Table 2 EQUATOR Canada 2017 Publication School Agenda

 1 (0900–0915)

Introduction to the course

Introduce the course aims, content, and method of delivery

Nancy Butcher and Martin Offringa

 2 (0915–0945)

Reporting guidelines and their implementation

Interactive lecture

Introduce reporting guidelines and where to find them, and discuss the difference between endorsement and implementation of reporting guidelines

David Moher

 3 (0945–1100)

Writing an article that is fit for purpose using reporting guidelines

Interactive lecture and small group discussion

Define what is meant by “fit for purpose”, introduce resources for writing an article that is fit for purpose, and outline how to incorporate fit for purpose writing into manuscript writing

Kelly Cobey

 4 (1115–1200)

Tools for transparency

Interactive lecture and workshop

Discuss the importance of transparent reporting, identify tools to ensure transparency, and strategies for integrating transparency best practices into manuscript writing

Kelly Cobey

 5 (1200–1230)

Scholarly metrics

Interactive lecture

Define publication metrics, identify various types of publication metrics, discuss strengths and weaknesses of using publication metrics

Andrea Tricco and Kelly Cobey

 6 (1330–1445)

Selective reporting: Detection, consequences, and solutions

Hands-on exercise

Identify the types and levels of selective reporting and their consequences, identify tools to prevent, identify, or manage selective reporting

Peter Gill

 7 (1500–1530)

Publication ethics, authorship, and research integrity

Interactive lecture

Pinpoint and describe issues pertaining to publication ethics and integrity, identify methods to prevent and manage issues relating to publication ethics and integrity, discuss how to integrate publication ethics into the workplace

Martin Offringa and Richard Glazier

 8 1530–1615)

Science and the media: Cases and resources

Case-based learning

Highlight strategies of sharing and promoting one’s own research, discuss the impact of social media on healthcare and research, with personal and published examples

Nancy Butcher, Peter Gill, Natasha Saunders, and Matet Nebres

 9 (1615–1630)

Closing Q&A and completion of Day 1 course evaluation form

To allow attendees opportunity to seek clarification about any course content and time to complete course evaluations

Nancy Butcher and Martin Offringa

 10 (1645–1800)

Patient engagement roundtable and networking event

Attendees applied their learning to three faculty-facilitated scenarios:

(1) Why engage patients and barriers to engagement;

(2) When to engage patients and how to report in manuscripts/reports; and

(3) How to identify patients and engage patients

(1) Richard Glazier and Kelly Cobey

(2) Martin Offringa and David Moher

(3) Nancy Butcher and Andrea Tricco

 - (0900–0915)

Re-cap of Day 1 and Questions

To allow attendees opportunity to seek clarification about Day 1 course content

Martin Offringa

 11 (0915–1000)

How do biomedical journals operate?

Interactive lecture

Explain how biomedical journals operate, identify key actors and their roles, describe the process from submission of a manuscript to publication

Andrea Tricco

 12 (1000–1030)

How to choose a journal

Interactive lecture

Identify tools for journal selection and relevant choices when selecting a journal

Martin Offringa and David Moher

 13 (1045–1115)

Peer review: Roles of peer reviewers

Interactive lecture

Describe types of peer review, distinguish between useful and non-useful peer review, identify methods of performing high quality peer review, discuss how to incorporate reporting guidelines into the peer review process, discuss criticisms of the peer review process

Martin Offringa and Richard Glazier

 14 (1115–1200)

What makes a good peer review?

Panel discussion (audience Q&A)

Bring awareness to the characteristics of good peer review, identify unhelpful peer review techniques, discuss where to find reporting guidelines and how to use for a peer review

David Moher, Martin Offringa, Andrea Tricco, Peter Gill, and Richard Glazier

 15 (1300–1445)

Fees, predatory journals, open access, and traditional publication models

Case based learning

Familiarization with the different types of publication models, introduce methods of complying with open access publishing requirements, understand the concept of predatory journals and how they can be identified

Kelly Cobey

 16 (1500–1545)

Engaging patients and parents: From design to publication

Interactive lecture with attendee presentations and group discussion

Explain the concept and importance of patient-oriented research, discuss when to perform patient oriented research, describe how to identify and engage patient stakeholders. Attendees summarized and presented the key messages learned during Session 10.

Andrea Tricco

 17 (1545–1600)

Wrap up and completion of Day 2 course evaluation form

To allow faculty and attendees to add any final thoughts or questions about the course content

All