Stay Current Workplace Using Writing

STAYING CURRENT IN WORKPLACE

Staying Current in the Workplace

One of the useful methods of writing is ‘reverse writing.’ It helps in pointing out the main idea of the topic on which the paragraph is organized, especially for identifying gaps or repetition of the ideas. For instance, a paragraph on patient education tells about how educating patients about illness and medications and ways self-management could be boosted gives positive health outcomes. A reverse outline could effectively point out each paragraph’s main idea to scrutinize deeply whether any idea is missed or repeated. This would help fill the vacant spaces where important information has not been added, and new knowledge could strengthen the writing piece instantly.

One of my original examples of writing was:

“Patient education is a useful technique for impelling the patient’s behavior for alterations in beliefs, attitudes, and knowledge levels so that the newly gained information positively affects their health. Family physicians have a strong role in this regard since their expanded knowledge in a certain medical area and leadership status provides an opportunity to reinforce positive values toward health care. Family practitioners have the skills for educational interventions to which patient exposure is required with appropriate patient education.”

The revised version of this paragraph is:

“Patient education is a useful technique for influencing the patient’s behavior for alterations in beliefs, attitudes, and knowledge levels so that the newly gained information positively affects their health. Family physicians have a strong role in this regard since their expanded knowledge in a certain medical area and leadership status provides an opportunity to reinforce positive values toward health care. It could be done by inducing trust to help the patient gain motivation with the knowledge and again reciprocate via obtaining the patient’s history and depth of the health status for devising appropriate educational intervention for the target patient or community.”

In the original version, it was analyzed that the third line of the paragraph was a repetition of “family practitioner’s skills and knowledge.” In contrast, the third line in the same paragraph was changed to add new information on how family practitioner’s skills could be utilized to bring patient efficacy. The revised ‘order’ of the paragraph taught a definition of patient education, its importance, the role of family practitioners, and how the practitioner could prove valuable in clinical practice.