El programa de Instrucción de la Autorregulación Cognitiva (CSRI) se basa en la instrucción centrada en la estrategia e incluye tres componentes para la mejora del producto textual (enseñanza directa, modelado y práctica entre iguales). Se plantearon como objetivosanalizar si la instrucción con el programa CSRI en un género textual (texto de comparación) conducía a la transferencia espontánea en el producto textual (mejor coherencia, estructura y calidad) en un género no instruido (texto de opinión); y examinar si el orden de los componentes instruccionales presentaba algún efecto. Participaron 126 estudiantes de cuarto de educación primaria que fueron asignados a una de las dos condiciones experimentales en las que se aplicaba el programa CSRI (con diferente secuencia de los componentes instructivos), o a una condición de control en la que se seguía la enseñanza tradicional. Los resultados reflejaron que las dos secuencias de instrucción del programa CSRI mostraban beneficios en la estructura y coherencia del producto textual de los estudiantes en el posttest pero no 8 meses después. Para que los alumnos sean capaces de transferir adecuadamente lo aprendido a géneros textuales no instruidos, necesitan que los profesores les enseñen cómo hacerlo eficazmente.(AU)
Cognitive Self-Regulation Instruction (CSRI) program is a strategy-focused instruction with three instructional components for im-proving students writing product (direct teaching, modelling, and peer-practice). The present study aimed to explore whether the CSRI program leads to spontaneous transfer, improving the writing product (in terms of quality, structure, and text coherence) of an uninstructed genre (opinion text); and to examine whether the order in which the instructional compo-nents were implemented had an effect. A total of 126 students in their 4thyear of primary school participated in the study. They were randomly as-signed to one of two experimental conditions which received the CSRI but differed in the order the instructional components were delivered, or to a control condition which followed the traditional teaching approach. Our findings show that both CSRI sequences produced benefits in terms of greater structure and coherence of the writing product in the opinion text at post-test but not 8months after the intervention. In consequence, for students to be able to adequately transfer strategies to uninstructed text genres, they need teachers to teach them how to do it effectively.(AU)
Humans , Male , Female , Education, Primary and Secondary , Writing , Learning
Reflection is a skill which has the potential to enhance higher order thinking such as empathy and compassion. We aimed to study reflective writing as a means to nurture empathy among medical students. An interventional study was conducted among 73 final-year medical students using the Toronto Empathy Questionnaire. The questionnaire was administered anonymously before and after a clinical clerkship. Reflective writing generated strong emotional responses but did not improve Empathy Questionnaire scores. Reflective writing about patient care experiences may be useful in clinical clerkships to develop certain constructs of empathy such as perspective taking and compassion among medical students, but it may not raise empathy scores in the short term.
La réflexion est une compétence qui a le potentiel de développer la pensée de haut niveau telle que l'empathie et la compassion. Nous avons voulu étudier l'écriture réflexive comme moyen de développer l'empathie chez les étudiants en médecine. Une étude interventionnelle a été menée auprès de 73 étudiants en dernière année de médecine à l'aide du Toronto Empathy Questionnaire. Le questionnaire a été administré de manière anonyme avant et après un stage clinique. L'écriture réflexive a suscité de fortes réactions émotionnelles mais n'a pas amélioré les scores au questionnaire sur l'empathie. L'écriture réflexive sur les expériences de soins aux patients peut être utile dans les stages cliniques pour développer chez les étudiants en médecine certains concepts d'empathie tels que la compréhension du point de vue de l'autre et la compassion, sans pour autant augmenter les scores d'empathie à court terme.
Empathy , Students, Medical , Writing , Humans , Students, Medical/psychology , Surveys and Questionnaires , Female , Male , Clinical Clerkship , Education, Medical, Undergraduate/methods
A 15-year-old girl arrived with her father. She reported experiencing discomfort and cramps in her right arm while writing for the past 3 months. Her father had observed a palpable lump medially in her right mid-arm. She mentioned variations in the size of the lump on occasion. She denied experiencing any notable pain in the lump.
