analysis; non-parametric Mann-Whitney U tests; and principal components analysis., Results: Groups did not differ in their writing self-concept ratings. Furthermore, both groups engaged with a variety of different writing activities to a similar extent except for text messages being lower for the autistic group. Five components were extracted via principal components analysis on items related to writing practices and beliefs across contexts; groups did not differ across the components. Overall, the non-autistic group showed more consistent relationships between writing self-concept as well as writing practices and beliefs with performance on a narrative writing task when compared to the autistic group., Conclusion: Results offer a preliminary understanding into how autistic children engage with writing across contexts for a variety of purposes when compared to their non-autistic peers and offer implications for continued research and educational practice., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Purpose: The ways in which words are used to describe and discuss people with disabilities has long been an area of social concern. Previous research has demonstrated that language can overtly and subtly influence cognitions and perceptions of individuals, but there is less research on how language relates to perceptions of individuals with disabilities., Materials and Methods: A content analysis of 236 peer-reviewed articles was performed to explore differences in the frequency of the use of "disability," "disorder," and "illness" in academic articles related to eight common conditions: deafness, blindness, multiple sclerosis, quadriplegia, anxiety, depression, schizophrenia, and addiction., Results: Results indicated that there were differences in how disability language was used by academic writers. Specifically, "disability" appeared in the writing more frequently in articles related to physical disabilities, "disorder" appeared most frequently in articles related to anxiety and depression, and "illness" appeared most frequently in articles related to schizophrenia., Conclusions: This observed difference in frequency use could reflect differences in the context and meaning of the use of these conditions. Suggestions for future research are discussed.

Objective: This study tested the feasibility and efficacy of two iterations of a low-intensity online writing intervention, Expand Your Horizon (EYH), in improving body image and distress in a cancer population., Methods: In study 1 (3-session version of EYH), adult female cancer survivors (N = 201) were randomised to EYH, where they described their body functionality, or a creative writing control. Outcomes assessed at baseline and one-week follow-up included body appreciation, body dissatisfaction, and distress. In study 2 (1 session version of EYH), adult female cancer survivors (N = 65) were randomised to EYH or a neutral writing control. Outcomes (assessed at baseline, immediately post-intervention and one-week follow-up) included body appreciation, body functionality appreciation, body dissatisfaction and distress., Results: Study 1 experienced severe attrition; only 14 participants (7 %) completed the intervention and follow-up. Study 2 had higher retention, with 74 % completing the study. In study 2, while no significant differences emerged between EYH or control, both groups significantly improved immediately post-intervention across all outcomes. No differences were found at follow-up., Conclusions: A single-session online writing intervention for cancer survivors appears to be more feasible than multi-session, however the efficacy of EYH for this population remains to be established., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)

Background: This study uses a randomized controlled trial (RCT) to test the health benefits of expressive writing that is culturally adapted for Chinese immigrant breast cancer survivors (BCSs) and to characterize how acculturation moderates the effects of expressive writing interventions., Methods: We will recruit Chinese immigrant BCSs (N = 240) diagnosed with stage 0-III breast cancer and within 5 years of completion of primary treatment. Recruitment will occur primarily through community-based organizations and cancer registries. Participants will be randomly assigned either to a control condition to write about neutral topics or to one of two intervention conditions, self-regulation or self-cultivation, both of which aim to promote adaptive cognitive processes but differ in how they achieve this goal. The self-regulation intervention culturally adapts a Western expressive writing paradigm and incorporates emotional disclosure, whereas the self-cultivation intervention originates from Asian cultural values without disclosing emotions. Participants in all three conditions will be asked to write in their preferred language for three 30-minute sessions. The primary outcome will be quality of life (QOL) at the 6- and 12-month follow-ups, and the secondary outcomes will be perceived stress, stress biomarkers, and medical appointments for cancer-related morbidities., Discussion: This project will be the first large RCT to test culturally based brief interventions to improve QOL and reduce stress among Chinese immigrant BCSs. This project is expected to address two important needs of Chinese immigrant BCSs: their unmet psychological needs and the lack of culturally competent mental health care for Chinese immigrant BCSs. The immediate product of this line of research will be empirically evaluated, culturally responsive interventions ready for dissemination to Chinese immigrant BCSs across the United States., Clinicaltrials.gov Identifier: NCT04754412., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Lu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

