Copyright © 2020 Min Suk Chung
This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
pISSN 2288-8063 eISSN 2288-7474
https://www.escienceediting.org 104
Received: August 26, 2019 Accepted: September 23, 2019 Correspondence to Min Suk Chung [email protected]
ORCID Beom Sun Chung
http://orcid.org/0000-0002-3644-9120 Min Suk Chung
http://orcid.org/0000-0002-0527-9763
Science Cartoon
Sci Ed 2020;7(1):104-106 https://doi.org/10.6087/kcse.201
Materials and methods
Beom Sun Chung, Min Suk Chung
Department of Anatomy, Ajou University School of Medicine, Suwon, Korea
When I teach my students to write an article, I make them write the materials and methods section first. Then they write the results, followed by the introduction and discussion. The
“materials and methods, results” sections do not vary much depending on the writer, whereas the “introduction and discussion” sections can be quite different. Of course, the more experi- ence the students have, the better they can write.
Materials and methods
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Suppose a university (or a research center) is filming a pro- motional video. The videographer would film scientists as they conduct experiments, not as they work on articles. This might be because conducting experiments would make the scientists look hardworking. In contrast, writing articles would make them look sluggish, even though writing articles is actually trickier.
In reality, unlike what this comic strip tells, the authors try to be the one who pays for the fee associated with journal pub- lishing. This fee is just a small amount of money compared to the gain from the journal article. Moreover, the authors often receive financial support from their institutions or research foundations. In general, scientists publishing articles are not poor.
Beom Sun Chung et al.
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Conflict of Interest
No potential conflict of interest relevant to this article was reported.
Sometimes in an elevator, people ask me how I am doing.
When I am not in a good mood, I reply, “Ask more specifical- ly about what you want to know. In terms of what? Education, research, or something else?” When you meet someone in an elevator, make your question short and specific, and you will promptly find out what you are curious about. Time matters.
When teaching students, changing your plans frequently may undermine your authority. A student might ask you to post- pone the test date for no objective reason. If you accept that request, it will be hard for you to decline next time. Therefore, do not move your test date, except in cases of natural disasters or similar emergencies. You need to stand up for your author- ity through consistency.
