medical thesis title

The Savvy Scientist

Experiences of a London PhD student and beyond

Thesis Title: Examples and Suggestions from a PhD Grad

When you’re faced with writing up a thesis, choosing a title can often fall to the bottom of the priority list. After all, it’s only a few words. How hard can it be?!

In the grand scheme of things I agree that picking your thesis title shouldn’t warrant that much thought, however my own choice is one of the few regrets I have from my PhD . I therefore think there is value in spending some time considering the options available.

In this post I’ll guide you through how to write your own thesis title and share real-world examples. Although my focus is on the PhD thesis, I’ve also included plenty of thesis title examples for bachelor’s and master’s research projects too.

Hopefully by the end of the post you’ll feel ready to start crafting your own!

Why your thesis title is at least somewhat important

It sounds obvious but your thesis title is the first, and often only, interaction people will have with your thesis. For instance, hiring managers for jobs that you may wish to apply for in the future. Therefore you want to give a good sense of what your research involved from the title.

Many people will list the title of their thesis on their CV, at least for a while after graduating. All of the example titles I’ve shared below came from my repository of academic CVs . I’d say roughly 30% of all the academics on that page list their thesis title, which includes academics all the way up to full professor.

Your thesis title could therefore feature on your CV for your whole career, so it is probably worth a bit of thought!

My suggestions for choosing a good thesis title

• Make it descriptive of the research so it’s immediately obvious what it is about! Most universities will publish student theses online ( here’s mine! ) and they’re indexed so can be found via Google Scholar etc. Therefore give your thesis a descriptive title so that interested researchers can find it in the future.
• Don’t get lost in the detail . You want a descriptive title but avoid overly lengthy descriptions of experiments. Unless a certain analytical technique etc was central to your research, I’d suggest by default* to avoid having it in your title. Including certain techniques will make your title, and therefore research, look overly dated, which isn’t ideal for potential job applications after you graduate.
• The title should tie together the chapters of your thesis. A well-phrased title can do a good job of summarising the overall story of your thesis. Think about each of your research chapters and ensure that the title makes sense for each of them.
• Be strategic . Certain parts of your work you want to emphasise? Consider making them more prominent in your title. For instance, if you know you want to pivot to a slightly different research area or career path after your PhD, there may be alternative phrasings which describe your work just as well but could be better understood by those in the field you’re moving into. I utilised this a bit in my own title which we’ll come onto shortly.
• Do your own thing. Having just laid out some suggestions, do make sure you’re personally happy with the title. You get a lot of freedom to choose your title, so use it however you fancy. For example, I’ve known people to use puns in their title, so if that’s what you’re into don’t feel overly constrained.

*This doesn’t always hold true and certainly don’t take my advice if 1) listing something in your title could be a strategic move 2) you love the technique so much that you’re desperate to include it!

Thesis title examples

To help give you some ideas, here are some example thesis titles from Bachelors, Masters and PhD graduates. These all came from the academic CVs listed in my repository here .

Bachelor’s thesis title examples

Hysteresis and Avalanches Paul Jager , 2014 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

The bioenergetics of a marine ciliate, Mesodinium rubrum Holly Moeller , 2008 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Functional syntactic analysis of prepositional and causal constructions for a grammatical parser of Russian Ekaterina Kochmar , 2008 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Master’s thesis title examples

Creation of an autonomous impulse response measurement system for rooms and transducers with different methods Guy-Bart Stan , 2000 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Segmentation of Nerve Bundles and Ganglia in Spine MRI using Particle Filters Adrian Vasile Dalca , 2012 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

The detection of oil under ice by remote mode conversion of ultrasound Eric Yeatman , 1986 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Ensemble-Based Learning for Morphological Analysis of German Ekaterina Kochmar , 2010 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

VARiD: A Variation Detection Framework for Color-Space and Letter-Space Platforms Adrian Vasile Dalca , 2010 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Identification of a Writer’s Native Language by Error Analysis Ekaterina Kochmar , 2011 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

On the economic optimality of marine reserves when fishing damages habitat Holly Moeller , 2010 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Sensitivity Studies for the Time-Dependent CP Violation Measurement in B 0 → K S K S K S at the Belle II-Experiment Paul Jager , 2016 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

PhD thesis title examples

Spatio-temporal analysis of three-dimensional real-time ultrasound for quantification of ventricular function Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

