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Are we, are we on? I think we're just gone live. I'm just checking. Um So good morning, good afternoon, everyone. Um Welcome to the trust seminar session. Um My name is Ting. I'm from the East Midlands uh gallery and we just with the setting up for the getting published seminar session by the Trust Network seminar series, we just go live. I just want to check that we've been on online. You could uh maybe send a check to say hi or something just to make sure that everyone's here because I think there is 1234, but 10 will be on the call currently. Cool. I think we're on the live. Um We're, we're going live now. So welcome everyone. Thank you for coming slightly earlier to the session this morning this afternoon at 12. And our session today is about getting published and you can two as you can see on the slide show here. And I'm pleased to welcome Professor Nick Brown who is the editor in chief for Archives of Disease in Childhood. Uh He's the editor in chief since 20 October 2017. And previously to that, he was the associate uh editor for the last 10 years. Um So, as you know, he's a pediatrician, ideologist, and international child health experts and s lived and worked across many countries including Sudan, Afghanistan, India and Pakistan. He's currently teaching at the Upsala University and he currently works clinically in Sweden and he also has a faculty uh as a faculty in Aga Khan University in Karachi. So um thank you so much all for joining us and thank you for taking your time, Professor Brown to give us a little session, I guess, a little talk to all pediatricians about getting published. And you can too. Thank you over to you. Yeah, thanks very much. T and um uh great, great to be introduced. Do, do, do call me Nick, please. And um I'm, I'm um uh I'm just gonna give you a brief rundown about a sort of slightly tangential um other way of looking at publishing. So rather than a didactic talk. And I don't like giving didactic talks. I'm just gonna er show you alternative ways of getting into research and I, I'm obviously biased doing, do what I do, but I think that everyone should be uh involved or at least try to be involved in some way. And there, there are lots of different ways of doing this. So I'm gonna spend the first few minutes just talking a little bit about how I got into research and um which was an unusual route, but it kind of worked for me and, um, it, the, the, um, it, it, I had lots of an interesting time doing so, um, and then talk a bit about oth other ways in, um, and how you from a non academic post can still get involved. And then I'm gonna talk briefly about what I think are the absolute key component parts of the paper. So I'm gonna go from the general principles to the paper itself. I wanna talk about, uh, the bits of a paper that stand out for me that make me want to run with it. Um, and the chlor of course, is, if those bits don't stand out, then I'm less likely to be infused, um, and er, more likely to move on to the next paper. Um, and then I'm gonna building on that, I'm gonna briefly talk about a totally hypothetical paper, which I've made up myself with some data. I've made up myself just, and, and just using the abstract as an illustration for the sort of clarity that really strikes me. Um, and I like to see in a, in a paper and that will make me interested. So that's what I'm going to do and I hope that, um, will be useful for some, if not all of you. So I, I'll just start with a quick, I suppose it's a geographical bio. So, um, um, but before that, just a few aphorisms. So, um, make the most of any opportunities. You don't need to be an academic trainee to get into this area. And I think whatever area in academic or non academic, acute clinical or nonacute clinical being immersed in some sort of academic work um will will help you develop as clinicians, clinical pressures, of course, don't make that easy. But if you see the opportunities and you'll be more aware of those than, than, than I am, then you can carve your own space and, and, and make the training work for you in this way. Um Yeah, so don't miss out um specifically for those who aren't in academic post, it doesn't really matter if your, if your research themes are homogenous or not um variety to me stands out. Um That's certainly um how I the way I went. Um And, and that, that also shows a certain breadth and interest. Um It's only later on I think in research where you're sort of the, the portfolio phenotype makes um uh counts for more and even then I'm not convinced it has to. Um anyway, that's by the by. Yeah. So in terms of the homogene, see different themes, different groups, work with different groups, figure out what sort of people you like to work with and um where you don't feel you fit in. Um And to figure out what your most nurturing future environment is going to be like. Um And then when it comes to writing, we'll come back to this don't rush decisions when you get to near completion and a manuscript. Um and the best way of becoming a good writer um is to review manuscripts regularly. And some of you might know that I recently put out a series of videos for the R CPC H which is on the learning and training uh subsection um where I talk a bit about um getting um reviewing a paper and we, we're encouraging trainee reviewers, that's the best way to get practice. Um And you can use uh senior mentors if you choose to do that. Um And, and a bit about publishing as well. Um And they're, they're, they're, they're, they're quite broad, but it's hopefully a, a way in. So I know this is gonna be filmed but use those as well and education and learning. Um And if you get lost it, contact Emma Di, she'll, she'll point you in the right direction or contact me and I'll point you in the right direction. Great. So this is my geographical CV. So um uh I trained in the days where things weren't as region specific and um uh like to travel and I'm curious about the world. So I, after uh after membership I worked for MSF um for a year in Sudan and Afghanistan than uh having realized that I had to be involved in International Child Health in some capacity after doing some registrar, my registrar training in Scotland. Um I got an academic job in Papua, New Guinea, um then finished training uh to cut a long story short. Um And then the, um, felt I needed to uh rere my international um soul if you like. Um, and in parallel, trained as an epidemiologist and then worked for the MRC for quite a long time medical Research Council in Bombay largely. Um uh So I, I'll, I'll, yeah. So that, that's how I started and that's, I guess how I learned to do research both at a basic level in um in, in Khartoum, in northern Darfur, in Sudan. I didn't do any research at all. It was pure, it was purely um logistical and clinical. Um And in Afghanistan, at the time, I ran a clinic in, near uh near Kabul um in the pre Taliban A for MSF. And um it was only later on that I collaborated with uh colleagues in Kabul at the French Medical Institute for Children and the Department of Health there um that I had any sort of research output from Afghanistan. And that was some, yeah, quite simple cross sectional observational data. But that was years later, I just had uh um I, my contacts were renewed and then, but nothing at the time. So it was only in PN G that I really started to do anything. Um And this II would say is a in general at is quite a, a good way of feeling your way forward, just um expand, expand what you do there. I did some work fairly basic, I had to say on um on severe malaria and outcomes, particularly in cerebral malaria, on low birth weight and then a few case reports and you know, that's, they, these are considered low hanging fruit. They weren't so much in those days, but they certainly are now.