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... the largest Division of the IADR, with over 4,00

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Title: ... the largest Division of the IADR, with over 4,00


1
Local Student Research Group (SRG) Start Up Kit
  • Presented by the
  • AADR National Student Research Group (NSRG)

www.aadronline.org/nsrg
2
Whats Included
  • IADR/AADR and NSRG
  • What can the NSRG do for you?
  • Starting a local SRG
  • SRG activities
  • Writing and presenting your research
  • Funding opportunities
  • Careers in dental research and academics

www.aadronline.org/nsrg
3
IADR/AADR and NSRG
www.aadronline.org/nsrg
4
IADR/AADR and NSRG
  • You are a member of three distinct but related
    groups NSRG, AADR, and IADR.
  • All student members of the AADR are automatically
    members of the NSRG.
  • This includes, Residents, Graduate Students, and
    Dental Students all student members are
    eligible to be officers of the NSRG!

www.aadronline.org/nsrg
5
IADR/AADR and NSRG
  • International Association for Dental Research
  • The IADR was created to advance research and
    increase knowledge for the improvement of oral
    health worldwide by
  • Promoting oral health research through global
    Divisions and Sections.
  • Establishing partnerships with oral health,
    scientific and educational groups.
  • Increasing membership and participation in
    scientific meetings.
  • Developing the IADR Global Headquarters as a
    communications hub.
  • Disseminating and applying research findings.

www.aadronline.org/nsrg
6
IADR/AADR and NSRG
  • American Association for Dental Research
  • The AADR is the largest Division of the IADR,
    with over 4,000 members in the United States.
  • The mission of the AADR is
  • To advance research and increase knowledge for
    the improvement of oral health,
  • To support and represent the oral health research
    community, and
  • To facilitate the communication and application
    of research findings.

www.aadronline.org/nsrg
7
IADR/AADR and NSRG
  • National Student Research Group
  • The National Student Research Group is the
    largest scientific group within the AADR with
    over 1,000 student members annually.
  • The NSRGs goal is to foster an environment in
    every dental school whereby students interested
    in enriching their dental education through
    research are encouraged to do so.
  • Visit the NSRG Web site at www.aadronline.org/nsrg
    for more information!

www.aadronline.org/nsrg
8
What can the NSRG do for you?
www.aadronline.org/nsrg
9
What can the NSRG do for you?
  • The primary purpose of the NSRG is to promote
    student research.
  • Secondarily the NSRG seeks to
  • Promote the advancement of dental research and
    careers in dental research.
  • Further the stated aims and objectives of the
    AADR and the IADR as they relate to student
    research.

www.aadronline.org/nsrg
10
What can the NSRG do for you?
  • Promote student research
  • Support current student research and create new
    outlets for student research opportunities.
  • Direct students towards funding opportunities.
  • Facilitate and encourage opportunities for
    students to share and promote their research.
  • Hinman Symposium
  • ADA Conference on Student Research
  • Regional Student Research Conference(s)
  • The NSRG Board actively seeks new opportunities
    to encourage current and future dental
    researchers.

www.aadronline.org/nsrg
11
What can the NSRG do for you?
  • Advancement of dental research
  • Encourage quality student research and
    involvement.
  • Annual AADR NSRG Competitions
  • DENTSPLY/Caulk Clinical and Basic Science
    Competition
  • Local SRG Contests (Newsletter, Membership and
    Abstracts)
  • Peer review
  • Offer a range of student experiences to allow
    students to practice with peer, local mentors,
    and institutional mentors.

www.aadronline.org/nsrg
12
What can the NSRG do for you?
  • NSRG Board Activities
  • The NSRG Board meets three times a year to
    discuss the direction of student research and how
    to best improve the research experience for our
    student members.
  • Students obtain seats on the Board via an annual
    election.
  • Students are encouraged to contact Board members
    with opinions and questions.
  • Although NSRG meetings are closed, minutes are
    made available upon request.
  • Several students are appointed by the Board to
    serve on committees.

www.aadronline.org/nsrg
13
What can the NSRG do for you?
  • Networking
  • The NSRG facilitates the collaboration of
    students with common interests via Regional,
    AADR, and IADR Annual meetings.
  • Networking events provide an environment free of
    competition for students to learn from each other
    by sharing their research experiences.
  • Connect with other students using the NSRG online
    discussion forums, located at http//www.aadronlin
    e.org/i4a/pages/index.cfm?pageid3792.

