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Clinical Research for Medical Students


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This presentation discusses (1) the importance of clinical research to medical students, (2) barriers towards student research, and (3) how to select a good mentor.

Published in: Health & Medicine
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Clinical Research for Medical Students

  1. 1. Clinical Research For Medical Students Ahmed Negida Fifth year student (2016-2017) Faculty of Medicine, Zagazig University, Egypt
  2. 2. Blank Slide Leave as blank
  3. 3. Austin Bradford Hill (1948 first RCTs, 1950s)
  4. 4. David Sacket (1970s)
  5. 5. Paul Glaseziou et al. BMJ 2008;337:a1253 doi:10.1136/bmj.a1253
  6. 6. Clinical Research For Medical Students Ahmed Negida Fifth year student (2016-2017) Faculty of Medicine, Zagazig University, Egypt
  7. 7. ILOs • What is the importance of research for medical students? • Barriers towards student research • What is the difference between clinical research and lab research? • What are the basic skills that a student should learn before starting? • What are the recommended learning resources of research basics? • How to start? (as an undergraduate student in Egypt) • How to select a good research mentor? (Nature Guide) • Other Q & A …?
  8. 8. [1] Importance of research
  9. 9. Importance of research for medical students Research is the backbone of progress of medicine
  10. 10. Importance of research for medical students You will learn persistence and many soft skills
  11. 11. Importance of research for medical students Advance your knowledge
  12. 12. Importance of research for medical students Build a strong CV  Help you get scholarships and grants  Help you get good MSc and PhD offers
  13. 13. Importance of research for medical students Continue your career abroad
  14. 14. Importance of research for medical students Connections with leading scientists in the field
  15. 15. [2] Problems towards student research
  16. 16. In 2006, Mostafa et al. performed a cross sectional evaluation in Faculty of Medicine, Alexandria University to investigate students’ perceptions and attitudes towards research.
  17. 17. Students’ interest in research Students’ perception of research 70-80% of students are interested in research 80-90% of students think that research is important
  18. 18.  Curriculum overload - Lack of time (75.0%)  Lack of training (71.6%)  Lack of staff guidance and cooperation (39.1%)  Lack of Interest and Motivation (22.5%)  Lack of funding  Lack of incentives (19.1%) Main problems identified in Egypt
  19. 19. Lack of time Solution: Appropriate time management starts by setting clear vision and well defined goals. * Follow your time * Remodel your activities
  20. 20. Lack of mentors
  21. 21. Lack of Fund SOLUTION: 1-There are a few available grants (you can apply with your mentor as PI) 2- During publication, most journals offer waivers to authors from MLICs. 3- Some universities may provide partial fund. (eg. Mansoura university)
  22. 22. The gap btw our education and recent advances in medicine (Out-of-date knowledge) SOLUTION: 1- Subscribe to newsletter of famous journals in your area of interest 2- Read as much as you can 3- CME online
  23. 23. Dissociation between research education and research practice
  24. 24. [3] Types of Research
  25. 25. Primary research vs. Secondary research Primary Research Secondary Research • Original Data • Information appear for the first time • Summary/ collation and/or synthesis of existing research • Use existing data from Primary Sources
  26. 26. Primary Research
  27. 27. Secondary Research
  28. 28. Clinical Research Basic Science Research Requires Patients + patient data Deals with Patients Test Tube Research Requires Prepared Labs Studies fundamental functions in biology May involve: Animal Models, Tissue Culture • Molecular Mechanisms • Cell Cycle • Receptors • Genes Has Clinical Relevance Usually has more weight Generate More Knowledge Does not have direct clinical relevance
  29. 29. Basic Science Research T1 Clinical Research T2 Clinical Practice Translational Research
  30. 30. [4] Skills to Learn
  31. 31. Basic Skills (before you start) SKILLSTEP Creative thinking & Reading1. Research Idea How to use databases2. Search Literature Protocol writing 3. Formulate hypothesis 4. Plan for the study 5. Pilot study Data collection tools (+/- clinical skills) 6. Implementation 7. Data collection Medical statistics8. Data analysis Scientific writing9. Reporting Presentation & communication skills10. Presenting/Publishing