Muscle Cramp , Humans , Female , Muscle Cramp/etiology , Muscle Cramp/diagnosis , Adolescent , Arm , Writing
Previous research has indicated that writing performance of foreign/second language (L2) learners is influenced by their utilization of self-regulated writing strategies. Yet, the relationship between various self-regulated strategies and individual characteristics, such as writing anxiety and perceived writing difficulty, has not been sufficiently examined. To bridge this gap, this study classified self-regulated writing strategies into four distinct types: cognitive, metacognitive, social behavioral, and motivational. These types were combined with L2 learners' writing anxiety and writing difficulty to form conceptual models to predict high or low writing performance. Fuzzy-set qualitative comparative analysis (fsQCA) was used to gain a detailed understanding of the causal intricacies of writing performance. Data was collected from a sample of 94 students attending a university in eastern China. fsQCA revealed a variety of configurations associated with EFL writing performance, with six of them leading to high performance and four to low performance. These configurations highlight the complex causal relationship between students' use of self-regulated writing strategies and their writing performance, while considering their writing anxiety and perceived writing difficulty. The study provided theoretical and practical implications for L2 teachers and educators who wish to enhance L2 learners' writing performance.
Anxiety , Writing , Humans , Female , Male , Anxiety/psychology , Young Adult , Students/psychology , Multilingualism , China , Motivation , Learning , Adult
BACKGROUND: Building therapeutic relationships and social presence are challenging in digital services and maybe even more difficult in written services. Despite these difficulties, in-person care may not be feasible or accessible in all situations. OBJECTIVE: This study aims to categorize crisis counselors' efforts to build rapport in written conversations by using deidentified conversation transcripts from the text and chat arms of the National Child Abuse Hotline. Using these categories, we identify the common characteristics of successful conversations. We defined success as conversations where help-seekers reported the hotline was a good way to seek help and that they were a lot more hopeful, a lot more informed, a lot more prepared to address the situation, and experiencing less stress, as reported by help-seekers. METHODS: The sample consisted of transcripts from 314 purposely selected conversations from of the 1153 text and chat conversations during July 2020. Hotline users answered a preconversation survey (ie, demographics) and a postconversation survey (ie, their perceptions of the conversation). We used qualitative content analysis to process the conversations. RESULTS: Active listening skills, including asking questions, paraphrasing, reflecting feelings, and interpreting situations, were commonly used by counselors. Validation, unconditional positive regard, and evaluation-based language, such as praise and apologies, were also often used. Compared with less successful conversations, successful conversations tended to include fewer statements that attend to the emotional dynamics. There were qualitative differences in how the counselors applied these approaches. Generally, crisis counselors in positive conversations tended to be more specific and tailor their comments to the situation. CONCLUSIONS: Building therapeutic relationships and social presence are essential to digital interventions involving mental health professionals. Prior research demonstrates that they can be challenging to develop in written conversations. Our work demonstrates characteristics associated with successful conversations that could be adopted in other written help-seeking interventions.
Qualitative Research , Humans , Female , Male , Adult , Hotlines/statistics & numerical data , Crisis Intervention/methods , Writing , Communication , Middle Aged
BACKGROUND: There is emerging literature regarding the efficacy of trauma-focussed writing therapies (TF-WTs) for posttraumatic stress. Such therapies have the potential to reduce posttraumatic stress symptoms (PTSS) in a brief time frame and can be delivered remotely. There remains a need for further research assessing the efficacy of different types of TF-WTs, as well comparing them to alternative control conditions not previously assessed. The present study assessed two TF-WTs that had differing writing instructions in comparison to an intervention that involved writing about positive experiences. METHODS: Adult community participants (n = 83) with subthreshold or clinical PTSD symptoms were randomized to one of three conditions (two of which involved trauma-focussed writing, and the other involved writing about positive experiences). All conditions involved three weekly telehealth-delivered writing appointments. Outcomes were measured using the PTSD Checklist (PCL-5) and the Depression, Anxiety and Stress Scales (DASS-21), and were evaluated at baseline, one-week post-intervention, and five-weeks post-intervention. This trial was registered with the Australian and New Zealand Clinical Trials Registry (ANZCTR Protocol 12620001065987). RESULTS: There was no evidence that the two TF-WTs were more efficacious in reducing PTSS or producing clinically meaningful change in comparison to positive experiences writing. Instead, a significant reduction from baseline to follow-up in PTSS, depression, anxiety and stress was observed in all three conditions. LIMITATIONS: The results should be interpreted with consideration of the modest sample size and absence of longer-term follow-up. CONCLUSIONS: Three-session trauma-focussed writing delivered via telehealth may not be superior to writing about positive experiences.