www.aadronline.org/nsrg
14
Starting a local SRG
www.aadronline.org/nsrg
15
Starting a local SRG
  • What is often required from your University for
    the formation of new student groups?
  • Student interest
  • Constitution and Bylaws
  • Officers and members

www.aadronline.org/nsrg
16
Starting a local SRG
  • Formation of a Constitution and Bylaws
  • The Constitution and Bylaws is essential to
    define the groups fundamental purpose and
    processes as well as the organizational structure
    and specific procedures of the group.
  • Consider modeling your Constitution and Bylaws
    after the AADR NSRG Constitution and Bylaws
  • http//dentalresearch.i4a.com/i4a/pages/Index.cfm?
    pageID3491

www.aadronline.org/nsrg
17
Starting a local SRG
  • Formation of a Constitution and Bylaws
  • Writing your own Constitution and Bylaws
  • If you do need to create your own then the
    general structure should include the following
    (consider the AADR and the NSRG as an example)
  • Name
  • Objectives
  • Organization
  • Government
  • Officers
  • Nominations and Elections
  • Membership requirements and eligibility
  • Payment of Dues
  • Meeting structure and frequency
  • Authorized Banks, and Expenditures

www.aadronline.org/nsrg
18
Starting a local SRG
  • Members
  • How will you encourage membership?
  • Will you have a dues structure?
  • If so, how much?
  • What will the dues be used for?
  • This should be defined in the Constitution.
  • Members also join the IADR/AADR as student
    members (45 a year for 2009)
  • For updated annual membership pricing, please
    refer to the printable membership application on
    the AADR Web site at http//www.aadronline.org/i4a
    /pages/index.cfm?pageid3478.

www.aadronline.org/nsrg
19
Starting a local SRG
  • Officers
  • Examples include President, Vice-president,
    Secretary, Treasurer (if you will collect
    funds/dues), Webmaster, class representatives,
    science officer, etc.
  • Outline procedures for nomination and election of
    officials, terms, and guidelines/standards of SRG
    officers.

www.aadronline.org/nsrg
20
Starting a local SRG
  • Faculty Support
  • The local chapter of the SRG will need the
    support of faculty members including
  • The Dean or Associate Research Dean of the
    college/university.
  • Research faculty members.
  • These individuals are needed to provide
    mentorship and research experience for student
    projects.

www.aadronline.org/nsrg
21
Starting a local SRG
  • Selecting a Faculty Advisor
  • Selection of an enthusiastic faculty advisor to
    assist the student leaders of the SRG is critical
    to your SRGs long-term success.
  • When selecting a faculty advisor of a Student
    Research Group chapter, consider the following
    roles
  • The faculty advisor plays a key role in
    maintaining the groups steady momentum and
    continuity during membership turnover.
  • The faculty advisor is a liaison to school
    administration and faculty.

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22
Starting a local SRG
  • The faculty advisor develops/mentors student
    leadership.
  • The faculty advisor encourages active faculty
    support. Faculty support and assistance are an
    integral part of the ultimate success of the SRG
    and its objectives.
  • The faculty advisor serves as a link between both
    students interested in research and those
    involved in research.
  • Faculty advisors may encourage local and regional
    interaction among students through regional
    meetings and research competitions.

www.aadronline.org/nsrg
23
SRG activities
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24
SRG activities
  • Keeping student members interested and involved
    is key to the growth of your schools SRG.
  • Starting a Journal club
  • Journal clubs provide a forum for research
    articles and abstracts to be discussed among
    students and faculty.
  • Journal clubs bring about awareness and
    discussion of current issues/research topics and
    also train participants to evaluate scientific
    literature.

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25
SRG activities
  • Goals of your Journal club could include
  • Introduction of research topics of interest.
  • Creation of an environment for discussion of
    current issues.
  • Guidance for critical reading and interpretation
    of results.
  • It only takes a few interested students/faculty
    and a rotating discussion leader to start!

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26
SRG activities
  • Journal clubs could take place before or after
    classes/clinics or during lunch.
  • The discussion leader will select an interesting
    article in advance and e-mail it to club members.
    (the Journal of Dental Research is a great source
    for articles!)
  • The club discusses research done in the article
  • Project objectives
  • Research design, data
  • Major findings and result interpretation
  • Conclusions
  • Relevance to dentistry/oral health

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27
SRG activities
  • Guest lecturers can attend journal club meetings
  • They can come to discuss their previously
    published or ongoing research.
  • The forum can serve as a recruiting/advertising
    tool for students interested in working on a
    project or just learning more about the research
    at their school/university.
  • Your journal club can be held as often as you
    feel necessary.
  • Some SRGs host a journal club meeting once a
    month, others may only have one or two a
    semester.

