scholarly journals 2019 Oral Abstract Presentation Schedule

Transfusion ◽  
2019 ◽  
Vol 59 (S3) ◽  
Keyword(s):  
Abstract Presentation

scholarly journals Utilizing Reflected Countertransference: Applying the Reflection Process as a Teaching Tool in Supervision

1976 ◽  
Vol 21 (3) ◽  
pp. 145-150 ◽  
Author(s):  
Raoul P. Nadler
Keyword(s):  
Teaching Tool ◽  
Know How ◽  
Reflection Process ◽  
Number Of Factors ◽  
Practical Demonstration ◽  
Accurate Reflection ◽  
Abstract Presentation

There are times when teaching cannot proceed through the abstract presentation of content and must progress by the demonstration of what is to be taught. This is true whenever a student is unable, for whatever reason, to appropriately apply such abstract material to the concrete task before him. This may be due to a number of factors, one of the most common of which is the lack of qualitatively similar experiences to which to refer. The teaching of complicated processes such as psychotherapy is an example, especially when the trainee is relatively unsophisticated and/or seems unable to abstract from discussion of blocking phenomena, where it may become necessary to ‘act in’ the feeling tones which are to be the cues for the behaviour to be learned, instead of persisting with abstract interpretations. When, in supervision, a supervisee recreates the conditions existing in the therapeutic situation, this procedural behaviour is called the ‘Reflection Process’. This process often appears to be unconsciously motivated by the need of the supervisee to solicit from the supervisor a practical demonstration which he does not know how to solicit otherwise. Even if the Reflection Process is due mainly to unresolved, unconscious conflicts of the supervisee, it can be a useful clue as to what transference-countertransference problems he is having difficulties with. The fact that such behaviour on the part of the supervisee may arise out of unresolved unconscious conflictual material should not become a reason for dismissing it. Instead, supervisors should become proficient at recognizing the countertransferential feelings in themselves, which can be an accurate reflection of the feelings troubling the supervisee in his dealings with this patient; and they should recognize the distress signal on the part of the supervisee, which can often be responded to constructively. In the supervision, the supervisor at times can, almost unwittingly, come to play the role which the supervised therapist plays in the supervised therapy and, if not aware of the Reflection Process, he may not realize that the countertransferential feelings which underly his assuming that role may not be primarily a response to the character of the therapist he is supervising but rather to that of the patient. They may also be a reflection of the process problem in the supervised therapy. It is not essential that this process be labeled in the supervision; what is essential is that its ramifications be recognized by the supervisor.

scholarly journals Penulisan Abstrak Bahasa Inggris

DEDIKASI ◽  
2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Nurdin Noni ◽  
Maemuna Muhayyang ◽  
Sahril Sahril
Keyword(s):  
Positive Impact ◽  
Basic Writing ◽  
Current Situation ◽  
English Abstract ◽  
English Teacher ◽  
Knowledge And Skills ◽  
Printed Media ◽  
Writing Culture ◽  
Partnership Program ◽  
Abstract Presentation

This partnership program aims to provide knowledge and skills of writing an English abstract for English Teacher Association, Somba Opu district, Gowa used to express their ideas in a brief, concise, conclusive and informative manner to produce some scientific works. It is expected that it can develop skills, attitudes and a writing culture as a medium for sharing concrete thoughts, both through printed and non-printed media. This program is packaged in the form of training which consists of several activities , namely (1) presentation of material  about the concept of basic writing of an abstract by utilizing the online facilities of information and technology  in the current situation of a pandemic covid 19, namely Zoom, Google Meet, and Watch Application, (2)  individual assignment to write an abstract , (3) abstract presentation , and (4 ) revision of abstract  in terms of choice of diction or grammatical mistakes given during the presentation session. The methods used in this training are quite varied, namely lectures, discussions/presentations, and individual consultations to the team.  The result of this program showed that (1) the participants gained a good understanding about the concepts and writing organization for English abstract, and (2) there were 85% of them were able to make up a well-organized abstract. It takes into account that this program has a positive impact toward their participant knowledge and skill of writing an English abstract.

Abstract to Publication in Microsurgery: What Are the Discrepancies?

2020 ◽  
Vol 36 (08) ◽  
pp. 577-582
Author(s):  
Rose S. Maisner ◽  
Haripriya S. Ayyala ◽  
Richard L. Agag
Keyword(s):  
Conversion Rate ◽  
Statistical Significance ◽  
Reconstructive Microsurgery ◽  
The Mean ◽  
American Society ◽  
New Research ◽  
Mean Time ◽  
Comprehensive Literature Search ◽  
Abstract Presentation ◽  
Manuscript Publication

Abstract Background The American Society for Reconstructive Microsurgery (ASRM) annual meeting is a forum to present new research abstracts prior to peer-reviewed publication. The aim of this study is to determine the conversion rate, discrepancies, and time between presentation and publication. Methods A comprehensive literature search was conducted cross-referencing ASRM abstracts presented between 2014 and 2018 with peer-reviewed manuscripts. The title and authors of the abstract and manuscript, the journal of manuscript publication, and time in months between presentation and publication were recorded. The conversion rate was calculated as the proportion of publications to abstracts. Major discrepancies were defined as changes in the purpose, study design, methods, sample size, statistical analysis, results, or conclusions. Minor discrepancies were defined as changes in the title or authorship. Results Out of 667 oral abstract presentations, 361 (54%) resulted in publication. Of these abstracts, 53 were presented after their corresponding manuscripts were published. The mean conversion rate was 55.52 ± 10.17%. The mean time from presentation to publication was 13.83 months. Minor discrepancies were more frequent than major discrepancies (91 vs. 76%). The most common major and minor discrepancies involved changes in the results (63%) and authorship (79%), respectively. There was a significant association between the year of abstract presentation and whether the conclusion was changed (p = 0.001), but interyear relationships with all other discrepancies failed to reach statistical significance. Conclusion Only around half of abstracts presented at the annual ASRM conference have reached full publication in peer-reviewed journals, and most are undergoing significant changes between presentation and publication. This may be due to panel discussions at meetings suggesting study modifications, as well as revisions after careful peer review. Altering surgical practices may not be recommended based on abstracts' content.

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