FAST principles for preprint feedback

There has been strong interest in preprint commenting and review activities in recent years. Public preprint feedback can bring benefits to authors, readers and others in scholarly communication, however, the level of public commenting on preprints is still low. This is likely due to cultural barriers, such as fear by authors that criticisms on their paper will bias readers, editors and evaluators, and concerns by commenters that posting a public critique on a preprint by a more senior colleague may lead to retribution. In order to help address these cultural barriers and foster positive and constructive participation in public preprint feedback, we have developed a set of 14 principles for creating, responding to, and interpreting preprint feedback. The principles are clustered around four broad themes: Focused, Appropriate, Specific, Transparent (FAST). We describe each of the FAST principles and designate which actors (authors, reviewers and the community) each of the principles applies to. We discuss the possible implementation of the FAST principles by different stakeholders in science communication, and explore what opportunities and challenges lie ahead in the path towards a thriving preprint feedback ecosystem.

George the Chemist

The present paper is an attempt to answer Bernard Williams' classical dilemma of George the chemist, who is asked by a senior colleague to partake in a CBW research program. Both George and the colleague oppose the research, and George is advised not to publicize his attitude for George to get the job instead of someone more eager. On the one hand, George does not want to be involved in the research, yet on the other hand, he does not want to allow it to be completed faster. The author views George's potential actions as sabotage and argues that since the existing ethical codes demand putting safety ahead of the pressures of the employers, sabotage should not be out of the question. CBW endangers entire communities, and thus secretly sabotaging its research amounts to disaster prevention and should be considered a professional duty by consequentialists and deontologists alike, even if it may involve deception and furthermore deception about deception.

Reflective Feedbacks and Project-Based Activities to Improve the Students’ Writing Skill: An Exploratory Action Research

Teaching writing to Informatics Engineering students has its uniqueness when it comes to what specific issue(s) the students are facing and how to cope with them. This study aims at finding out some feedback for the author’s previous teaching practices in writing a descriptive text which becomes the basis to give an exact intervention as well as to find out whether the intervention is able to improve the students’ skills in writing a descriptive text. This is exploratory action research to the 30 students of the third semester in the Informatics Engineering study program of a private university in Indonesia. To gain feedback on the previous instructional practices, a senior colleague is invited as a consultant and an open-ended questionnaire was distributed to the students. Some issues were found. After a deep discussion with the senior colleague, it is concluded that project-based activities could cope with the issues. To prove it, a writing test and open-ended interview were conducted. During the instructional practices, a collaborator was invited to observe using an observation sheet. The result revealed that project-based activities engaged the students and directed them in accomplishing the task. The test also showed improvement in students’ average scores. These findings proved that implementing project-based activities can improve the students’ skills in writing a descriptive text. Keywords: Exploratory Action Research, Reflective Feedbacks, Project-Based Activities

Education around medication review and deprescribing: a survey of medical and pharmacy students’ perspectives

Research into the practice of medication review is developing across the world in response to the ever-increasing burden of inappropriate polypharmacy. Education, training and support of undergraduates and novice practitioners to equip them to participate in the medication review process could lead to long-term shifts in practice. The purpose of this study was to explore the awareness of pharmacy and medical undergraduates about medication review, deprescribing and polypharmacy, in order to inform improvement strategies. In November 2016, all final-year medical and pharmacy students at a London (UK) university were invited to complete a short questionnaire survey. Qualitative analysis inductively themed free-text comments and quantitative analysis used descriptive statistics to summarize responses, with chi-square tests used to indicate differences between the groups. The overall response rate was 34% (171/500). The terms ‘medication review’ and ‘polypharmacy’ were known to the students, whilst the term ‘deprescribing’ was unfamiliar with no difference between the groups. The term ‘medication review’ meant different things to the groups: pharmacy students suggested a focus on adherence and patient understanding, whilst medical students focused on interactions and whether medicines were still indicated. The groups differed in their perceptions of who they thought undertook reviews, who identifies potentially inappropriate medicines, who makes the final decision to deprescribe and the frequency of medication reviews. Both groups reported that on qualification they would not be comfortable stopping a medicine without discussion with a senior colleague, but would be comfortable prompting a senior colleague to review. Both groups had some awareness of medication review tools. The meaning of the term ‘medication review’ differed between the student groups. While medical students focused on clinical aspects, pharmacy students emphasized patient experience. Both groups anticipated a lack of confidence in deprescribing without senior support, highlighting the need for alignment between education and professional development syllabi in a way that combines the variety of professional perspectives. Prompts by juniors could lead to more medication reviews within existing practice, and may give them invaluable experience in reviewing medicines in their future careers as seniors.

Two Latin Epigrams by Daniel Gotlieb Messerschmidt Dedicated to Iohannes Philipp Breyn (1680–1764)

