scholarly journals Lessons learned from a failed research project

2004 ◽  
Vol 28 (8) ◽  
pp. 301-303 ◽  
Author(s):  
Girish Vaidya
Keyword(s):  
Royal College ◽  
Evidence Based Medicine ◽  
Lessons Learned ◽  
Evidence Based ◽  
Research Experience ◽  
Research Project ◽  
Specialist Registrar ◽  
Based Medicine ◽  
Registrar Training

There has been a significant emphasis on research experience in the years of specialist registrar training (Royal College of Psychiatrists, 1998). It has also been acknowledged that in reality many specialist registrars find it difficult to start a research project and complete it within the 3 years of specialist registrar training (Allsopp et al, 2002). There have been various suggestions about how the ‘research day’ can be used more gainfully – in acquiring skills in evidence-based medicine (Ramchandani et al, 2001); or in preparing to be a consultant.

scholarly journals Pearls for Interpreting Neurosurgical Systematic Reviews and Meta-Analyses: Lessons From a Collaborative Effort

Neurosurgery ◽  
2020 ◽  
Vol 87 (3) ◽  
pp. 435-441 ◽  
Author(s):  
Victor M Lu ◽  
Christopher S Graffeo ◽  
Avital Perry ◽  
Michael J Link ◽  
Fredric B Meyer ◽  
...  
Keyword(s):  
Systematic Reviews ◽  
Evidence Based Medicine ◽  
Lessons Learned ◽  
Evidence Based ◽  
Cranial Neuralgia ◽  
The Individual ◽  
Meta Analyses ◽  
Based Medicine ◽  
Over Time

Abstract Systematic reviews and meta-analyses in the neurosurgical literature have surged in popularity over the last decade. It is our concern that, without a renewed effort to critically interpret and appraise these studies as high or low quality, we run the risk of the quality and value of evidence-based medicine in neurosurgery being misinterpreted. Correspondingly, we have outlined 4 major domains to target in interpreting neurosurgical systematic reviews and meta-analyses based on the lessons learned by a collaboration of clinicians and academics summarized as 4 pearls. The domains of (1) heterogeneity, (2) modeling, (3) certainty, and (4) bias in neurosurgical systematic reviews and meta-analyses were identified as aspects in which the authors’ approaches have changed over time to improve robustness and transparency. Examples of how and why these pearls were adapted were provided in areas of cranial neuralgia, spine, pediatric, and neuro-oncology to demonstrate how neurosurgical readers and writers may improve their interpretation of these domains. The incorporation of these pearls into practice will empower neurosurgical academics to effectively interpret systematic reviews and meta-analyses, enhancing the quality of our evidence-based medicine literature while maintaining a critical focus on the needs of the individual patients in neurosurgery.

scholarly journals Extrapolation of Efficacy in Pediatric Drug Development and Evidence-based Medicine: Progress and Lessons Learned

2018 ◽  
Vol 52 (2) ◽  
pp. 199-205 ◽  
Author(s):  
Haihao Sun ◽  
Jean W. Temeck ◽  
Wiley Chambers ◽  
Ginger Perkins ◽  
Renan Bonnel ◽  
...  
Keyword(s):  
Drug Development ◽  
Evidence Based Medicine ◽  
Lessons Learned ◽  
Evidence Based ◽  
Pediatric Drug ◽  
Pediatric Drug Development ◽  
Based Medicine

scholarly journals The experiences, attitudes and understanding of research amongst medical students at an Australian medical school

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jaidyn Muhandiramge ◽  
Tony Vu ◽  
Megan J. Wallace ◽  
Eva Segelov
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Evidence Based Medicine ◽  
Free Text ◽  
Evidence Based ◽  
Research Experience ◽  
Student Research ◽  
Medical Student Research ◽  
Based Medicine

Abstract Background Research engagement plays an integral role in developing clinicians that practice effective, evidence-based medicine. Research participation by clinicians, however, is declining. Given the link between research during medical school and future research output, promotion of medical student research is one avenue by which this shortage can be addressed. Student research attitudes and participation in Australia are not well-documented in the literature. This study therefore aims to investigate research practices, motivators, and barriers amongst Australian medical students in order to determine whether there is a need for further integration of research within Australian medical school curriculums. Methods A cross-sectional study design was used to explore research experience and attitudes, as well as the enablers and barriers to research amongst students enrolled in all years of the five-year medical course at Monash University. A questionnaire was created by combining questions from several surveys on medical student research and comprised Likert scales, multiple choice options and free-text responses assessing research experience, attitudes, motivators, and barriers. Results Seven hundred and four respondents (69.4% female; survey response rate 36.7%) reported variable research experience and interest. Less than half of the cohort (n = 296; 44.9%) had contributed to a research project. Increasing employability for specialty training programs was the primary motivating factor (n = 345; 51.9%) for pursuing research, with only 20.5% (n = 136) citing an interest in academia as a motivator. Time constraints (n = 460; 65.3%) and uncertainty surrounding how to find research opportunities (n = 449; 63.8%) were the most common barriers to research. Conclusions Medical students at Monash University are interested in but have limited experience with research. Students are, however, primarily motivated by the prospect of increasing employability for specialist training; medical schools should therefore focus on encouraging intrinsic motivation for pursuing research. Greater integration of research education and opportunities within medical school curricula may also be required to provide students with the skills necessary to both pursue research and practice evidence-based medicine.

Education, monitoring, and research

2014 ◽  
pp. 59-86
Author(s):  
Chantal Simon ◽  
Hazel Everitt ◽  
Françoise van Dorp ◽  
Matt Burkes
Keyword(s):  
Primary Care ◽  
Royal College ◽  
Evidence Based Medicine ◽  
Clinical Governance ◽  
Evidence Based ◽  
Care Pathways ◽  
Integrated Care Pathways ◽  
The Uk ◽  
Career Options ◽  
Based Medicine

Education in primary care Foundation doctors in primary care Becoming a GP in the UK Membership of the Royal College of GPs Appraisal and revalidation Career options for GPs Clinical governance and CQC Evidence-based medicine Glossary of terms used in evidence-based medicine Clinical guidelines, protocols, and integrated care pathways...

Revision Notes for the FRCEM Primary

2017 ◽  
Keyword(s):  
Emergency Medicine ◽  
Royal College ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
Basic Sciences ◽  
High Quality ◽  
Complex Learning ◽  
Based Medicine ◽  
Learning Points

Revision Notes for the FRCEM Primary is the only book you’ll need to pass the Primary FRCEM examination. The text is framed around the Royal College of Emergency Medicine syllabus, and this comprehensive revision guide focuses on all the components of the exam, covering the basic sciences as they apply to Emergency Medicine. Each section of the book is tailored to match different elements of the syllabus, allowing you to revise efficiently and accurately. Written in concise, clear note form and filled with high-quality diagrams and tables, complex learning points are clearly and concisely described helping you to absorb information quickly. This latest edition includes many more diagrams to aid an understanding of anatomy, as well as a brand new section on evidence-based medicine, including statistics.

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