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Generic Scientific Skills for Medicine

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Title: Generic Scientific Skills for Medicine Author: Jim Aiton Last modified by: jfa Created Date: 1/22/2008 9:08:20 AM Document presentation format – PowerPoint PPT presentation

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Title: Generic Scientific Skills for Medicine


1
Generic Scientific Skills for Medicine
  • Jim Aiton
  • Bute Medical School
  • University of St Andrews

2
Pre-Honours
Honours
Year 1 MD2000
Year 3 MD4000
Year 2 MD3000
Foundations of Medicine 1
Cardiovascular
Nervous System
Introduction to Medicine
Respiratory
Endocrine
Patient Strand, Communication skills, Clinical
Skills, Health Psychology, ePortfolio, Ethics,
Public Health Medicine, Generic Research Skills
Research Dissertation
Renal
Foundations of Medicine 2
Reproductive
Applied Medical Science
Musculo-skeletal
Gastrointestinal
Family interview GP Attachments
Hospital Electives
Community Health Attachments
3
Generic scientific skills matrix
4
Mapping skills in the curriculum
5
MD2001 The Scientific Method
  • Identify the key features of a refereed
    scientific paper -
  • how is a scientific paper constructed?
  • how is the information presented?
  • how are the conclusions reported?
  • What is evidence based medicine?
  • Who is Dr Gillian McKeith?
  • Quality of information
  • the NHS Scotland eLibrary
  • Ovid, PubMed, Google Scholar

6
MD2001 Reading a Scientific Paper
  • Was this good science?
  • Workbook-based task to
  • analyse the structure of a scientific paper
  • understand the use of control and experimental
    groups
  • interpret data

7
Example workbook tasks
  • 4 Explain how the patients were selected for the
    study
  • 7 Describe the experimental findings reported in
    Figure 1
  • 13 Give three reasons why references are used in
    a scientific paper
  • 14 Write a short scientific abstract of the
    Wakefield paper in the style of the British
    Medical Journal (BMJ)

8
MD2002
  • Write a scientific report on a recent development
    in medicine (1500 words)
  • Searching Cochrane, Ovid and PubMed
  • Scientific writing and referencing
  • Plagiarism and plagiarism detection
  • Student submission to Turnitin

9
MD3001
  • Evidence based medicine
  • Research study design
  • Key statistical concepts
  • Literature searching (NHS Scotland eLibrary) and
    citation management (RefWorks)
  • Interpreting the literature
  • Exercise physiology practical report
  • methods for measuring health status and fitness
    (BMI, body fat, and VO2 max)
  • assess the validity of these methods

10
Example workbook tasks
  • Read the Gallagher study (Gallagher et al. 1996)
    which tested the hypothesis that body mass index
    (BMI) is representative of body fatness
    independent of age, sex or ethnicity.
  • What age range did the authors use in their
    study?
  • Are you within this age range? Yes/No
  • What BMI range did the authors use in this study?
  • Are you within this BMI range? Yes/No
  • Look at the data on pages 232 and 233 of the
    paper
  • Does the raw data look widely scattered or
    relatively tight?

11
MD4001 Analysing and summarising
  • You are provided with an edited version of a
    paper (introduction and methods), a glossary and
    the figures from the results section.
  • Interpret the figures and draw your own
    conclusions.

12
Questions about Figure 6
  • 30. In this experiment, how is indomethacin being
    administered?
  • 31. What is the purpose of this route of
    administration for this experiment? (you may need
    to re-read the method section to answer this)
  • 32. What do the two left-hand columns compare and
    what conclusion can you draw?

13
MD4002 Honours research dissertation
  • Student-Selected Component (SSC) which allows
    students to pursue an area of particular interest
  • Applied Physiology and Pharmacology
  • Health Psychology / Healthcare in the Community
  • Molecular Oncology
  • Musculo-skeletal System
  • Practice of Medicine

14
MD4002 Learning outcomes
  • Develop an understanding of scientific methods
  • Use research and scientific methodologies to
    interpret an investigation
  • Demonstrate critical thinking and analysis of the
    scientific literature
  • Display competency in accessing on-line sources
    of information
  • Present the dissertation findings as an oral
    presentation
  • Formulate a work plan to complete a task in a
    defined time frame
  • Reflect on a significant learning event

15
Conclusions
  • A progressive approach to the acquisition of
    generic scientific research skills has been
    effective
  • Curriculum time constraints limit the scope of
    training
  • The curriculum mapping process helped reveal
    research-teaching linkages

16
Thanks to
  • Simon Guild - Director of Teaching
  • Julie Struthers - Learning Technology Consultant
  • Sue Whiten - MD2000 Module Controller
  • Bob Pitman - MD3000 and 4001 Module
    controller
  • Amanda Fleet - MD3000 and 4001 Module controller
  • Andrew Riches - MD4002 Module Controller
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