Stress Disorders, Post-Traumatic , Writing , Humans , Stress Disorders, Post-Traumatic/therapy , Stress Disorders, Post-Traumatic/psychology , Female , Male , Adult , Middle Aged , Treatment Outcome , Psychotherapy, Brief/methods , Telemedicine , Young Adult , Psychiatric Status Rating Scales
OBJECTIVE: To analyse and compare the assessment and grading of human-written and machine-written formative essays. STUDY DESIGN: Quasi-experimental, qualitative cross-sectional study. Place and Duration of the Study: Department of Science of Dental Materials, Hamdard College of Medicine & Dentistry, Hamdard University, Karachi, from February to April 2023. METHODOLOGY: Ten short formative essays of final-year dental students were manually assessed and graded. These essays were then graded using ChatGPT version 3.5. The chatbot responses and prompts were recorded and matched with manually graded essays. Qualitative analysis of the chatbot responses was then performed. RESULTS: Four different prompts were given to the artificial intelligence (AI) driven platform of ChatGPT to grade the summative essays. These were the chatbot's initial responses without grading, the chatbot's response to grading against criteria, the chatbot's response to criteria-wise grading, and the chatbot's response to questions for the difference in grading. Based on the results, four innovative ways of using AI and machine learning (ML) have been proposed for medical educators: Automated grading, content analysis, plagiarism detection, and formative assessment. ChatGPT provided a comprehensive report with feedback on writing skills, as opposed to manual grading of essays. CONCLUSION: The chatbot's responses were fascinating and thought-provoking. AI and ML technologies can potentially supplement human grading in the assessment of essays. Medical educators need to embrace AI and ML technology to enhance the standards and quality of medical education, particularly when assessing long and short essay-type questions. Further empirical research and evaluation are needed to confirm their effectiveness. KEY WORDS: Machine learning, Artificial intelligence, Essays, ChatGPT, Formative assessment.
Artificial Intelligence , Educational Measurement , Machine Learning , Humans , Cross-Sectional Studies , Educational Measurement/methods , Pakistan , Education, Medical/methods , Students, Dental/psychology , Writing , Qualitative Research , Education, Dental/methods
AIM: To evaluate the quality of ChatGPT-generated case reports and assess the ability of ChatGPT to peer review medical articles. METHODS: This study was conducted from February to April 2023. First, ChatGPT 3.0 was used to generate 15 case reports, which were then peer-reviewed by expert human reviewers. Second, ChatGPT 4.0 was employed to peer review 15 published short articles. RESULTS: ChatGPT was capable of generating case reports, but these reports exhibited inaccuracies, particularly when it came to referencing. The case reports received mixed ratings from peer reviewers, with 33.3% of professionals recommending rejection. The reports' overall merit score was 4.9±1.8 out of 10. The review capabilities of ChatGPT were weaker than its text generation abilities. The AI as a peer reviewer did not recognize major inconsistencies in articles that had undergone significant content changes. CONCLUSION: While ChatGPT demonstrated proficiency in generating case reports, there were limitations in terms of consistency and accuracy, especially in referencing.
Peer Review , Humans , Peer Review/standards , Writing/standards , Peer Review, Research/standards
This paper plays with the possibilities of writing about psychoanalytic work in different ways with different levels of disclosure about both patient and analyst. Various issues around anonymity, confidentiality, consent and identity are explored, highlighting the many questions that come up. These issues of how to write psychoanalytically are also addressed from the point of view of culture and the sociopolitical gestalt of our time.