This letter takes a unique approach to the complex relationship between criticism and constructive dialogue, specifically in response to issues raised by a recent original article publication. While criticism is often viewed negatively, this article uncovers its potential to stimulate meaningful and productive discussions, particularly in novel studies. By examining certain misinterpretations, the article aims to demonstrate how criticism, when approached with openness and respect, can deepen the understanding and appreciation of original works, and inspire future research on lecture playback speeds. Drawing from specific matters arising based on one writer's Letter to the Editor, this response highlights the importance of cultivating a culture of constructive criticism in educational settings through a thorough response where criticism has led to fruitful dialogue, enabling readers to engage critically with texts and explore diverse interpretations. Ultimately, this article underscores the transformative potential of criticism as a tool for intellectual growth, by reaffirming the value of novel studies as sites for critical inquiry and potential constructive dialogue rather than a deterrent to meaningful engagement. It endeavors to provide practical insights and recommendations for writers, offering strategies for leveraging criticism to foster deeper collaboration and enrich future scholarly works., (© 2024. The Author(s).)

Background: The process of revising writing has provided valuable insights into both learners' written output and their cognitive processes during revision. Research has acknowledged the emotional dimension of writing revision, yet no studies have delved into models that connect all of these domains. Given the interplay between these domains, it is crucial to explore potential associations between writing revision and writing quality in terms of emotions., Purpose: This study aims to shed light on the emotional shifts that occur as learners transition from a focus on form to an emphasis on content, refining fundamental aspects of writing revision, and investigating potential challenges and strategies., Methods: A total of 320 Chinese-speaking learners (188 female and 132 male) participated in weekly writing classes. We used subsequent investigation aimed to probe the specific writing revision practices contributing to both form and content revisions and semi-structured interview from collection, representation, marking, and stimulated recall to elicit participants' perspectives on various aspects, including the number of writing revisions, recurring errors, emotional processes, efficacy of writing revision, cognition of writing revision, attitudes towards writing revision, and emotional changes., Results: The findings reveal a positive correlation between writing revision and the quality of writing. EFL learners' rationale for revising centered on the imperative need to address new structural nuances or incorporate additional elements such as vocabulary, spelling, and punctuation. Additionally, form revision garnered significantly lower scores compared to content revision. Finally, EFL learners deduced the form revision governing target content through repeated revisions of the manuscript throughout the time points., Conclusions: The results indicate that the outcomes of form-focused revision or content-oriented approaches are linked to the quality of writing and contribute to the development of writing skills. Moreover, psychological processes assist English as a Foreign Language (EFL) learners in enhancing their self-efficacy in language acquisition., Implications: This study contributes to the existing body of knowledge by highlighting the importance of understanding the emotional dimensions of writing revision. The practical implications of these findings extend to both learners and educators, offering insights into how to enhance self-efficacy in language learning and teaching., (© 2024. The Author(s).)

Background Report writing skills are a core competency to be acquired during residency, yet objective tools for tracking performance are lacking. Purpose To investigate whether the Jaccard index, derived from report comparison, can objectively illustrate learning curves in report writing performance throughout radiology residency. Materials and Methods Retrospective data from 246 984 radiology reports written from September 2017 to November 2022 in a tertiary care radiology department were included. Reports were scored using the Jaccard similarity coefficient (ie, a quantitative expression of the amount of edits performed; range, 0-1) of residents' draft (unsupervised initial attempt at a complete report) or preliminary reports (following joint readout with attending physicians) and faculty-reviewed final reports. Weighted mean Jaccard similarity was compared between years of experience using Welch analysis of variance with post hoc testing overall, per imaging division, and per modality. Relationships with years and quarters of resident experience were assessed using Spearman correlation. Results This study included 53 residents (mean report count, 4660 ± 3546; 1-5 years of experience). Mean Jaccard similarity of preliminary reports increased by 6% from 1st-year to 5th-year residents (0.86 ± 0.22 to 0.92 ± 0.15; P < .001). Spearman correlation demonstrated a strong relationship between residents' experience and higher report similarity when aggregated for years ( r s = 0.99 [95% CI: 0.85, 1.00]; P < .001) or quarters of experience ( r s = 0.90 [95% CI: 0.73, 0.96]; P < .001). For residents' draft reports, Jaccard similarity increased by 14% over the course of the 5-year residency program (0.68 ± 0.27 to 0.82 ± 0.23; P < .001). Subgroup analysis confirmed similar trends for all imaging divisions and modalities (eg, in musculoskeletal imaging, from 0.77 ± 0.31 to 0.91 ± 0.16 [ P < .001]). Conclusion Residents' report writing performance increases with experience. Trends can be quantified with the Jaccard index, with a 6% improvement from 1st- to 5th-year residents, indicating its effectiveness as a tool for evaluating training progress and guiding education over the course of residency. © RSNA, 2024 r s = 0.98 [95% CI: 0.72, 1.00] [ P < .001]). Conclusion Residents' report writing performance increases with experience. Trends can be quantified with the Jaccard index, with a 6% improvement from 1st- to 5th-year residents, indicating its effectiveness as a tool for evaluating training progress and guiding education over the course of residency. © RSNA, 2024 Supplemental material is available for this article. See also the editorial by Bruno in this issue.