The role and maintenance of diversity in a multi-partner mutualism: Trees and Ectomycorrhizal Fungi Holly Moeller , 2015 – Ecology & Marine Biology – UC Santa Barbara Assistant Professor –  direct link to Holly’s marine biology academic CV

Bayesian Gaussian processes for sequential prediction, optimisation and quadrature Michael Osborne , 2010 – Machine Learning – Oxford Full Professor –  direct link to Michael’s machine learning academic CV

Global analysis and synthesis of oscillations: a dissipativity approach Guy-Bart Stan , 2005 – Bioengineering – Imperial Professor –  direct link to Guy-Bart’s bioengineering academic CV

Coarse-grained modelling of DNA and DNA self-assembly Thomas Ouldridge , 2011– Bioengineering – Imperial College London Senior Lecturer / Associate Prof –  direct link to Thomas’ bioengineering academic CV

4D tomographic image reconstruction and parametric maps estimation: a model-based strategy for algorithm design using Bayesian inference in Probabilistic Graphical Models (PGM) Michele Scipioni , 2018– Biomedical Engineer – Harvard Postdoctoral Research Fellow –  direct link to Michele’s biomedical engineer academic CV

Error Detection in Content Word Combinations Ekaterina Kochmar , 2016 – Computer Science – University of Bath Lecturer Assistant Prof –  direct link to Ekaterina’s computer science academic CV

Genetic, Clinical and Population Priors for Brain Images Adrian Vasile Dalca , 2016 – Machine Learning for healthcare – Harvard Assistant Professor & MIT Research Scientist –  direct link to Adrian’s machine learning academic CV

Challenges and Opportunities of End-to-End Learning in Medical Image Classification Paul Jager , 2020 – Medical Imaging – DKFZ Head of ML Research Group –  direct link to Paul’s machine learning academic CV

K 2 NiF 4  materials as cathodes for intermediate temperature solid oxide fuel cells Ainara Aguadero , 2006 – Materials Science – Imperial Reader –  direct link to Ainara’s materials science academic CV

Applications of surface plasmons – microscopy and spatial light modulation Eric Yeatman , 1989 – Electronics – Imperial Professor and Head of Department –  direct link to Eric’s electronics academic CV

Geometric Algorithms for Objects in Motion Sorelle Friedler , 2010 – Computer science – Haverford College Associate Professor –  direct link to Sorelle’s computer science academic CV .

Geometrical models, constraints design, information extraction for pathological and healthy medical image Esla Angelini  – Medicine – Imperial Senior Data Scientist –  direct link to Elsa’s medicine academic CV

Why I regret my own choice of PhD thesis title

I should say from the outset that I assembled my thesis in quite a short space of time compared to most people. So I didn’t really spend particularly long on any one section, including the title.

However, my main supervisor even spelled out for me that once the title was submitted to the university it would be permanent. In other words: think wisely about your title.

What I started with

Initially I drafted the title as something like: Three dimensional correlative imaging for cartilage regeneration . Which I thought was nice, catchy and descriptive.

I decided to go for “correlative imaging” because, not only did it describe the experiments well, but it also sounded kind of technical and fitting of a potential pivot into AI. I’m pleased with that bit of the title.

What I ended up with

Before submitting the title to the university (required ahead of the viva), I asked my supervisors for their thoughts.

One of my well intentioned supervisors suggested that, given that my project didn’t involve verifying regenerative quality, I probably shouldn’t state cartilage regeneration . Instead, they suggested, I should state what I was experimenting on (the materials) rather than the overall goal of the research (aid cartilage regeneration efforts).

With this advice I dialled back my choice of wording and the thesis title I went with was:

Three dimensional correlative imaging for measurement of strain in cartilage and cartilage replacement materials

Reading it back now I’m reminder about how less I like it than my initial idea!

I put up basically no resistance to the supervisor’s choice, even though the title sounds so much more boring in my opinion. I just didn’t think much of it at the time. Furthermore, most of my PhD was actually in a technique which is four dimensional (looking at a series of 3D scans over time, hence 4D) which would have sounded way more sciency and fitting of a PhD.

What I wish I’d gone with

If I had the choice again, I’d have gone with:

Four-dimensional correlative imaging for cartilage regeneration

Which, would you believe it, is exactly what it states on my CV…

Does the thesis title really matter?