www.aadronline.org/nsrg
28
SRG activities
  • Newsletters
  • Serve as a communication tool for SRG members.
  • Can be detailed or simple depending on your
    message.
  • A Newsletter can provide various information for
    your SRG
  • Announce school activities
  • Promote membership
  • Highlight SRG members
  • Spotlight student research
  • Identify research opportunities with faculty
    advisors
  • Inform students of regional, IADR/AADR and NSRG
    awards

www.aadronline.org/nsrg
29
SRG activities
  • Questions to answer before starting an SRG
    newsletter
  • Who will be your audience? (students, faculty,
    whole student body)
  • How often will you release your letter? (monthly,
    semester, annual)
  • What will be the contents of your newsletter?
  • In what form will you publish? (e-mail, hard
    copy)
  • Who will create and maintain? (SRG Board, a
    specific officer, faculty advisor)

www.aadronline.org/nsrg
30
SRG activities
  • Build a foundation for your newsletter so it can
    be successful for many years to come.
  • Delegate responsibility to a SRG Board member or
    appointee to update and maintain the newsletter.
  • Apply for the AADR NSRG Newsletter award, an
    annual monetary prize for the best SRG
    publication!

www.aadronline.org/nsrg
31
SRG activities
  • The following are other activities that have been
    organized by some local SRG chapters
  • Lunch and Learns
  • Table clinics
  • Publish annual research abstracts
  • Fundraising events
  • Hands-on workshops
  • SRG Bulletin Board
  • Social events
  • Annual awards for students and faculty

www.aadronline.org/nsrg
32
Writing and presenting your research
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33
Writing and presenting your research
  • How to Prepare an Abstract
  • An abstract is
  • Brief description of the research conducted
  • Organized into specific sections
  • Traditionally less than 300 words in length
  • Tip look at the requirements for your conference
    or competition, they will also specify length. If
    you exceed your word limit, you may be penalized,
    or worse, rejected.
  • Used by readers and researchers to determine if
    the topic warrants further attention or pertains
    to their specific interest.

www.aadronline.org/nsrg
34
Writing and presenting your research
  • Sections of an Abstract
  • Background
  • Information pertinent to the topic
  • Builds interest
  • May cite previous work in area or work leading up
    to this
  • Example Human beta defensins (HBDs) are
    cationic, antimicrobial peptides produced by
    epithelial cells. Previously, our laboratory
    reported an altered expression and induction
    pattern in oral squamous cell carcinoma (OSCC)
    when compared to normal primary keratinocytes,
    suggesting an involvement in cancer.

www.aadronline.org/nsrg
35
Writing and presenting your research
  • Sections of an Abstract
  • Purpose
  • Overall goal(s) of the research
  • What the researcher set out to accomplish
  • Example The goal of this study was to evaluate
    HBD-1, 2 and 3 loci for SNPs which could account
    for altered expression. Additionally, restriction
    fragment length polymorphism (RFLP) assays were
    developed for future large-scale screening of
    identified polymorphisms (SNPs).

www.aadronline.org/nsrg
36
Writing and presenting your research
  • Sections of an Abstract
  • Methods
  • Concise description of the experiments/methodology
    used to conduct the research
  • Example DNA from 17 healthy subjects and 13
    OSCC cell lines were PCR amplified and the
    products separated by gel electrophoresis.
    Correctly sized bands were extracted and
    purified. Bidirectional sequencing of the
    promoter regions for HBD-1, 2 and 3 were
    performed. RFLP analyses for each SNP identified
    were performed.

www.aadronline.org/nsrg
37
Writing and presenting your research
  • Sections of an Abstract
  • Results
  • Data obtained from performing the experiments
  • Includes statistical values
  • Example For HBD-1, SNPs at positions -52bp and
    -20bp of the promoter region were significantly
    more frequent in the healthy population compared
    to the cancer population (P 0.000671 and P
    0.016) respectively. For HBD-2, SNPs at positions
    -913bp, -924bp, -1028bp in the promoter region
    were significantly correlated with cancer
    (P0.000598, P0.00553, and P0.000598,
    respectively). For HBD-3, a SNP located at -445bp
    was significantly correlated with cancer
    (P0.0089). Unlike HBD-2 and 3, HBD-1 was
    homozygous in the cancer population.