Background: Patients living with chronic pain may feel frustrated with and neglected by clinicians who care for them, leading to negative health care experiences. Clinicians may struggle to find new ways to engage and connect with patients experiencing chronic pain. Both patients and clinicians may benefit from expressive writing by potentially improving communication and creating a deeper sense of connection within medical visits., Methods: An expressive writing activity, the Three-Minute Mental Makeover (3MMM), was conducted with 15 patients living with chronic pain during primary care visits with 5 UW Health family medicine physicians. Patient and physician experience using the 3MMM was measured using pre- and post-visit surveys and individual interviews., Results: Both physicians and patients viewed the experience of doing the 3MMM together positively. We identified 8 key themes from individual follow-up interviews with patients and physicians: (1) opening the door, (2) insight into the doctor/patient as a person, (3) peer-to-peer communication, (4) closeness and connection, (5) comfort and relaxation, (6) unexpected learning, (7) unexpected value to patients, and (8) vulnerability and self-disclosure. The most commonly reported barriers to physicians using the activity in practice were lack of time and persuading other physicians to do the activity., Dsicussion: Patients with chronic pain and the clinicians who care for them may benefit from an expressive writing exercise, such as the 3MMM, in the key realms of building relationships, communication, and trust., (Copyright© Board of Regents of the University of Wisconsin System and The Medical College of Wisconsin, Inc.)

Purpose: Does suppression of mirror-invariance in one script generalize to a subsequently learned script?, Method: We examined mirror invariance in writing and recognition among native Latin-scriptal children and adults (n = 181) learning the Hebrew print script (for reading), and among a subset (n = 92) also learning the Hebrew cursive script (for writing). Hebrew-Latin biscriptal Israeli adults (n = 17) provided comparison., Results: For the most part, mirror invariance was more evident in Hebrew print than in Latin in both writing and recognition among native Latin-scriptals. The number of previously acquired scripts had no effect. Letters' text-frequency inversely affected written mirror-error frequency. Written reversal errors were less frequent in cursive; orientation recognition was more fluent in print., Conclusions: Mirror-invariance suppression in one's native script does not generalize to a subsequently acquired script. Factors affecting mirror-invariance suppression in the subsequent script include its form and function and individual letters' text-frequency., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024. Published by Elsevier GmbH.)

Background: Nurses who earn a Doctor of Nursing Practice (DNP) degree are expected to make essential contributions to the scholarship of practice and the improvement of health care outcomes. The DNP program at Duke University School of Nursing requires that students demonstrate scholarship competence by writing a manuscript based on their DNP project and submitting it for publication., Purpose: The purpose of this article is to share an evaluation of the effectiveness of this approach., Methods: The authors used a bibliometric study design., Results: This study demonstrates that manuscripts authored by students based on the DNP projects they conduct while earning their DNP degree can be published and are cited by other scholars. Additionally, the majority of these authors continue to publish scholarly work in the nursing and broader health-focused literature after they graduate., Conclusion: Nurses who developed and submit manuscripts for publication based on their DNP project contribute to the literature and evidence base for practice., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Alison Ritter, Cameron Duff and Ramez Bathish receive an honorarium from Elsevier for their roles at International Journal of Drug Policy as Senior Editors (AR, CD) and Language Editor (RB).