In all honesty, your choice of thesis title isn’t that important. If you come to regret it, as I do, it’s not the end of the world. There are much more important things in life to worry about.

If you decide at a later stage that you don’t like it you can always describe it in a way that you prefer. For instance, in my CV I describe my PhD as I’d have liked the title to be. I make no claim that it’s actually the title so consider it a bit of creative license.

Given that as your career progresses you may not even refer back to your thesis much, it’s really not worth stressing over. However, if you’re yet to finalise your thesis title I do still think it is worth a bit of thought and hopefully this article has provided some insights into how to choose a good thesis title.

My advice for developing a thesis title

• Draft the title early. Drafting it early can help give clarity for the overall message of your research. For instance, while you’re assembling the rest of your thesis you can check that the title encompasses the research chapters you’re included, and likewise that the research experiments you’re including fall within what the title describes. Drafting it early also gives more time you to think it over. As with everything: having a first draft is really important to iterate on.
• Look at some example titles . Such as those featured above!
• If you’re not sure about your title, ask a few other people what they think . But remember that you have the final say!

I hope this post has been useful for those of you are finalising your thesis and need to decide on a thesis title. If you’ve enjoyed this article and would like to hear about future content (and gain access to my free resource library!) you can subscribe for free here:

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Research Topics & Ideas: Healthcare

100+ Healthcare Research Topic Ideas To Fast-Track Your Project

Finding and choosing a strong research topic is the critical first step when it comes to crafting a high-quality dissertation, thesis or research project. If you’ve landed on this post, chances are you’re looking for a healthcare-related research topic , but aren’t sure where to start. Here, we’ll explore a variety of healthcare-related research ideas and topic thought-starters across a range of healthcare fields, including allopathic and alternative medicine, dentistry, physical therapy, optometry, pharmacology and public health.

NB – This is just the start…

The topic ideation and evaluation process has multiple steps . In this post, we’ll kickstart the process by sharing some research topic ideas within the healthcare domain. This is the starting point, but to develop a well-defined research topic, you’ll need to identify a clear and convincing research gap , along with a well-justified plan of action to fill that gap.

If you’re new to the oftentimes perplexing world of research, or if this is your first time undertaking a formal academic research project, be sure to check out our free dissertation mini-course. In it, we cover the process of writing a dissertation or thesis from start to end. Be sure to also sign up for our free webinar that explores how to find a high-quality research topic.

Overview: Healthcare Research Topics

• Allopathic medicine
• Alternative /complementary medicine
• Veterinary medicine
• Physical therapy/ rehab
• Optometry and ophthalmology
• Pharmacy and pharmacology
• Public health
• Examples of healthcare-related dissertations

Allopathic (Conventional) Medicine

• The effectiveness of telemedicine in remote elderly patient care
• The impact of stress on the immune system of cancer patients
• The effects of a plant-based diet on chronic diseases such as diabetes
• The use of AI in early cancer diagnosis and treatment
• The role of the gut microbiome in mental health conditions such as depression and anxiety
• The efficacy of mindfulness meditation in reducing chronic pain: A systematic review
• The benefits and drawbacks of electronic health records in a developing country
• The effects of environmental pollution on breast milk quality
• The use of personalized medicine in treating genetic disorders
• The impact of social determinants of health on chronic diseases in Asia
• The role of high-intensity interval training in improving cardiovascular health
• The efficacy of using probiotics for gut health in pregnant women
• The impact of poor sleep on the treatment of chronic illnesses
• The role of inflammation in the development of chronic diseases such as lupus
• The effectiveness of physiotherapy in pain control post-surgery

Topics & Ideas: Alternative Medicine

• The benefits of herbal medicine in treating young asthma patients
• The use of acupuncture in treating infertility in women over 40 years of age
• The effectiveness of homoeopathy in treating mental health disorders: A systematic review
• The role of aromatherapy in reducing stress and anxiety post-surgery
• The impact of mindfulness meditation on reducing high blood pressure
• The use of chiropractic therapy in treating back pain of pregnant women
• The efficacy of traditional Chinese medicine such as Shun-Qi-Tong-Xie (SQTX) in treating digestive disorders in China
• The impact of yoga on physical and mental health in adolescents
• The benefits of hydrotherapy in treating musculoskeletal disorders such as tendinitis
• The role of Reiki in promoting healing and relaxation post birth
• The effectiveness of naturopathy in treating skin conditions such as eczema
• The use of deep tissue massage therapy in reducing chronic pain in amputees
• The impact of tai chi on the treatment of anxiety and depression
• The benefits of reflexology in treating stress, anxiety and chronic fatigue
• The role of acupuncture in the prophylactic management of headaches and migraines

