Career In Medical Research Research Articles

Design and Implementation of a Leadership Development Program for Early-Stage Investigators: Initial Results.

Leadership skills are essential for a successful career in medical research but are often not formally taught. To address these gaps, we designed a leadership development program for early-stage investigators. A 9-month virtual program with monthly 2-hour interactive sessions was designed, covering topics such as Leadership in Research, Mentoring, Building Diverse and Inclusive Teams, Managing Conflict, Influencing without Authority, Grant Administration, and Management. An anonymized survey was sent to participants before and after completion of the program, and the results were compared using the chi-squared test. Over a 2-year period, we selected two cohorts of 41 and 46 participants, respectively. After completion of the program, 92% of survey respondents indicated that the program met their expectations and 74% had made use of skills they learned. Participants enjoyed meeting new people and discussing common challenges. There was an increase in participants' perceived understanding of personal leadership qualities, mentoring, communication, conflict resolution, grant management, and collaboration with industry (P < .05). A leadership development program for early-stage investigators led to a significant increase in participants' perceived understanding of personal leadership qualities and competencies. It also offered participants the opportunity to meet other researchers in the institution and discuss common challenges.

Are medical students interested in research? – students’ attitudes towards research

Background Throughout the years significant progress has been observed in all medical fields. It was possible to achieve thanks to a wide range of scientists, including physician-scientists. However, in recent years their number is significantly declining. Thus we have aimed to explore the attitudes of medical students towards research. Methods The cross-sectional study was conducted among medical students of Medical University of Warsaw between the 1st and 23rd of December 2019. Survey examining scientific interests and activities, opinions on selected research issues, and perception of potential barriers to research activities has been distributed to 838 students and collected from 695 (391 students of the 2nd year and 304 of the 5th year) with a response rate of 82.9%. Descriptive statistics, the Chi-squared test, U-Mann–Whitney, and Kruskal-Wallis tests were used for between-group comparisons. The differences were considered statistically significant if the p values were <.05. Results 55.2% of responders rated their scientific interests in high school as high, with no significant differences between 2nd and 5th-year students. 33.8% (n = 233) of all students plan to pursue research activity after graduation, and 52.8% (n = 360) plan to obtain PhD title. Students who presented higher scientific interests in high school more often were involved in research projects at the university (24.7% vs 17.5%, p = .044), and showed higher interest in pursuing a research career (37.9% vs 28.9%, p = .02). Lack of time and knowledge on starting a research project were perceived as the main barriers to scientific work. Conclusions Many medical students express research interests, are involved in scientific projects, and plan to pursue their careers in this direction. There is a majority of students with lower attitudes towards research. Medical universities should consider adapting their curricula accordingly to accommodate the needs of both groups and respond to the shortage of physicians working in clinics and research. KEY MESSAGES One-third of medical students plan to pursue career in medical research after graduation. Students who presented higher scientific interests in the high school are more often involved in research projects at the university and show higher interest in pursuing a research career. According to medical students, lack of time, resources and funding and insufficient knowledge how to start a research project are the most important barriers to research activity.

Gender disparities among medical students choosing to pursue careers in medical research: a secondary cross-sectional cohort analysis

BackgroundThough the proportion of women in medical schools has increased, gender disparities among those who pursue research careers still exists. In this study, we seek to better understand the main factors contributing to the existing gender disparities among medical students choosing to pursue careers in medical research.MethodsA secondary cross-sectional cohort analysis of previously published data was conducted using a 70-item survey that was sent to 16,418 medical students at 32 academic medical centers, and was IRB exempt from the need for ethical approval at the University of Illinois at Chicago and the University of Pennsylvania. Data was collected from September 2012 to December 2014. Survey results were analyzed using chi-square tests and Cramer’s V to determine gender differences in demographic characteristics (training stage, race/ethnicity, marital status, parental status, financial support, and parental career background), career sector choice, career content choice, specialty choice, foreseeable career obstacles, and perceptions about medical research careers.ResultsFemale respondents were more likely to be enrolled in MD-only programs, while male respondents were more likely to be enrolled in MD/PhD programs. More male students selected academia as their first-choice career sector, while more female respondents selected hospitalist as their first-choice career sector. More female respondents identified patient care and opportunities for community service as their top career selection factors, while more male respondents identified research and teaching as their top career selection factors. Student loan burden, future compensation, and work/life balance were the most reported obstacles to pursuing a career in medical research.ConclusionsThere are many factors from a medical student’s perspective that may contribute to the existing gender disparities in pursuing a career in medical research. While much progress has been made in attracting nearly equal numbers of men and women to the field of medicine, active efforts to bridge the gap between men and women in medical research careers are needed.

