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

Breaking the Writer’s Block: The Clinical Image Write-a-Palooza Randy Kring, MD; Casey Z. MacVane, MD, MPH; Tania D. Strout, PhD, RN, MS Department of Emergency Medicine, Maine Medical Center, Portland, ME & Tufts University School of Medicine, Boston, MA COMMENTS MATERIALS Comments rom both residents and faculty were supportive of the workshop Residents felt that goals of the workshop were achieved Feedback regarding technology challenges (e.g. image formatting, software requirements, internet connection) were constructive and aided in planning future workshops Incorporation of ACGME Core Faculty members assisted in ensuring adequate scholarly productivity Presence of medical librarian facilitated rapid acquisition of reference materials Preparatory readings Residents: Packer et al. A Case Suspended in Time: The Educational Value of Case Reports. Acad Med. 2017; 92: 152-6. Faculty: Mookherjee & Berger. Case Reports: A ‘How To’ Guide for Attendings. SGIM Forum. 2015; 38: 1-3. Brief slides outlining clinical image write-up process Prepared Images/Cases: Images, brief background, MRN, clinical contacts Templates: Cover letter, title page, text, references, figure legends Photo release Instructions for saving image in TIFF format Instructions for creating an account at Annals of Emergency Medicine website ROLE DESCRIPTIONS 1 Create account; submit materials; receive & resubmit revisions; review proofs LESSONS LEARNED Obtain & format images; edit and place markers; create legends; complete permissions form 2 Image download from radiology software can be challenging; prep images ahead of workshop when possible Structured follow-up on handling revision, reformatting and resubmission is helpful Represents an opportunity to discuss authorship criteria, publication ethics, and the unique roles of the first author TEAM STRUCTURE & ROLES 3 Draft text following 3 paragraph format; ensure reference to figures / images Corresponding Author Image Master Text Drafter Reference Guru Editor Faculty Mentor/Team Coach 4 Obtain & format references; prepare list; ensure list matches text 5 Edit & smooth text; ensure word count; check references and figure numbering; spellcheck; complete cover letter Disclosures: None