www.aadronline.org/nsrg
38
Writing and presenting your research
  • Sections of an Abstract
  • Conclusion
  • Impact of results
  • Do the results support or refute the hypothesis?
  • Example Our results support the presence of
    genetic variation in normal and OSCC cell lines
    which may account for differences in expression.
    Frequencies computed for the different alleles
    identified a strong association between SNPs and
    health status. These preliminary results suggest
    the potential use of beta-defensins as markers of
    OSCC. Furthermore, loss of heterozygosity
    combined with the cancer associated SNPs observed
    for HBD-1, suggest its potential role as a cancer
    suppressor gene. Future studies are needed to
    confirm these findings in a larger population.

www.aadronline.org/nsrg
39
Writing and presenting your research
  • Common Abstract Errors
  • Too long or too short
  • Too much detail
  • Hard to follow because of lack of appropriate
    transitions
  • Failure to direct the focus of the reader
  • Lack of statistical evaluation or improper
    statistical tests employed

www.aadronline.org/nsrg
40
Writing and presenting your research
  • Final Abstract Tips
  • Organize the abstract into chronological order
  • Make logical connections between components
  • Transitions between ideas will help guide the
    reader
  • Avoid unnecessary details
  • Make sure you are using the correct and
    appropriate keywords. This is how others will
    search for and find your abstract and
    publication.
  • Edit, edit, edit!

www.aadronline.org/nsrg
41
Writing and presenting your research
  • Presentations Oral, Posters, Table Clinics, and
    Competitions
  • Where to Start?
  • Event Pick the event that you and your mentor
    determine is the best means of showcasing your
    work. You may choose to initially present your
    work as poster presentation and as you gain
    experience and confidence in presenting, you may
    elect to present orally and enter a competition.
  • First look at the event that you will be
    presenting at.
  • Examine the rules and know the expected time
    limitations and performance expectations to avoid
    unpleasant surprises.
  • Who is your audience? What is their background in
    your area of research? Direct your wording and
    visuals towards those viewing to increase
    understanding.

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42
Writing and presenting your research
  • Research Topic
  • Is your topic better related in a slide-based
    presentation to an audience?
  • Is your topic better related in a small group
    setting by directing them through visual
    representations?
  • The truth is that there may be an easy conversion
    between the two or that either format may work,
    depending on your comfort level and experience.
  • It is most important to fully understand your
    research so that you can coherently explain it to
    those who dont.

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43
Writing and presenting your research
  • Is your research complete?
  • Check and recheck statistics and results and make
    sure you understand them to avoid an embarrassing
    situation.
  • Never present false data or falsify your results.
    This is unethical.
  • If your results are preliminary, what is the next
    step? What is the future direction of your
    project?
  • Gather
  • Collect preliminary research
  • Collect previous work related to topic

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44
Writing and presenting your research
  • Getting Started
  • Map out a plan
  • Map out your time line, allowing time for edits
    and practice.
  • It is often helpful to look at others
    presentations.
  • Start writing
  • Some start from the beginning to chronologically
    sequence their steps and thinking.
  • Some start from the end to trace the path taken
    to the end.
  • Some just dig in and write what they feel like.

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45
Writing and presenting your research
  • Getting Started
  • Edit
  • Remove unnecessary information or clutter.
  • Remove distracting information.
  • Proof read.
  • Allow multiple people to edit and proof read.
  • It may be helpful at this stage to give a mock
    presentation to ensure content and flow.
  • Make sure that the presentation logically flows
    from one idea to the next one.

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46
Writing and presenting your research
  • Getting Started
  • Visuals
  • Be creative.
  • Choose the visual that makes an impact and
    clearly conveys the message.
  • Dont be afraid of colors but be careful of using
    too many. It could be distracting.
  • Many may not read or listen to every word of your
    presentation. Figures and tables must be able to
    stand alone.
  • Use tables and graphs to summarize your data.
  • Make sure of the acceptable resolution of the
    reformatted and compressed visual files.

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47
Writing and presenting your research
  • Putting it together
  • Create a logical flow of information that guides
    your audience through your topic in an efficient
    and intelligible fashion.
  • Dont overwhelm your audience.
  • Keep slides or panels simple.
  • You only need to put the main points because you
    will be explaining the rest.
  • Reflect on your presentation to make sure you
    havent lost focus of purpose and audience.

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48
Writing and presenting your research
  • Product
  • Practice, practice, practice
  • The more comfortable you are with your topic, the
    better you will be at explaining and sharing it.
  • Get excited! Hopefully, during the process,
    youve had a chance to reflect on your research
    accomplishments and you fully understand the work
    it requires. If you dont show your audience that
    you are excited, why should they be?

