Young Scientists Need Emotional Support and a Framework When Drafting Scientific Articles

<table class="table-group" id="tab1"><tr><td><table class="table"><tr><td class="thead-hr" colspan="2"><hr/></td></tr><tr class="thead"><td class="align_left">Major themes:</td><td class="align_center">Subthemes</td></tr><tr><td class="thead-hr" colspan="2"><hr/></td></tr><tr><td class="align_left" rowspan="3">Emotional support</td><td class="align_center">Support from peers and supervisors</td></tr><tr><td class="align_center">Appearances</td></tr><tr><td class="align_center">Motivation</td></tr><tr><td class="align_left" colspan="2"><hr/></td></tr><tr><td class="align_left" rowspan="4">Setting and framework</td><td class="align_center">Deadlines</td></tr><tr><td class="align_center">Retreats</td></tr><tr><td class="align_center">Consciousness</td></tr><tr><td class="align_center">Expectations</td></tr><tr class="table-tr"><td colspan="2"><hr class="tbody-hr"/></td></tr></table></td></tr></table>

Journal of Biomedical Education

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Table 1

Table 1: Young Scientists Need Emotional Support and a Framework When Drafting Scientific Articles 