Interlude: Partial Points, AI Risks, and Responsible Authorship

A few days ago, I was talking to someone about task management and making progress in the small pockets of time available in our schedules. During our conversation, she shared an interesting strategy she uses to track the laps she swims in the pool (thanks, Vijaya!).

When she swims, she aims for 36 laps (or about one mile). But instead of counting 36 laps one by one—which can feel daunting until at least the midway point—she counts in quarter points. After every four laps, she gives herself one point. That way, she only needs to reach nine points instead of 36, which feels like a smaller, more achievable goal.

I found this approach fascinating because it doesn't exactly break a big task into smaller ones. Instead, it organizes tasks into batches that get marked as done when the group is complete.

What could this look like in your writing?

Maybe progress means writing one paragraph instead of a set of sentences. Or revising all the figure legends as one "section." Or as responding to reviewer comments in one section at a time.

I've been batching tasks for a while, so that part isn't new to me. But I hadn't thought about using partial points to make a large project feel smaller and more doable. I'm curious to see how this reframing might change how I approach my work.

Have you tried something like this? Hit reply and let me know—I'd love to hear what works for you.

Now onto this week's round-up...

Round-up

From My Desk

AI in Scientific Writing: Powerful Helper or Risky Enabler?​
Everywhere you turn, you see AI—new tools, clever prompts, and lots of hype about what they can do for your writing. But these tools also carry important risks, limitations, and implications, especially in scientific and medical research. This video kicks off a series on how to use AI responsibly for your writing, starting with some key risks and limitations to keep in mind.

Upcoming

Early-Career Medical Writers Summit – June 8–12, 2026
I’m excited to be speaking about what strong medical writing means in the age of AI at the Early-Career Medical Writers Summit this June. This virtual summit is designed to support new and aspiring medical writers with practical advice from professionals working in the field. You'll get expert sessions, exercises to practice new skills, and opportunities to ask questions during live Q&A sessions. Early-bird rate ends April 30.

Reading

​The complex ecosystem of hyperprolific authors​
". . . hyperprolific ​authorship​ is a complex and multifaceted phenomenon, shaped by disciplinary traditions, methodological choices, and structural incentives within academia. It is neither confined to a single field nor governed by a uniform definition. . . [P]erceptions of hyperprolificacy vary substantially. . . with some portraying it as a marker of successful collaboration and others raising concerns about questionable practices. This divergence reflects an underlying tension between valuing high productivity and safeguarding scientific integrity.

​Creating a responsible authorship culture in science: Anchoring authorship practices in principles of transparency, credit, and accountability​
"We propose that fostering a responsible authorship culture requires a shared, principle-based framework grounded in transparency, ​credit​, and accountability. These three interconnected principles. . . will strengthen the credibility of individual research, the fairness of recognition systems, and, ultimately, the trustworthiness of science itself."

...Oh, and if you want a strategy to ensure these three principles hold true for your author team, check out ​this video​ (and free planning tool).

Training

​Root Cause Analysis Practice Lab – April 9, 2026
Can you explain why a clinical practice gap exists—not just describe it? WriteCME Pro is hosting a Root Cause Analysis Practice Lab. In this hands-on lab, you'll learn how to identify true drivers of practice gaps, filter for educational addressability, and write compelling narratives.

Quote

"Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem. That is why young children, before they are aware of their own self-importance, learn so easily; and why older persons, especially if vain or important, cannot learn at all." – Thomas Szasz

Thank you so much for reading.

Warmly,

Crystal