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49
Writing and presenting your research
  • Presentation
  • Keep multiple copies of resources.
  • Familiarize yourself with equipment and
    atmosphere.
  • Rehearse prior to presenting.
  • Get enough sleep, eat and dont overdo the
    caffeine.
  • Make eye contact and engage your audience.
  • Speak slowly and project your voice.
  • Encourage questions and acknowledge sponsors or
    funding sources.
  • Provide contacts for those interested in further
    discussion.
  • When it is done, be proud of your accomplishments!

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50
Writing and presenting your research
  • Important points to remember
  • Know your research well.
  • Create a presentation that flows logically.
  • Dont try to put too much material in your
    presentation.
  • Practice several times.

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51
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52
Funding opportunities
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53
Funding opportunities
  • In order to have the most productive research
    experience, it is helpful to have some financial
    support. This will depend on many different
    factors and local environmental issues, but there
    are some consistent themes.
  • In general you will see funding at several
    different levels.
  • Local funding
  • AADR awards
  • IADR awards
  • NIDCR Individual fellowships and training
    opportunities

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54
Funding opportunities
  • Local Funding
  • Many schools have summer student research
    fellowships, work-study programs, training
    grants, and faculty-sponsored research.
  • Local dental associations or AADR Sections may
    have awards.
  • AADR awards
  • AADR Student Research Fellowships.
  • An AADR NSRG Specialty Group Award is available
    in Pathology.
  • AADR NSRG IADR Scientific Group Awards
    (proposed).
  • AADR/ADEA Academic Dental Career Fellowship
    Program (ADCFP).
  • AADR Hatton Awards Competition.
  • AADR Block Travel Grant An NIDCR-sponsored
    travel award that funds AADR NSRG students to
    travel to present their work at the IADR Annual
    meeting.

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55
Funding opportunities
  • IADR Awards
  • IADR Hatton Awards Qualified AADR Hatton
    recipients will compete in this IADR competition.
  • IADR/Colgate Research in Prevention Travel
    Awards.
  • IADR Scientific Group Awards (some for students).

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56
Funding opportunities
  • NIDCR Individual fellowships and training
    opportunities
  • There are many incentives and opportunities to
    pursue both short-term research experiences and
    long-term research training. The following is
    just a brief list of examples. For further
    explanation, please see http//www.nidcr.nih.gov/
    .
  • NIDCR Summer Dental Student Award
  • Howard Hughes Medical Institutes Research
    Scholars Program
  • Postdoctoral Fellowships
  • Loan Repayment Programs

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57
Funding opportunities
  • Formal training and PhD programs
  • In order to pursue research and academics as a
    career, some students augment their dental degree
    with formal research training resulting in a PhD.
  • In some cases, students can combine their DDS
    training with PhD training and receive stipend
    support and tuition remission throughout the
    process.
  • These programs are variable depending on the
    institution(s) that sponsor the degrees. A
    survey of available dual-degree programs was
    published in the Journal of Dental Education in
    2006.
  • Roger, JM A survey of dual-degree training
    opportunities at US dental schools. J Dent Educ.
    2006 Sep70(9)909-17.
  • Information about NIDCR-sponsored programs (not
    all dual-degree programs are NIDCR sponsored) can
    be found at http//www.nidcr.nih.gov/.

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Careers in dental research and academics
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59
Careers in dental research and academics
  • Careers in dental research and academics are in
    high demand.
  • More than 250 academic positions are currently
    unfilled (Chmar et al) and there are decreasing
    numbers of those interested in pursuing research
    and academics.
  • Approximately 75 of the available academic
    positions are found in clinical sciences whereas
    6 are in the basic sciences.
  • Of the remaining positions available around U.S.
    dental schools, nearly 12 can be considered
    academic-track research positions (Herzberg et
    al).

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60
Careers in dental research and academics
  • In addition to academics, there are positions
    available within industry and dental laboratories
    around the nation.
  • Detailed reports and surveys regarding the
    increasing vacancies in dental academics and
    research have been published in recent years.
  • Chmar JE, Weaver RG, Valachovic RW (2006). Dental
    school vacant budgeted faculty positions
    academic year 2004-2005. J Dent Educ 70188-198.
  • Herzberg MC, Griffith LG, Doyle MJ (2006).
    Driving the future of dental research. J Dent
    Res 85(6)486-487.
  • Therefore, students interested pursuing these
    tracks have many options available to them.
  • SRGs can match interested students with mentors
    in your school who can help them to pursue this
    track.

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61
Questions?
Comments?
  • Contact the AADR National Student Research Group
    (NSRG)
  • nsrg_at_aadronline.org

www.aadronline.org/nsrg
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