Topics & Ideas: Dentistry

• The impact of sugar consumption on the oral health of infants
• The use of digital dentistry in improving patient care: A systematic review
• The efficacy of orthodontic treatments in correcting bite problems in adults
• The role of dental hygiene in preventing gum disease in patients with dental bridges
• The impact of smoking on oral health and tobacco cessation support from UK dentists
• The benefits of dental implants in restoring missing teeth in adolescents
• The use of lasers in dental procedures such as root canals
• The efficacy of root canal treatment using high-frequency electric pulses in saving infected teeth
• The role of fluoride in promoting remineralization and slowing down demineralization
• The impact of stress-induced reflux on oral health
• The benefits of dental crowns in restoring damaged teeth in elderly patients
• The use of sedation dentistry in managing dental anxiety in children
• The efficacy of teeth whitening treatments in improving dental aesthetics in patients with braces
• The role of orthodontic appliances in improving well-being
• The impact of periodontal disease on overall health and chronic illnesses

Tops & Ideas: Veterinary Medicine

• The impact of nutrition on broiler chicken production
• The role of vaccines in disease prevention in horses
• The importance of parasite control in animal health in piggeries
• The impact of animal behaviour on welfare in the dairy industry
• The effects of environmental pollution on the health of cattle
• The role of veterinary technology such as MRI in animal care
• The importance of pain management in post-surgery health outcomes
• The impact of genetics on animal health and disease in layer chickens
• The effectiveness of alternative therapies in veterinary medicine: A systematic review
• The role of veterinary medicine in public health: A case study of the COVID-19 pandemic
• The impact of climate change on animal health and infectious diseases in animals
• The importance of animal welfare in veterinary medicine and sustainable agriculture
• The effects of the human-animal bond on canine health
• The role of veterinary medicine in conservation efforts: A case study of Rhinoceros poaching in Africa
• The impact of veterinary research of new vaccines on animal health

Topics & Ideas: Physical Therapy/Rehab

• The efficacy of aquatic therapy in improving joint mobility and strength in polio patients
• The impact of telerehabilitation on patient outcomes in Germany
• The effect of kinesiotaping on reducing knee pain and improving function in individuals with chronic pain
• A comparison of manual therapy and yoga exercise therapy in the management of low back pain
• The use of wearable technology in physical rehabilitation and the impact on patient adherence to a rehabilitation plan
• The impact of mindfulness-based interventions in physical therapy in adolescents
• The effects of resistance training on individuals with Parkinson’s disease
• The role of hydrotherapy in the management of fibromyalgia
• The impact of cognitive-behavioural therapy in physical rehabilitation for individuals with chronic pain
• The use of virtual reality in physical rehabilitation of sports injuries
• The effects of electrical stimulation on muscle function and strength in athletes
• The role of physical therapy in the management of stroke recovery: A systematic review
• The impact of pilates on mental health in individuals with depression
• The use of thermal modalities in physical therapy and its effectiveness in reducing pain and inflammation
• The effect of strength training on balance and gait in elderly patients

Topics & Ideas: Optometry & Opthalmology

• The impact of screen time on the vision and ocular health of children under the age of 5
• The effects of blue light exposure from digital devices on ocular health
• The role of dietary interventions, such as the intake of whole grains, in the management of age-related macular degeneration
• The use of telemedicine in optometry and ophthalmology in the UK
• The impact of myopia control interventions on African American children’s vision
• The use of contact lenses in the management of dry eye syndrome: different treatment options
• The effects of visual rehabilitation in individuals with traumatic brain injury
• The role of low vision rehabilitation in individuals with age-related vision loss: challenges and solutions
• The impact of environmental air pollution on ocular health
• The effectiveness of orthokeratology in myopia control compared to contact lenses
• The role of dietary supplements, such as omega-3 fatty acids, in ocular health
• The effects of ultraviolet radiation exposure from tanning beds on ocular health
• The impact of computer vision syndrome on long-term visual function
• The use of novel diagnostic tools in optometry and ophthalmology in developing countries
• The effects of virtual reality on visual perception and ocular health: an examination of dry eye syndrome and neurologic symptoms

