Office of Faculty Affairs and Development

Medical Writing/Speaking Seminars - September/October 2024

Sponsored by the Office of Faculty Affairs and Development
the University of Iowa Carver College of Medicine

All seminars will be in the 7th Floor Atrium Dining Room (RCP 7218)

To register:
Contact OFAD at ccom-ofad@uiowa.edu. Continuing education credit available.

Writing for Publication—Monday, September 30, 12:00–1:00 pm
Writing Effective NIH Grant Applications—Wednesday, October 2, 12:00–1:00 pm 
Speaking for Success—Thursday, October 3, 12:00–1:00 pm 

Presented by Paul Casella, MFA

For an overview of Paul's editing and presentation skills coaching services,
click on https://medicine.uiowa.edu/facultyaffairs/consultant-services

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Session descriptions:

Writing for Publication

A clear and reasoned presentation of ideas is critical to the success of a scientific manuscript. This seminar examines the structures and positions of emphasis in the sentence, paragraph, and sections of the formal study to help authors authorize their claims. Addresses how to deconstruct an article and use it as a guide to inform manuscripts for submission. Includes a test of reasoning that authors can apply to the articles they read and the papers they write.

The session also addresses how authors can use writing as a tool for thinking, as well as how to implement a systematic approach to the writing process to improve the content and presentation of data and ideas. Includes suggestions about how to address the needs of the reviewers, editors, and readers of a journal to maximize your chances of publication.

Objectives: 
At the conclusion of this activity, the participant will be able:

To name and describe three stages of the writing process.
To identify the natural positions of emphasis in the sentence and the paragraph.
To explain the concepts of “deconstructing” a published article and of “modeling” a manuscript for submission after it.
To demonstrate how to analyze the lines of reasoning in a report of original research to verify that the conclusions are fully authorized.

Writing Effective NIH Grant Applications

This course reviews the principles of good grant writing to produce clear, direct, and compelling proposals. Focuses on understanding the psychology of reviewers and the review process, how to engage readers and facilitate understanding, and how to manage the proposal writing process. Suggests proposal templates. Includes exercises related to specific elements of a proposal, particularly the Specific Aims page.

Provides specific direction on how to best organize and format NIH applications for reader accessibility and impact, including information on:

• Assessing an institute or grantor’s priorities
• Deconstructing RFAs, application instructions, project descriptions, model grant applications
• Emphasizing the significance, innovation, and health-relatedness of your project
• Facilitating reader accessibility
• Taking advantage of the natural positions of emphasis in the sentence and paragraph
• Designing and integrating clear and purposeful tables and figures
• Using subheadings, numbering systems, and figure legends effectively
• Telling the story and using other journalistic conventions
• Selling the idea in an objective way in order to establish and maintain scientific integrity
• Networking with colleagues, collaborators, consultants, mentors, and NIH program officers
• Using the reviewer critique criteria as “sentence starters” for the information you need to include

Objectives:
At the conclusion of this activity, the participant will be able:

To describe three qualities of reviewer-based application writing.
To name the main sections of an NIH grant application.
To name five review criteria by which NIH grant applications are judged.
To describe the “feature-benefit-proof" model of framing information in a grant application.
To list four different types of figures and tables that effective grant applications use.

Speaking for Success: Strategies for Effective Medical and Scientific Presentations 

This course reviews how adults learn as a means to examine the effective delivery techniques you can use to engage scientific and clinical peer audiences. Provides practical information on how to deliver powerful oral presentations in person—from the classroom to the international meeting—or over Zoom or other virtual platforms. Includes a discussion of inflection, body language, techniques to stimulate interest and involvement, and strategies to help facilitate audience recall of the message. Addresses how to prepare for a presentation, how to manage anxiety, and how to design and use visual aids effectively.

Objectives:
At the conclusion of this activity, the participant will be able:

To name four types of adult learners and describe what effective speakers can do to address each type. 
To identify four aspects of a speaker’s delivery that promote effective communication. 
To describe three strategies that effective speakers use to engage participants. 
To name three qualities of effective visual aid design and use. 

Target Audience:  Faculty, fellows, residents and medical students. 
Contact:  If questions, please contact Paul Casella at paul-casella@uiowa.edu.

In support of improving patient care, The University of Iowa Roy J. and Lucille A. Carver College of Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Physicians: The University of Iowa Roy J. and Lucille A. Carver College of Medicine designates this live activity for a maximum of 1 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

Other Health Care Providers: A certificate of participation will be available after successful completion of the course. (It is the responsibility of licensees to determine if this continuing education activity meets the requirements of their professional licensure board.)