  32. 32. Research design Epidemiology, Evidence Based Medicine, and Public Health Designing clinical research
  33. 33. 1. Medical statistics made easy 2. Medical statistics at a glance 3. Oxford Handbook of Medical statistics 4. Biostatistics (Basic concepts and methodology for health sciences)  SPSS for starters  Biostatistics in Public Health using Stata Medical statistics
  34. 34. Scientific Writing Publishing and presenting clinical research Scientific writing; easy when you know how
  35. 35. Systematic review and Meta-analysis Introduction to Meta-analysis Cochrane Handbook of SR and MA
  36. 36. [5] How to start
  37. 37. Our inverted pyramid model START
  38. 38. Advantages of our model 1. Rapid publications in a relatively shorter time 2. The start is more relevant to clinical practice 3. Students’ chance to work with faculty members increase over time
  39. 39. Where can you do lab research in Egypt? • MERC (Mansoura experimental research center) • NCI (National Cancer Institute) • NRC (National Research Center • Alexandria Medical Research Institute • Zewail University
  40. 40. [6] How to find a mentor
  41. 41. Finding a mentor in your institution
  42. 42. Finding a mentor in your institution
  43. 43. He always keeps in touch with ex-students, postdocs and so on after they have moved on. Even if he is not directly helping them, he keeps himself aware of their activities and at times informs them of things he believes would be of interest or useful, to them. He genuinely treats his ex-students and postdocs as part of an extended family . A Mentor for Life! Mentor vs. Supervisor A student with a career A student with a project
  44. 44. SENSITIVITY • When things go wrong, it is important to find out why things happened the way they did. • There could be personal factors (sickness, relationship break- ups) that contribute to unhappy decisions or results. • Although I may not be able to provide the solution to personal problems, I can provide a sympathetic ear as well as advice or direction to support services.
  45. 45. Appreciating individual differences • Understand and accept individual differences • Personality of students in work might influence the way they do experiments or think about problems, or write their reports.
  46. 46. RESPECT • Treating students as their colleagues • Building confidence into younger collaborators
  47. 47. • Honestly sharing his own ideas and discussing with his team • Has NO intellectual jealousy • Happy to see others succeed • Push them forward Unselfishness
  48. 48. Availability: the open door Availability is the standout quality appreciated by the mentees. Despite enormous workloads and responsibilities, the mentor was always there and the door was always open.
  49. 49. Enthusiasm, Inspiration, and Optimism • Very passionate to science • Infectious enthusiasm • Inspiring his students (to avoid burn out)
  50. 50. Balancing direction and self-direction • How much guidance to give can be a challenge! • There were many negative comments about those who have been seen to micromanage. • Yet there was also criticism of those who let students run free and learn by their mistakes.
  51. 51. The initial project • Select a guaranteed project at first • Avoid losing interest
  52. 52. Celebration • The importance of celebration and rewarding successes, large and small, is often neglected. • Yet it can be highly encouraging to individuals and can contribute to the building of communities. • The guiding principle is that celebration, however large or small, is a powerful motivator.
  53. 53. Building communities • A constant theme from the groups supporting their mentor was the sense of community. • The successful mentors realized the need to build communities to create an environment where all under their care could flourish. They all had deliberate and varied strategies to build these communities.
  54. 54. Skill development – Capacity building • It is clear that successful mentors work hard at developing the scientific skills of their charges.
  55. 55. • Constructive criticism • Manuscript writing • Oral presentations
  56. 56. Networking Networking is one of the distinguishing features of a mentor over someone who is simply a good supervisor. Good mentors saw it as their responsibility to share their network.
  57. 57. Thank you