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The presentations were assessed on clarity of content, scientific accuracy, and presentation quality.
The online presentations were assessed with regard to whether they specify the goals and structure of the program and offer substantial and relevant information for potential mentees.
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The methodological quality of the study design used by the presentations was assessed based on the abstracts alone.
Each of these requirements are summative assessment tasks, with the final journal-style report being marked independently by two assessors and their conference-style presentations being assessed by a research-qualified academic staff member.
Student performance on oral presentations was assessed by the students' demonstration of mastery of specific neuroscientific concepts, the ability to connect these principles to other concepts, and finally, their ability to explain these concepts and connections in a clear and coherent way.
Factors associated with late presentation were assessed using logistic regression.
Survival between epochs, types of transfers, and acuity of presentation were assessed.
Preferences for graphical risk presentation were assessed using a 5 cm Likert scale.
Factors associated with late presentation were assessed using odds ratios (ORs) estimated using logistic regression.
Differences in outcome between groups defined by the presence or absence of specific clinical findings at presentation were assessed using the Fisher exact test.
Barriers to presentation were assessed using the question: 'Sometimes people put off going to see the doctor, even when they have a symptom that they think might be serious.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com