A life in science—and away from it

A life in science—and away from it

Review: CyberSurgeons (Online Modules and Activities, Wheeling Jesuit University/Center for Educational Technologies)

Where can you find online modules that integrate anatomy, human physiology, and the clinical-trials process? At CyberSurgeons, of course! CyberSurgeons (Figure 1) is a fully equipped website that offers case-based and problem-based learning modules for high school students and teachers of biology, health, anatomy and physiology, career guidance, and other health-related courses. The goals of CyberSurgeons include motivating students to explore and learn, assisting teachers, and creating an awareness of careers in the medical fields. By immersing students in the implementation of clinical-trial processes, CyberSurgeons offers an engaging, collaborative way to teach anatomy and physiology concepts.The case-based learning modules (CBL) are emotionally and academically engaging. For example, the module “Counseling an HIV Clinical Trial Participant” brings students into the life of David, a 15-year-old male who has contracted HIV. David is participating in a clinical trial of an HIV drug. Students take on the role of the clinical-trial program coordinator and must answer a list of questions that have been sent by the patient’s parents. Some questions are straightforward, such as “What does Phase III mean?” while some are emotionally charged, such as “There is no risk to this, is there? We just want to make sure there is no risk for David.” By placing students in “real-world situations” where they are required to solve problems that may not have a single answer, the case-based learning modules build critical-thinking skills, in addition to knowledge.The online problem-based learning (PBL) modules start off with simple, but increasingly challenging, tasks that help participants become familiar with clinical-trial protocol. Students are required to gather information, analyze text, and make strategic decisions, while developing and presenting various clinical-trial proposals. Each lesson begins with a short introductory paragraph and a set of clear and concise instructions that quickly gets students started on goal-oriented tasks. The tasks are self-contained; all resources can be found on the CyberSurgeons website. Additionally, suggestions are presented for extension activities that take students outside the walls of the classroom if teachers wish to implement them.One of the primary foci of the CyberSurgeons project is to present students with various medical career pathways besides that of traditional “physician.” A side panel on the website highlights a variety of medical professions, their average salaries, degree requirements, and descriptions. Students can learn all about audiologists, cardiovascular technicians, respiratory therapists, and many other health professionals. If that is not sufficient to engage students in health or medical research careers, CyberSurgeons offers a live research mission for a relatively low cost to schools. The research missions take place virtually. Students interact with a real “chief medical officer,” played by an educator. Students take on the role of a National Institutes of Health medical team that must properly handle a medical emergency while traveling on a ship up the Amazon River.The beauty of CyberSurgeons is that it does not require teachers to be even remotely familiar with clinical-trial protocols. It can be a learning experience for both teacher and students. Of course, teacher resources and answer manuals are readily available. To get started with freely accessible PBL and CBL modules, as well as the plethora of anatomical, medical, pedagogical, and career-related resources, visit http://www.cybersurgeons.net/resources/. You can also e-mail Manetta Calinger, one of the key project and curriculum developers for CyberSurgeons, at mcalinger@cet.edu. If you are interested in learning more about live simulations, visit http://www.e-missions.net/cybersurgeons/.The author is supported by the Triangle Coalition for Science and Technology Education.

On Rita Levi-Montalcini

On Rita Levi-Montalcini

The Vanishing Physician Scientist: A Critical Review and Analysis

Review of the concept of “the vanishing physician-scientist” shows: 1) medical school admissions reject most students wanting medical research careers; 2) college years before medical school are the best time for students to begin research; 3) efforts to entice admitted medical students and residents to do research are too little too late, yielding people not equipped to compete for grants with PhD track peers and less motivated because they have clinical careers to fall back on; 4) the MD/PhD could be replaced by the PhD/MD with uninterrupted research: a full PhD in parallel with part-time medical school followed by part-time residencies. Supplemental materials are available for this article. Go to the publisher's online edition of Accountability in Research to view the free supplemental file.

Dora Colebrook and the evaluation of light therapy

At the end of the 19th century, Niels Finsen – a Dane – had shown convincing evidence that tuberculous infection of the skin (lupus vulgaris) could be treated successfully with intensive light therapy,1 and he received the Nobel Prize for this work in 1903.2 Experiments using artificially-produced ultraviolet or visible light for treatment continued in the early 20th century, and they led to growing enthusiasm for light therapy of a variety of disorders, albeit predominantly skin conditions. By the mid 1920s, light therapy was enjoying a boom in popularity. The public ‘began to demand the treatment for every ill under the sun’,3 and medical practitioners, including the most eminent and influential of the day, adopted it widely. King George V received light treatment for his near-fatal pneumonia in 1928. The conditions said to benefit from it would ‘begin with acne and go through to zona [shingles], including housemaid’s knee and minor psychosis'.4 Furthermore, the supply of lamps to physicians, unqualified light-therapy practitioners, and the public, was a lucrative enterprise. Enthusiasm ran high, and opposition to light therapy, particularly among the medical establishment, was almost non-existent. Unsurprisingly, therefore, meticulous research done by Dora Colebrook in the late 1920s, which was unable to detect any beneficial effects of light therapy, was a slap in the face to its proponents. Dora Colebrook (1884–1965) had come rather late to medicine, qualifying MB at the Royal Free Hospital in 1915 and MD at London University in 1919. After spells as a gynaecologist at the Jessop Hospital in Sheffield and in general practice in Cambridge, she moved to London, where she worked at the North Islington Infant Welfare Centre, enthusiastically employing light therapy to promote ‘an almost monotonous record of increased liveliness, brightness and vigour’ among her charges.5 It was at that point, however, that she decided on a career in medical research.

Perceptions in health and medical research careers: the Australian Society for Medical Research Workforce Survey

To report on the sentiments of the Australian health and medical research (HMR) workforce on issues related to employment and funding opportunities. In August 2006, the Australian Society for Medical Research (ASMR) invited all of its members to participate in an online survey. The survey took the form of a structured questionnaire that focused on career aspirations, career development and training opportunities, attitudes toward moving overseas to work, and employment conditions for medical researchers. Researchers' views on career opportunities, funding opportunities, salary and quality of the working environment; impact of these views on retaining a skilled medical research workforce in Australia. Of the 1258 ASMR members, 379 responded (30% response rate). Ninety-six per cent of respondents were currently based in Australia; 70% had a PhD or equivalent; and 58% were women. Most respondents worked at hospital research centres (37%), independent research institutes (28%) or university departments (24%). Sixty-nine per cent had funding from the National Health and Medical Research Council, with the remainder funded by other sources. Over the previous 5 years, 6% of respondents had left active research and 73% had considered leaving. Factors influencing decisions about whether to leave HMR included shortage of funding (91%), lack of career development opportunities (78%) and poor financial rewards (72%). Fifty-seven per cent of respondents were directly supported by grants or fellowships, with only 16% not reliant on grants for their continuing employment; 62% believed that funding had increased over the previous 5 years, yet only 30% perceived an increase in employment opportunities in HMR. Among the respondents, twice as many men as women held postgraduate qualifications and earned >or= dollars 100 000 a year. Employment insecurity and lack of funding are a cause of considerable anxiety among Australian health and medical researchers. This may have important implications for the recruitment and retention of researchers.

In Choosing a Research Health Career, Mentoring is Essential

An academic career in medical research can be wonderfully rewarding if the new biologic and health knowledge one discovers is later translated into the design of better health care strategies or clinical therapy. With so many new investigative methods available, this seems to be an opportune time to enter the research field. However, the seemingly limitless possibilities for discovery might not be realized if an ample new investigator work force is not maintained. Preparing and training young investigators are included in the primary mission of the National Institutes of Health (NIH),which is to support and facilitate scientific research. The National Heart, Lung, and Blood Institute (NHLBI) is very involved in research training, as are the professional pulmonary societies, patient disease-related organizations, and pharmaceutical companies who support this partnership. This perspective will review ways, young students initially may become interested in science and perhaps medicine through the help of mentors, and exposure to early research opportunities that allow them to experience the excitement of science. Then, later career development strategies will be presented that might further the interest of undergraduate and young health professionals to pursue medical research. As creative and spirited mentoring efforts are often very important in career selection, current approaches need to be critiqued for improvement.

Biochemistry – explaining life: A workshop for (AS Level) L6th Students

We wished to run a workshop for L6th students (and others at an equivalent stage) in order to introduce them to biochemistry as a subject area. There were two main reasons for doing this: (i) although biochemistry forms part of the AS Biology and Chemistry syllabuses, it does not have an identity in its own right, and (ii) we have observed a misconception among some students in that age group that, in order to pursue a career in medical research, it is necessary to have a degree in medicine or pharmacy.

I am an A level student wanting a career in medical research. Would a degree in medicine or one in an academic discipline, such as physiology, be more useful? If I were to opt for medicine, would it be a problem that I have little intention of becoming a doctor and therefore little evidence that I am interested in the

Have a career or related problem that needs answering? Can9t find the right person to point you in the right direction? Log on to the Advice Zone for reliable medical careers advice. You can post a question or see if one of our 300 advisers has already answered a similar question. Here is a selection of questions and answers posted on the site. <b>www.bmjcareers.com/advicezone</b>

Reminiscences of Sir Peter Medawar: In Hope of Antigen-Specific Transplantation Tolerance

Peter Medawar's career in medical research (he always described himself as a medical research scientist) began as a student of zoology in Oxford. He obtained a first class degree in 1936, aged 21, and undertook postgraduate studies with Florey. His work was anchored in a broad field; he was adept at addressing novel questions in the context of prior ideas and knowledge. His earlier interest in growth, driven as much by mathematics as biology, gave way to transplantation at the beginning of World War II, treatment of burns patients being the driver. He interpreted the results of grafting autologous and allogeneic human skin, observed clinically and microscopically, as immunological; he identified accelerated donor-specific reactions to subsequent grafts as 'second set', and described cell (lymphocyte) mediated infiltration of allo- but not auto-grafts following initial vascularization, both in the patient context and in experimental animals. He became intrigued by the consequences of hematopoietic chimerism, from which his landmark discoveries on the induction of transplantation tolerance derive. These results, his interpretation and dissemination of them, gave hope to transplant surgeons that donor-specific transplant tolerance would be achievable. Many immunosuppressive drugs later, we are now reapproaching this hope, from various angles.

Medical students’ perceptions of an undergraduate research elective

Recent years have seen a steady decline in the number of new physician-investigators (Association of American Medical Colleges, 2000). To encourage medical students to select research careers, the Queen's University Faculty of Health Sciences curriculum includes a mandatory Critical Enquiry elective in the 2nd year. An anonymous written survey was administered to medical students before and after the elective to determine their perceptions of the value of the elective and its impact on their decision to pursue a career in medical research. There was a significant increase in the number of students expressing an interest in pursuing a research career following the elective (35–42%, p = 0.029). Students recognized other benefits including the development of critical appraisal, information literacy, and critical thinking skills; and the opportunity to select an area of and form contacts for postgraduate training. Even students who choose not to pursue careers in medical research perceive benefits to a mandatory undergraduate research elective.

Physician-Scientists in Urology and the Urology Research Programs That Train Them

Physician-Scientists in Urology and the Urology Research Programs That Train Them

Sing for the gov'nor: a call to advocacy for tropical medicine and hygiene.

Fellow Society members, distinguished guests, and friends. My sincere thanks to Scott Halstead for his generous introduction. Also, I thank the membership of the society for giving me the privilege to serve as President, for there is no honor greater than recognition by one's peers. I also wish to thank the U.S. Army for a wonderful career in medical research—but for the record let me say that my comments here today are my own as a Society member and do not reflect any official positions of the Army or any other agency of the U.S. government. And finally special thanks to Dr. Peter Weller, our Secretary-Treasurer who—as everyone knows—really runs our Society. OPENING THOUGHTS Before I begin my address, pause with me for a moment to consider: who are we, the members of the American Society of Tropical Medicine and Hygiene (ASTMH)? What is so distinctive about our membership?

A commentary on: career paths for basic scientists in medical research.

For basic scientists, the choice of starting a career in medical research is one made through a genuine interest in understanding the human disease processes and a desire to be at the forefront of new knowledge acquisition. However, more often than not, this decision is made without a great understanding of the career path one must follow to be successful in medical research or of the potential hurdles that may lay in wait in attaining one's career goals. The present paper outlines the optimum career path a basic scientist may follow through the National Health and Medical Research Council of Australia career awards and fellowship schemes. The document also highlights a number of potential problems in the career progression of basic scientists to Research Fellow, which appear to be due, in part, to the lack of appropriate funding to support these schemes.

Career paths for medical research. The proceedings of a Festschrift for Professor June Halliday (Part 1)

Recruitment and training for careers in medical research is an important issue that has direct relevance for advances in gastroenterology and hepatology in the Asia‐Pacific region. In November 1995, a symposium on aspects of medical research careers was convened at The Queensland Institute of Medical Research (QIMR) as part of a Festschrift to celebrate the distinguished career of Professor June Halliday. In addition to her many contributions to scientific knowledge about iron metabolism and haemochromatosis, Professor Halliday has played a major role in the development of medical research careers. As a woman scientist within a clinical department of an Australian university medical school, she has been and remains an important role model, particularly for scientists within such departments and for women, whose participation and leadership in medical research careers is greatly under‐represented. Professor Halliday's contributions to hepatology are summarized in the companion special article on aspects of iron metabolism and the liver (to be published in issue 11).

Career paths for clinical scientists.

In the 16 years since James Wyngaarden proclaimed the clinical investigator to be an endangered species, attempts to revive this fragile beast have met with limited success in North America, the UK and Australia. The situation may be more healthy in some western European countries and Japan, but in many parts of Asia clinical investigators have vanished without trace. An analysis of the Australian context during the past 16 years suggests a gradual decline in absolute numbers of clinical scientists reaching maturation, coupled with an extraordinary diminution of their research fertility relative to that of basic scientists. In the present review, it is argued that clinical scientists have a vital role to play in medical research and, particularly, in clinical research. The reason why fewer medical graduates are entering and even fewer are being retained in medical research careers cannot be attributed to restrictions at entry, according to the availability of and competition for training scholarships. Other possible explanations include the late age of entry and the negative influence of role modelling. The latter operates directly by the attitudes and pathways of peers and indirectly through the biases of peer review. There is also a perception, possibly a realistic one, that insuperable barriers exist to obtaining a stable career position at the end of training. Finally, there is real concern about whether clinical investigators will be able to compete successfully with basic researchers for research grants. If this summations is correct, the solutions include active recruitment for research training at an earlier age, simultaneous research and medical training and truncation of postgraduate clinical training in the medical specialties with earlier introduction of medical research. In addition to these strategies, the proper training of clinical scientists must afford them generic research skills and social adaptation to a team approach with basic scientists.

How to tell the truth and avoid the urge to lie: Planning a career in medical research

HepatologyVolume 22, Issue 3 p. 974-982 Special ArticleFree Access How to tell the truth and avoid the urge to lie: Planning a career in medical research Amnon Sonnenberg MD, Corresponding Author Amnon Sonnenberg MD Medical College of Wisconsin and Department of Veterans Affairs Medical Center, Milwaukee, WIGastroenterology Section, 111-F, Department of Veterans Affairs Medical Center, 2100 Ridgecrest Drive SE, Albuquerque, NM 87108===Search for more papers by this author Amnon Sonnenberg MD, Corresponding Author Amnon Sonnenberg MD Medical College of Wisconsin and Department of Veterans Affairs Medical Center, Milwaukee, WIGastroenterology Section, 111-F, Department of Veterans Affairs Medical Center, 2100 Ridgecrest Drive SE, Albuquerque, NM 87108===Search for more papers by this author First published: September 1995 https://doi.org/10.1002/hep.1840220340Citations: 3AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume22, Issue3September 1995Pages 974-982 ReferencesRelatedInformation