Transforming presentations into publications
After your presentation
If you are still feeling motivated after your presentation and enjoyed the intensity of progressing through the acceptance criteria for a conference, you could be ready to take the next step.
Offering your paper for publication requires a process of peer-review feedback.
For graduates it is best accomplished with supervisor review, application for an online postgraduate journal, co-authorship in a journal or presenting at a national conference.
While, career opportunities exist with publication evidence, publication is also seen as a service to others by providing essential information for scholarships.
"Failure to publish may lead to unnecessary duplication and publication bias that can compromise future scholarship." (Walsh, Fung & Ginsburg, 2013 p. 2307)."
Unnecessary spending of funding for research can be reduced. Efficient and effective activities can be achieved to reach the aims of healthcare promotion.
A call to serve the scientific medical community is encouraged with the value of sharing research and helping the wider public. Opportunities are available for peer reviewing, critique-writing skills, experience in impact evaluations and review discussions. The efficiency acquired enables improvement of future grant applications.
Measurability of increased benefits include:
the productivity of collaboration
media responsiveness (Altmetric badges)
interest in the presentation (online and interpersonal)
Ensure requirements are met to:
appeal to a wider audience
aim to lead and disseminate the conclusions
give more formality than a presentation at a conference
show clarity in arguments and reveal unbiased evidence.
Wait a length of time for publishing
The Society of Teachers of Family Medicine and North American Primary Care Research Group annual meeting identified that approximately half of the presentations were published within 4 to 5 years (Elder & Blake Jr.,1994).
Presentation development into publications has varies between meetings. Weale, Edwards, Lear and Morgan (2006) reports a majority of abstracts were not fully published within 2 years of presentation at the meeting.
Walsh, Fung and Ginsburg (2013) identified in their study of the number of abstracts published from a presentations at Medical Education Conferences were (34.7%) from 2005 to 2006. Within the same year (95.5%) of full-length articles were published. Funding was granted in (51.9%) of the total abstracts reviewed.
The British Medical Journal present their achievement of (7%) of the 7000-8000 articles being published each year. Submission responses are quick (averaging two to three weeks), while acceptance for publication can vary (eight to 10 weeks).
Who will publish your work if you are early in your career?
There are Journals with specific goals to disseminated presentations after a healthcare conference for first time authors.
Their characteristics include:
- acknowledgement of writing skills of early-stage scholars
- open-access peer reviewing
Peer-Reviewed Reports in Medical Education Research, PRiMER.
A new open-access scholarly journal has been launched by The Society of Teachers of Family Medicine (STFM). Offering a step between conference presentation and publication for new scholars. Possibilities exist for authors challenged to publish smaller studies, studies with negative results, or other papers with less impact (Morley & Nolte, 2016).
Journal for early career researchers looking towards a broad audience. Specifications can be made for the field of interest. Smart Twitter is integrated enabling social networking.
Other options for publications
Interactive eLearning Course
Daruwalla. Z. J., Hug, S. S., Wong, K. L., Nee, P. Y., & Murphy. D. P. (2015). “Publish or perish”—Presentations at Annual National Orthopaedic Meetings and their correlation with subsequent publication", Journal of Orthopaedic Surgery and Research. 10(58), 1-8. doi:10.1186/s13018-015-0203-y
Elder, N. C., & Blake, R. L. Jr. (1994). Publication patterns of presentations at the Society of Teachers of Family Medicine and North American Primary Care Research Group annual meetings. Family Medicine, 26(6). Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/8050655
Morley, C. P., & T Nolte, T. (2016). STFM Launches a new journal focused on family medicine education: “Peer-reviewed reports in medical education research” (PRiMER). Annals of Family Medicine, 14(5), 478–479. doi:10.1370/afm.1987
Resources for authors. (2017). Retrieved September 15, 2017, from the British Medical Journal Web site: http://www.bmj.com/about-bmj/resources-authors
Walsh, C. M., Fung, M., & Ginsburg, S. (2013). Publication of results of abstracts presented at medical education conferences. Journal American Medical Association, 310(21), 2307-2309. doi:10.1001/jama.2013.281671
Weale, A. R., Edwards, A. G., Lear, P. A., & Morgan, J. D. T. (2006). From meeting presentation to peer-review publication – A UK review. Annals of The Royal College of Surgeons of England, 88(1), 52–56. doi:10.1308/003588406X83069