The article presents a publication of two epigrams written by D. G. Messeschmidt and dedicated to I. Ph. Breyn; both are preserved in the latter’s archive. The first epigram is an inscription in verse to Breyn’s portrait and was probably sent to him from Saint Petersburg following Messerschmidt’s return from Siberia, i.e. between 1727 and 1735 (and not 1701–1800 as indicated on the site of Dresden Fotothek). It is very likely that the inscription was meant to accompany the engraving a copy of which is preserved at Staatliche Kunstsammlungen Dresden (SKD, Kupferstich-Kabinett, Signatur/Inventar-Nr.: Anon 1, Singer 3769/9920) and may be seen on the website of Deutsche Fotothek Dresden (Archiv-Nr 169051). I. Ph. Breyn might have sent two portraits to Saint Petersburg, one of himself and one of his father, and Messerschmidt would have composed an inscription in verse for each. In 1739 an elegiac distich by Messerschmidt was published that was also incorporated in the frame of the portrait of Jakob Breyn, painted by the famous engraver P. G. Busch. S. S. Orekhov has suggested that P. G. Busch’s engraving might render the portrait drawn by the same unknown master (Deutsche Fotothek Dresden, Archiv-Nr 169050). Iohannes Philipp Breyn’s own portrait remained unpublished. The second poem is a dedication in an album that is preserved in I. Ph. Breyn’s museum in Gdansk (Forschungsbibliothek Gotha Chart. B 1002) and is dated November 1716. The poem is untitled (the fact that is also emphasized in the text), but introduced by an epigraph in Old Hebrew that has been extensively commented upon by Cyrill von Buettner (Bitner). The Latin poem that abounds in assonances and complex word play leaves the feeling of a certain emotional strain. Both poems, however, reflect Messerschmidt’s general erudition and character, as well as his enthusiastic admiration for I. Ph. Breyn as a senior colleague in scientific and medical studies.

What Have We Learned from Critical Qualitative Inquiry about Race Equity and Social Justice? An Interview with Pioneering Scholar Yvonna Lincoln

In this article, two Black women scholars in higher education share a conversation with our distinguished senior colleague, Yvonna Lincoln, a pioneering scholar of qualitative research methodology about what we have learned from her, and more specifically, how this research paradigm has been used to advance racial equity and social justice in higher education. The readers will learn, through her lens, about issues that emerged over the years and what she envisions for the future of higher education and qualitative research. This article presents implications for higher education, including faculty, students, and administrators working in higher education institutions.

A survey of perioperative clinician’s knowledge and application of the law regarding the classification of deaths in the perioperative period

Background: Doctors complete death notification forms poorly, in South Africa and globally. This reduces accuracy of mortality statistics in South Africa, which is needed by policymakers and clinicians to focus on healthcare improvement initiatives. The law on procedure-related deaths was changed in 2008, directly informing on the practice of anaesthesiologists. Perioperative deaths continue to be misclassified, possibly related to doctors’ lack of knowledge or understanding of the law. This study aimed to determine if perioperative clinicians working in theatre and the Intensive Care Unit (ICU) knew and understood the law pertaining to deaths in the perioperative period. Method: A survey was conducted at eight hospitals in the Durban area amongst specialists and non-specialists who work in theatre and ICU. The questionnaire had three parts: definitions, medico-legal experiences and clinical scenarios. Results: Eighty responses were received, a response rate of 74%. More non-specialists responded (57%). When undecided on how to classify a death, clinicians mostly seek assistance from their private medico-legal insurance or a senior colleague. However, specialists are unable to define or classify unnatural and procedure-related deaths any better than non-specialists. Conclusion: Specialist and non-specialist knowledge and application of the law relating to unnatural deaths in the perioperative period is poor. Forensic pathologist assistance is underutilised. More needs be done to empower doctors on medico-legal issues affecting perioperative clinical practice.

THE INFLUENCE OF THE LEADER OF "UKRAINIAN HOUSE" GRYTSKO CHUPRYNKA'S ON THE POETIC WORK OF OLEXA KOVALENKO

The article examines the creative interaction and mutual influence of the leader of the «Ukrainian house» organization Grytskj Chuprynka and poet Oleksa Kovalenko. It is noted that the figure of G. Chuprynka became a model for creative imitation, and sometimes for the epigonous. In particular, this is about the imitative nature of Oleksa Kovalenko's work. The role of O. Kovalenko in the creative biography of the senior colleague was also noted. It is noted that many common motives and images are characteristic of poetry of modernism in general. In the process of a thorough comparative analysis of the poetic work of artists, there are also many differences in disclosing at first glance close topics and in the development of symbols. The authoritative influence of the poetry leader of the «Ukrainian house» on Oleksa Kovalenko's poetry was established, which often became the cause of creative imitation, but was emotionally and subjectively regarded by contemporaries as a primitive epigonism.

Using John Nidd's annotated books in the Wren Library to reassess his contribution to John Ray's Catalogus (1660)

In his Catalogus plantarum circa Cantabrigiam nascentium (1660), John Ray acknowledged the help of his senior colleague at Trinity College, John Nidd, to whom he said the reader was chiefly indebted for the observations included in the work. Many of Nidd's surviving books in the Wren Library, Trinity College, Cambridge, have a characteristic suite of marginal annotations. Comparison of the observations in the Catalogus with Nidd's annotations in his copies of Bennet's Tabidorum theatrum (1656), Hofmann's De medicamentis officinalibus (1646) and Lauremberg's Apparatus plantarius primus (1632) and Horticultura (1631) show that most of the passages cited by Ray are amongst those marked by Nidd. By contrast, Nidd's copy of Charleton's Spiritus gorgonicus, vi sua saxipara exutus (1650), a book cited once by Ray, is not annotated. This evidence is consistent with Ray's account of Nidd's involvement in the Catalogus and does not support the view of Charles Raven, Ray's biographer, who sought to minimize Nidd's role. Annotations in a copy of Camerarius's Hortus medicus et philosophicus (1588) from the library of James Duport, another of Ray's Trinity colleagues, also correspond to passages cited by Ray and may have been made by Duport himself, suggesting that he too may have been involved in compiling the observations in the Catalogus.