Instructions For Authors, Reviewers and Editors

The Patient Teacher will assign writers one of three roles; content writer, reviewer, or editor.
Content writer – Writers should have previous experience of writing patient information leaflets. They will get topics from the editor, via an administrative officer (AO), along with Patient Teacher terms and conditions. He or She should put relevant references from reputed evidence-based sources for the information in the content. He or She should seek the opinions of two patients, or parents, or carers of patients, regarding the usability and readability of the material. Is the leaflet understandable?

Reviewer – In reviewing material, there will be a reviewer per leaflet. He or She should be with experience of clinical practice in the Middle East and Asia. He or She also should have first hand clinical experience in dealing with health issues discussed in the information leaflet. He should review material to check it is up-to-date, evidence-based and realistic. If anything needs to be modified, this should be communicated to the content writers. Reviewers should then send the leaflet back to content writers for the final draft. If there is any difference of opinion between reviewers about the final content, the editor needs to be informed; editor’s decision will be final. Once the material is finalized, the content writer will send it to the Patient Teacher AO; it will then go to onto the website for public.

Editor – Editors are practicing clinicians, and oversee the creation of 10 information leaflets per year. Editors are responsible for deciding the topic, in agreement with the editor in chief. An editor confirms the quality of the final document created by the content writer and reviewer. If there is any difference in opinion between reviewer and content writer, an editor will finalize the document.

Topics should be based on common health conditions across the Middle East and Asia. We consider some of the most frequent questions we receive from patients regarding their health. Always consider whether there is a need for information about a specific topic or subject.

While we strive for well researched, well written content, it is more important for us to receive materials that are factually accurate, based on recent medical evidence, and relevant for the local population. Following the design stage, we will always provide our writers and reviewers with an opportunity to read through the final materials prior to publish, to ensure that the content has retained its overall meaning and context. This is also a chance to include any recent research findings or evidence, to ensure that all materials are up-to-date and relevant before being distributed to hospitals, clinics, and patients

It is important to remember that, unlike medical journal articles that are written to inform peers, the documentation created by The Patient Teacher is to be distributed for patients’, parents’ and caretakers’ use. We want to make sure that the language is kept simple, and that sentences are kept short, snappy, and easy to understand.

As well as using a wide range of medical journals to produce evidence-based materials, we also expect our writers to involve their patients in the preparation of leaflets, booklets, and any other documentation requested by The Patient Teacher. Consider what information your patients would want to know about their condition. How would they like this information to be presented to them?

Try to include friendly language that engages readers, as well as a gentle call to action to encourage patients to talk to their doctor about their treatment options. Be consistent in the information you provide, and try not to contradict any information from other evidence-based resources. Ensure that any referenced materials are always up-to-date and objective, rather than using biased, funded sources.

Although it is our aim to highlight the importance of good healthcare in the treatment of disease, it is essential that readers do not feel scared by the information provided. Try to avoid argumentative and patronising language, and be sure to maintain balance. If discussing a treatment, for example, always mention both the advantages and disadvantages, to allow patients to come to their own conclusion.

As each health condition is different, we do not think it appropriate to stick to a single structure for each piece of content. However, we do expect our writers to include an introduction, which explains about a condition in general, followed by a more detailed body of text, and to finish with a summary of the information provided. Please highlight important words and phrases with capital letters, or bold or italic fonts

Deadlines will be determined by the topic and desired length of each piece of content, and will be agreed between the writers, reviewers and the editor prior to commencement of the assignment. If a writer or reviewer struggles to meet a deadline, another person will be assigned at the discretion of the editor.

At The Patient Teacher, we take plagiarism very seriously and we expect our writers to produce original content. We do understand that many organisations, such as charities, have already created a wide range of literature relating to a number of health conditions and diseases. While we encourage the use of these materials to further understanding, all content supplied to The Patient Teacher must be unique.

Writers’ consent to providing The Patient Teacher with the copyright for each piece of content submitted, enabling The Patient Teacher to use and distribute the materials as their own for a period of 5 years. During this period, content may be edited as necessary, and may also be translated into different languages for global distribution. The Patient Teacher will undertake all editing and translation.

We recognise that people understand better if they read in their mother tongue, even if they speak English. Moreover, many people in the Middle East and Asia do not understand the English language clearly. To fulfill our vision, we will try to disseminate this important information to all patients and their carers throughout the Middle East and Asia step by step, depending on the support and opportunities we receive. At first, we will translate the content into Arabic, Hindi, Urdu and Malayalam; then we will expand into other Asian languages.