Plots are an elegant and effective way to represent
data. At their best they encourage the reader and promote comprehension.
A graphical representation can give a far more intuitive feel to
the pattern of results in the study than a list of numerical data,
or the result of a statistical calculation. The temptation to exaggerate differences or relationships between
variables by using broken axes, overlaid axes, or inconsistent scaling
between plots should be avoided. A plot should be self-explanatory and not complicated. It should
make good use of the available space. The axes should be scaled
appropriately and labelled with an appropriate dimension. Plots are recognised statistical methods of presenting data and
usually require specialised statistical software to create them.
The statistical analysis and methods to generate the plots are as
important as the methodology of the study itself. The software,
including dates and version numbers, as well as statistical tests
should be appropriately referenced. Following some of the guidance provided in this article will
enhance a manuscript. Cite this article:
We aimed to determine quality of life and burnout
among Dutch orthopaedic trainees following a modern orthopaedic
curriculum, with strict compliance to a 48-hour working week. We
also evaluated the effect of the clinical climate of learning on
their emotional well-being. We assessed burnout, quality of life and the clinical climate
of learning in 105 orthopaedic trainees using the Maslach Burnout
Inventory, linear analogue scale self-assessments, and Dutch Residency
Educational Climate Test (D-RECT), respectively. A total of 19 trainees (18%) had poor quality of life and 49
(47%) were dissatisfied with the balance between their personal
and professional life. Some symptoms of burnout were found in 29
trainees (28%). Higher D-RECT scores (indicating a better climate
of learning) were associated with a better quality of life (r =
0.31, p = 0.001), more work-life balance satisfaction (r = 0.31,
p = 0.002), fewer symptoms of emotional exhaustion (r = -0.21, p = 0.028)
and depersonalisation (r = -0,28, p = 0.04). A reduced quality of life with evidence of burnout were still
seen in a significant proportion of orthopaedic trainees despite
following a modern curriculum with strict compliance to a 48-hour
working week. It is vital that further work is undertaken to improve
the quality of life and reduce burnout in this cohort. Cite this article:
