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PubMed2003

[Peer-education workshop on research during medical studies. Results of a survey among participants].

BACKGROUND AND OBJECTIVE: Physicians in Germany are conferred the title "Doctor of medicine" (MD) upon successful completion of a dissertation. There is no course in the German medical curriculum that enables students to pursue original research. CONCEPT AND METHODS: We sought to address this lack of adequate preparation through a student-organized, hands-on workshop, which was problem- and, in part, computer-based. The workshop lasted 16 h (over the course of a weekend). The chronological sequence of a dissertation served as the main structure of this peer-education approach and was supported by a 30-page handout. The following topics were addressed: (1) Search for a dissertation, (2) Legal regulations, (3) Literature research and statistics, (4) Scientific writing, (5) Practical work, and (6) Review of the dissertation. The participants gained knowledge about and started working with the appropriate computer applications for these issues. So far, 60 students participated in four workshops. Evaluations were collected through an anonymous questionnaire at the end of the workshops. RESULTS: 56 students responded (93%). 98% of the respondents would definitely recommend other students to participate in the workshop. None of them recommend against taking the class. Students' opinion about their own skills in pursuing a dissertation before and at the end of the workshop (range: 1 = very good to 5 = unsatisfying) was 3.4 +/- 0.8 and 1.8 +/- 0.5, respectively ( p < 0.001). No student believed that his skills did not improve. 88% of the respondents wanted the workshop to continue being optional. CONCLUSIONS: This peer-education approach is cost-efficient, enjoys high acceptance by students, and improves research skills among participants.

Academic Dissertations as Topic↗
PubMed2005

The development of a mandatory medical thesis in an urban medical school.

BACKGROUND: The objective of this study was to describe the development of a primary care medical student's thesis. DESCRIPTION: In 1995, as part of its primary care clerkship, the Charles R. Drew University of Medicine and Science (Drew University), College of Medicine created a curriculum requiring medical students to develop, design, and implement a research project during their 2-year longitudinal clinical experience. For this study, we reviewed all student research projects generated between 1995 and 2004. EVALUATION: Among the 112 research projects, topics covered included internal medicine (29.5%), obstetrics and gynecology (OBGYN; 22%), psychosocial issues (20.5%), pediatrics (9%), public health/epidemiology (8%), medical education (8%), and surgery (3%). Mentors included faculty from internal medicine (16%), dean's office (16%), pediatrics (13%), family medicine (11%), non-Drew faculty (10%), OBGYN (9%), psychiatry (9%), surgery (9%), emergency medicine (4%), and pathology/radiology departments (3%). The students' survey showed that 83% agreed that the mentors were valuable, 72% admitted that their knowledge about the research process was improved, about 50% indicated that they were more competitive during residency application, and 80% claimed that they obtained satisfaction from accomplishing a goal. CONCLUSION: Students are able to conduct and present a primary care research project as a requirement of their medical training. Most students find the experience beneficial and positive.

Academic Dissertations as Topic↗
PubMedDate not supplied

[Doctoral theses and memoirs about anesthesia. Documents for a history of Spanish anesthesia].

Based on the importance of document files and first-hand bibliographic sources for studying the history, we have recently investigated the chapter of Doctoral Thesis and Reports on anesthetic topics since we believe that these are fundamental to gain insight into the knowledge of our history. This investigation was planned to find such documents by reviewing the data of several Spanish archives and libraries. We collected 80 works: 14 Reports and 66 Doctoral Theses performed during a period of 95 years (heuristic limits 1847-1942). These papers were classified in several subgroups according to the subjects they deal with: 21 works on inhalation anesthesia, 7 on intravenous general anesthesia, 20 on spinal anesthesia, 10 on locoregional, 7 on anesthesia and metabolism, 12 on obstetric anesthesia, and 3 works on varied anesthesia issues. Analysis of these documents revealed that the authors (physicians and Spanish medical corporations) undertook an accurate consideration of the more relevant scientific subjects at the time of their investigation. We conclude that the works analyzed in the present study represented the beginning of the Spanish investigation on anesthesia. Further investigations may contribute to enrich our historiography.

Academic Dissertations as Topic↗
PubMed2005

[Bibliometric analysis of doctorate thesis on the health sciences area: first part, odontology].

OBJECTIVE: The purpose of the following study was to describe trends in the use of information by dentistry thesists and their research topics in Medical Education, Ethics and History. MATERIAL AND METHODS: Of a total of 290 doctorate thesis of the Dentistry Faculty made from 1965 to 2002, were identified: 3 theses on Medical Education and 1 on Ethics. On these, bibliographic quotations from periodic and non periodic publications, as well as quotations from doctorate thesis and congress acts were analyzed. In addition the antiquity of these was analyzed considering a period of five years between the date of accomplishment of the thesis and the one of the used bibliographical quotation. RESULTS: The total of analyzed quotations was of 492, presenting an average of 123 quotations per thesis. 62 per cent of the quotations corresponded to non periodic publications, 37 per cent to periodic publications and 2 per cent to quotations from doctorate thesis and congress acts. In regard of the antiquity of the quotations, 42 per cent was smaller to 5 years and 58 per cent was greater than that period of time. CONCLUSION: We concluded the doctorate thesis represent the highest degree of scientific and academic expression, and constitute a rich and valuable source of data. The analysis of these theses is very important because it provides information about the trends and innovations on the on the areas of Medical Education, Ethics and History. It would be (very) useful to extend the bibliometric analysis towards other thematic areas, generating a reference for future research.

Academic Dissertations as Topic↗
PubMed1979

Training, role models, and research activity among clinical psychologists.

Compared clinical psychologists (N = 270) with high and low publication rates through questionnaire responses. Highs report dissertation experiences more positively influenced their research motivation. Although the most influential professor in both groups was typically clinical, more highs found the professor emphasized another orientation, particularly empirical research, over clinical expertise. Highs report more time available, collaboration opportunities, and organizational acceptance for their research. Both groups favor empirical methods, although highs and lows agree that a small proportion of psychological research makes a significant contribution. Individual preferences probably interact with situational characteristics, both in training and work settings, to determine research activity.

Academic Dissertations as Topic↗
PubMed2006

Reputation strength as a determinant of faculty employment: a test of the step-down thesis among clinical psychology doctoral programs.

This study tested the folkloristic belief that doctoral degree recipients who pursue academic careers typically wind up at institutions ranked lower in prestige than the institutions at which they trained (the step-down thesis). We used a database of faculty members in 150 clinical psychology doctoral programs accredited by the American Psychological Association, and compared each faculty member's training institution with the current employing institution on three distinct reputation ranking systems: The Center (University of Florida, Gainesville) for overall university reputation, the National Research Council (Washington, DC) for doctoral degree department reputation, and the news magazine, U.S. News and World Report ranking for clinical psychology training program reputation. Although support for the step-down thesis was found across all three ranking systems, a disproportionately large number of professors were also observed to move laterally in terms of their employing institution's reputation.

Academic Dissertations as Topic↗
PubMed1980

Toward scholarliness in doctoral dissertations: an analytical model.

The dissertation is one of the most important vehicles for providing the novice researcher with the necessary socialization for a future of productive and scholarly research activities. Research productivity and the scholarliness of research are needed in developing nursing science. In this article, the processes that have the potential to enhance the quality of the doctoral dissertation are addressed; the psychological, social, and structural processes involved in completing a quality dissertation are delineated and discussed; and a model for the development of scholarliness and scholarship in doctoral programs is presented. The authors address three major areas for consideration: (a) the dependence of scholarship and scholarliness on researchable questions that are important, evolve in the context of theoretical considerations, and improve the scientific base of nursing knowledge; (b) the development of these qualities as enhanced by the resolution of several dilemmas that revolve around decisions made throughout the dissertation process; and (c) the recomendation that these qualities (scholarship and scholarliness) be fostered meticulously during doctoral education in nursing and, preferably, earlier.

Academic Dissertations as Topic↗
PubMed2000

[The medical dissertation. An assessment from the viewpoint of successful and unsuccessful candidates].

BACKGROUND: The actual value of medical dissertations is under current discussion. Studies concerning medical dissertation focused on successful candidates only. Therefore, data about physicians without "MD" are still lacking. PERSONS AND METHODS: We therefore performed a representative study of both, physicians with and without the "Dr. med." degree. Using an anonymous questionnaire we asked for reasons to perform a doctoral thesis. RESULTS: A total of 321 questionnaires could be evaluated (successful candidates n = 181; unsuccessful candidates n = 140). Nearly 96% have attempted to perform a medical dissertation at the beginning of their studies. Only 4% never had this intention. However, 67% answered that writing a medical dissertation has no relevance in clinical practice. For 80% of the successful physicians, it was the first attempted dissertation, they judged the supervision as very good or good. Physicians who did not write a medical dissertation stated that deficits in planning and supervising were the main reason for prematurely breaking off. 90% of the successful dissertationists thought that it had been personally meaningful and recommended the procedure to younger physicians. However, two-thirds of the practicing physicians without "MD" still intend to write a thesis. CONCLUSION: We conclude that the medical dissertation is highly rated in terms of personal and scientific value and should therefore remain a part of medical studies and science.

Academic Dissertations as Topic↗
PubMed2002

Clinical-pharmacokinetic aspects of prolonged effect duration as illustrated by beta2-agonists.

Regularity is a key element of maintenance drug treatment; compliance is crucial for treatment success. Once- or twice-daily intake of a drug is always easier to comply with than regimens requiring more frequent dosing. Bronchodilating treatment was used as an example to illustrate how sustained duration of effect can be achieved by two different approaches: oral administration of the terbutaline prodrug bambuterol and inhalation of formoterol. Bioanalytical methods were employed to monitor the kinetic fate of bambuterol and formoterol in plasma, urine, or faeces. Generated terbutaline in plasma was used as a marker of effect for bambuterol. Established clinical laboratory tests were used to assess local and systemic effects of inhaled formoterol compared with salbutamol. Recommended doses of bambuterol, 10-20 mg once daily in adults, normally produced plasma concentrations of the active moiety terbutaline within therapeutically relevant limits. Dose proportionality for terbutaline makes dosing with bambuterol predictable. Compared with adults, children should be given higher doses than indicated by their lower body weight. Pharmacokinetic analysis indicated that absorption of bambuterol was slow and multi-phasic and that slow biotransformation to terbutaline occurred both presystemically and systemically. Systemically circulating formoterol was rapidly eliminated, the inactive (S;S)-formoterol more rapidly than the active (R;R)-formoterol. An inactive phenol glucuronide was the main metabolite, and a previously unknown sulphate metabolite was discovered. Duration of systemically mediated cardiovascular or metabolic side-effects of inhaled formoterol seemed not to differ from those of an inhaled systemically equieffective dose of salbutamol. There was a trend suggesting that the magnitude of systemic side-effects may be less pronounced after inhalation of formoterol compared with a locally equieffective dose of inhaled salbutamol. Both approaches to sustaining stimulation of beta2-adrenoceptors have their pros and cons. Bambuterol can be dosed orally once daily, but full effect is reached slowly. The effect of formoterol is reached within a few minutes, but administration must occur via the lungs, often twice daily. Both treatments, however, give 24-h symptom relief during regular treatment.

Academic Dissertations as Topic↗
PubMed1989

Health education in the scientific production of the graduate program of the Nursing School of Ribeirão Preto, University of São Paulo, Brazil.

There are eight institutions offering a total of 10 masters courses in nursing in Brazil. The Nursing School of Ribeirão Preto, University of São Paulo (EERP-USP) offers a doctoral course in nursing. The school has been recognized as an Investigation Reference Center for Latin America by the WHO. The purpose of the study was to determine how health education has been studied in the production of graduates at the Nursing School of Ribeirão Preto, USP. The study field consisted of 87 thesis and dissertations produced since the inception of the graduate course (1977-1987). Studies in the educational function category represented 20% (18) of the sample. Among them six studies envolved the situation of nursing student education, 10 patient/client education, and two education of the nursing staff. The results showed the learning process is not covered the learning process. The findings suggested future studies will move from the 'diagnosis' of information needs to analysis of changes.

Academic Dissertations as Topic↗