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Clinical Chemistry
Guide to Scientific Writing
Clinical Chemistry
Guide to Scientific Writing
Table 1. Who, what, when, where, how, and
why questions to consider when writing the
Methods section.
Who
Who maintained the records? Who reviewed the data? Who
collected the specimens? Who enrolled the study
participants? Who supplied the reagents? Who made the
primary diagnosis? Who did the statistical analyses? Who
reviewed the protocol for ethics approval? Who provided the
funding?
What
What reagents, methods, and instruments were used? What
type of study was it? What were the inclusion and exclusion
criteria for enrolling study participants? What protocol was
followed? What treatments were given? What endpoints were
measured? What data transformation was performed? What
statistical software package was used? What was the cutoff
for statistical significance? What control studies were
performed? What validation experiments were performed?
When
When were specimens collected? When were the analyses
performed? When was the study initiated? When was the
study terminated? When were the diagnoses made?
Where
Where were the records kept? Where were the specimens
analyzed? Where were the study participants enrolled? Where
was the study performed?
How
How were samples collected, processed, and stored? How many
replicates were performed? How was the data reported? How
were the study participants selected? How were patients
recruited? How was the sample size determined? How were
study participants assigned to groups? How was response
measured? How were endpoints measured? How were control
and disease groups defined?
Why
Why was a species chosen (mice vs rats)? Why was a selected
analytical method chosen? Why was a selected experiment
performed? Why were experiments done in a certain order?
Clinical Chemistry
Guide to Scientific Writing
Table 2. All passive voice, all active voice, and
combined use of both.
All passive voice:
Study participants were recruited from the blood donor clinic.
Each participant was asked to fill out a questionnaire, which
was then used to classify each individual. Heart rate, blood
pressure, and temperature were evaluated by a nurse for
each individual, at which time a 10-mL blood sample was
obtained from each participant by a phlebotomist for routine
chemistry testing. This information was compiled and used to
create a database of patient characteristics vs laboratory
results.
All active voice:
We recruited study participants from the blood donor clinic. We
asked each participant to fill out a questionnaire, which we
then used to classify each individual. A nurse evaluated each
individual for heart rate, blood pressure, and temperature, at
which time a phlebotomist obtained a 10-mL blood sample
from each participant for routine chemistry testing. We
compiled this information and created a database of patient
characteristics vs laboratory results.
Combined passive and active voice, irrelevant information
removed:
We recruited study participants from the blood donor clinic.
Each participant was asked to fill out a questionnaire, which
we then used to classify each individual. Heart rate, blood
pressure, and temperature were evaluated, and a 10-mL
blood sample obtained for routine chemistry testing. We
compiled this information and created a database of patient
characteristics vs laboratory results.
Clinical Chemistry
Guide to Scientific Writing
tained during the course of the study, the description of
these experiments may make more sense if included in
the Results section along with the corresponding
results:
When we evaluated the data, we noted an apparent
bimodal distribution related to sex. Because the original
patient data set included 13 women and 47 men, we increased the number of samples obtained from women to
45 to confirm whether there was indeed a sex difference.
Statistical analysis of the expanded data set (45 women
and 47 men) confirmed a bimodal distribution [median
(interquartile range) of 36 (14) mg/L for women and 61
(23) mg/L for men].
Lastly, make sure that the Methods section is consistent with all of the other sections in the final version
of your paper. Is there an important method or experiment that is missing in the Abstract? Is there a method
or experiment listed in the Abstract that is missing in
the Methods section? Are there corresponding results
in the Results section to match each method or experiment included in the Methods section? Is there an explanation, either in the Methods section or the Discussion, as to why each experiment was performed? As
stated at the beginning of this article, you dont want a
missing ingredient or the wrong ingredient to affect
your final product.
Learning Exercise
Answer the following questions about the Methods
section:
1. What are the questions that are answered in a Methods section?
2. Should the Methods section be written in the past,
present, or future tense?
3. How does sentence structure differ between the passive and active voice?
4. In what ways are transition phrases helpful?
5. In what order are subsections organized in the text?
6. Are figures and tables allowed in the Methods
section?
Final Thoughts
Clinical Chemistry
Guide to Scientific Writing
Answers to Learning Exercise
1. Who, what, when, where, how, and why.
2. Past tense, except for presenting summarized data and the introduction of figures and tables.
3. Active voicethe subject of the sentence performs the action (acts upon something). Example: Harold
delivered the flowers.
Passive voicethe subject of the sentence receives the action (is acted upon). Example: The flowers
were delivered by Harold.
4. Help the flow of the text, introduce a new experiment, or describe why an experiment was performed.
5. Chronological order or order of importance.
6. Yes, if they save a large amount of text and help the reader understand the experiment being described.