Psychoanalysis , Psychoanalytic Therapy , Humans , Disclosure , Confidentiality , Writing
Questions concerning analysts' publication of material from the analyses of their patients have troubled the field of psychoanalysis since its inception. Disguise inevitably distorts the clinical material and is often insufficient to protect the patient from recognition. Asking the patient's consent for publication intrudes upon and alters the analytic process. While analysts have largely reached a consensus about the need for anonymity in published material, there is still considerable debate about the necessity for obtaining patients' consent when using their material for publication. In this paper, I will trace the evolving meanings of disguise, and particularly of consent, in the analytic literature. I will place a particular emphasis upon the differing theoretical belief systems that underlie the analyst's decision to ask consent from her patient or not to do so, and I will argue that, although decisions on asking consent remain a complex matter, such coherent belief systems should play an important part in analysts' decisions regarding consent. I will illustrate my thought processes and some clinical situations with brief examples, and I will conclude with some practical recommendations, with the hope that these will stimulate further discussion in the analytic community.
Psychoanalysis , Psychoanalytic Therapy , Humans , Female , Confidentiality , Writing , Risk Management , Mental Processes
This paper explores the intricate nexus of writing and psychoanalysis by addressing a key question: In what and how many directions should analytic writing be ethical? The author structures the argument across three axes. First, in an introduction, writing's role as a psychoanalytic invariant is emphasized. Then, an exploration ensues, delving into writing as praxis, navigating complex technical choices, from micro- to macro-perspectives in clinical vignettes, their autobiographical essence, their relevance as models for theory, self-revelation, etc. Lastly, a succinct epilogue considers the relationship between aesthetics and ethics in psychoanalytic writing.
Psychoanalysis , Psychoanalytic Therapy , Humans , Writing , Psychoanalytic Theory
Nurses have valuable knowledge and expertise to share. Yet, for a variety of reasons, many nurses do not write for publication. Members in one Sigma Theta Tau International chapter requested information about publishing so a writing for publication program (WPP) was convened. Ten nurses from diverse clinical and academic backgrounds participated. The goal of the WPP was to support a small group of nurses to advance knowledge and develop practical skills through the development of a manuscript with mentorship from doctorally-prepared nurses with publishing experience. The anticipated effect was that participants would share what they learned with colleagues or mentor others to publish in the future. Beginning with informational sessions to lay the foundation for writing and publishing, the WPP included biweekly, two-hour online sessions over a seven-month period whereby individual and group writing with embedded peer and WPP leader feedback occurred. WPP participants gained proficiency in searching online databases, synthesizing published literature, and working as a member of a writing team. The group successfully published a manuscript based on a topic of interest. This current article describes the structured support and mentorship provided during the WPP with recommendations for overcoming publication barriers commonly described in the literature.
Learning , Mentors , Humans , Databases, Factual , Peer Group , Writing
La escritura como la conocemos hoy en día es un desarrollo relativamente nuevo en la historia cultural de la humanidad. Más actual aún es la masividad de la alfabetización de la población. Desde los orígenes de la psiquiatría, la escritura forma parte inherente de ésta en la bibliografía médica pero también como una herramienta aplicada en la práctica en diversos formatos, tanto con fines diagnósticos como terapéuticos. No obstante, frente a las herramientas clásicas de comunicación, como el habla, y en la psiquiatría infantil, también el juego y el dibujo, la escritura parece haber sido relegada. En esta investigación bibliográfica, que no tendría antecedentes en su tipo, se realizó un recorrido histórico de la temática desde el surgimiento de la psiquiatría como especialidad hasta nuestros días; donde hechos como las Guerras Mundiales, la evolución del concepto de discapacidad o la pandemia por COVID-19 parecen haber jugado un papel clave para delimitar variables que caracterizan, al menos, tres períodos históricos y presumir un cuarto en plena gestación. El soporte tecnológico con el que se escribe y el uso y formato dado a la escritura resultaron las principales variables de los distintos períodos. Siendo ésta una época de muy alta demanda en Salud Mental, desafiante en su accesibilidad y la masividad en el uso de la escritura a partir de tecnologías de la información, esta investigación representaría un aporte significativo al desarrollo de la escritura como herramienta para la práctica de la psiquiatría y la salud mental.
Mental Health , Psychiatry , Writing , Retrospective Studies