Background: Patients describe surreal experiences, hallucinations, loss of control, fear, pain, and other discomforts during their stay in intensive care units. Diaries written by critical care nurses can help patients fill-in memory gaps, gain an understanding of their illness after returning home, and enhance recovery. However, critical care nurses have difficulty deciding which patients in the intensive care unit should receive diaries and how to conduct and prioritise this nursing intervention., Objectives: The objective of this study was to explore critical care nurses' assessments regarding starting and writing diaries for adult patients in the intensive care unit., Methods: A qualitative study with an exploratory descriptive design was utilised. Interviews were conducted with 14 critical care nurses from four hospitals. The data were analysed using systematic text condensation and were reported according to the consolidated criteria for reporting qualitative research checklist., Findings: Three categories emerged: patients' disease trajectories and prognoses, tailoring the content and language and balancing time, and resources to create diaries that benefit patients., Conclusions: Whilst critical care nurses' assessments of the need for diaries are based on patients' disease trajectories and prognoses, patients' conditions can shift rapidly, which makes these assessments challenging. To ensure diary quality, the language and content should be personal and address the individual patient. The time and resources required for diaries are weighed against the benefits to patients. Contributions from colleagues and a common recognition in the intensive care unit of the value of the diaries influence nurses' judgements and are essential for successful diary practices., (Copyright © 2024 Australian College of Critical Care Nurses Ltd. Published by Elsevier Ltd. All rights reserved.)

Background: Programs to improve student writing have been deployed widely in nursing graduate education, but few operational indicators exist for measuring their value., Problem: The challenge of measuring outcomes reflects the complexity of what transpires when graduate students write. Better understanding is needed of what it means to students to "learn" from writing support., Approach: A full-semester writing course was implemented in a nursing science PhD program. In formative course assessment activities, students identified problems in early drafts of their work, which they subsequently learned to detect and resolve. In this article, students report what was learned., Conclusion: Writing skills, like clinical skills, are intertwined with intellectual maturation and sense of professional identity. Writing, like clinical learning, requires an investment of time and labor far beyond what is typical in didactic approaches to classroom-based graduate education. Our experience suggests a need to reconceptualize writing pedagogy in nursing., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Objectives: How does creative expression change across the life span? Although creativity is generally preserved well into adulthood, certain cognitive functions, such as episodic detail and ideational fluency, have been shown to decline with age. The present study employs computational linguistic analyses to investigate the salient features of creative writing in older adults., Methods: We collected short stories from a sample of 50 older adults (age 65≤) which were subsequently rated for creativity by an independent set of participants. Mixed-effects linear regression models were used to describe semantic diversity and perceptual details as predictors of creativity. Semantic diversity reflects the extent to which a narrative connects divergent ideas and is closely associated with creativity. Perceptual details, characterized by sensorial descriptions, have been previously associated with creative writing and may serve to transport readers to alternative times and places. Additionally, we compare these measures to a previously collected sample of stories from younger adults., Results: Results indicate that the presence of perceptual details and semantic diversity were significant positive predictors of creativity (p < .05). Moreover, we find that stories written by older adults contain fewer perceptual details compared with stories written by younger adults., Discussion: These results advance our understanding of age-related changes in creativity and highlight the potential role of episodic simulation in writing creative short stories., (© The Author(s) 2024. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For commercial re-use, please contact reprints@oup.com for reprints and translation rights for reprints. All other permissions can be obtained through our RightsLink service via the Permissions link on the article page on our site—for further information please contact journals.permissions@oup.com.)

An ongoing challenge in academic radiology is balancing the need to read the scans and generate relative value units (RVUs) with the need to ensure academic leadership and the consistent production of impactful publications. Indeed, the tripartite mission of academic radiology (i.e. clinical care, research, and teaching) does not lend itself to obvious answers in an era when institutions and departments are increasingly focused on RVU generation. Even the minority of radiologists who are interested in pursuing the academic mission and accept academic jobs are likely to find their time increasingly squeezed by massive volumes of scans to read and the priority placed on RVU generation. There are often no incentives for impactful academic work, leading to a decreasing relative number of manuscript submissions from U.S.-based researchers. With the lack of external incentivization for publication, writing and publishing papers must instead be driven by intrinsic enjoyment and a sense of accomplishment. The ability to think of an idea, to get a group of co-authors together, to acquire the data and/or put together the idea into a form that is ready for final publication, and to see that process through to the end is rewarded only by personal satisfaction. Perhaps, in the era of RVU generation, publishing papers in a form of defiance of a system that is hampering the academic mission., Competing Interests: Declaration of competing interest The authors declare they have no relevant conflicts of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)