Topics & Ideas: Pharmacy & Pharmacology

• The impact of medication adherence on patient outcomes in cystic fibrosis
• The use of personalized medicine in the management of chronic diseases such as Alzheimer’s disease
• The effects of pharmacogenomics on drug response and toxicity in cancer patients
• The role of pharmacists in the management of chronic pain in primary care
• The impact of drug-drug interactions on patient mental health outcomes
• The use of telepharmacy in healthcare: Present status and future potential
• The effects of herbal and dietary supplements on drug efficacy and toxicity
• The role of pharmacists in the management of type 1 diabetes
• The impact of medication errors on patient outcomes and satisfaction
• The use of technology in medication management in the USA
• The effects of smoking on drug metabolism and pharmacokinetics: A case study of clozapine
• Leveraging the role of pharmacists in preventing and managing opioid use disorder
• The impact of the opioid epidemic on public health in a developing country
• The use of biosimilars in the management of the skin condition psoriasis
• The effects of the Affordable Care Act on medication utilization and patient outcomes in African Americans

Topics & Ideas: Public Health

• The impact of the built environment and urbanisation on physical activity and obesity
• The effects of food insecurity on health outcomes in Zimbabwe
• The role of community-based participatory research in addressing health disparities
• The impact of social determinants of health, such as racism, on population health
• The effects of heat waves on public health
• The role of telehealth in addressing healthcare access and equity in South America
• The impact of gun violence on public health in South Africa
• The effects of chlorofluorocarbons air pollution on respiratory health
• The role of public health interventions in reducing health disparities in the USA
• The impact of the United States Affordable Care Act on access to healthcare and health outcomes
• The effects of water insecurity on health outcomes in the Middle East
• The role of community health workers in addressing healthcare access and equity in low-income countries
• The impact of mass incarceration on public health and behavioural health of a community
• The effects of floods on public health and healthcare systems
• The role of social media in public health communication and behaviour change in adolescents

Examples: Healthcare Dissertation & Theses

While the ideas we’ve presented above are a decent starting point for finding a healthcare-related research topic, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses to see how this all comes together.

Below, we’ve included a selection of research projects from various healthcare-related degree programs to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• Improving Follow-Up Care for Homeless Populations in North County San Diego (Sanchez, 2021)
• On the Incentives of Medicare’s Hospital Reimbursement and an Examination of Exchangeability (Elzinga, 2016)
• Managing the healthcare crisis: the career narratives of nurses (Krueger, 2021)
• Methods for preventing central line-associated bloodstream infection in pediatric haematology-oncology patients: A systematic literature review (Balkan, 2020)
• Farms in Healthcare: Enhancing Knowledge, Sharing, and Collaboration (Garramone, 2019)
• When machine learning meets healthcare: towards knowledge incorporation in multimodal healthcare analytics (Yuan, 2020)
• Integrated behavioural healthcare: The future of rural mental health (Fox, 2019)
• Healthcare service use patterns among autistic adults: A systematic review with narrative synthesis (Gilmore, 2021)
• Mindfulness-Based Interventions: Combatting Burnout and Compassionate Fatigue among Mental Health Caregivers (Lundquist, 2022)
• Transgender and gender-diverse people’s perceptions of gender-inclusive healthcare access and associated hope for the future (Wille, 2021)
• Efficient Neural Network Synthesis and Its Application in Smart Healthcare (Hassantabar, 2022)
• The Experience of Female Veterans and Health-Seeking Behaviors (Switzer, 2022)
• Machine learning applications towards risk prediction and cost forecasting in healthcare (Singh, 2022)
• Does Variation in the Nursing Home Inspection Process Explain Disparity in Regulatory Outcomes? (Fox, 2020)

Looking at these titles, you can probably pick up that the research topics here are quite specific and narrowly-focused , compared to the generic ones presented earlier. This is an important thing to keep in mind as you develop your own research topic. That is to say, to create a top-notch research topic, you must be precise and target a specific context with specific variables of interest . In other words, you need to identify a clear, well-justified research gap.

Need more help?

If you’re still feeling a bit unsure about how to find a research topic for your healthcare dissertation or thesis, check out Topic Kickstarter service below.

You Might Also Like:

15 Comments

I need topics that will match the Msc program am running in healthcare research please

Hello Mabel,

I can help you with a good topic, kindly provide your email let’s have a good discussion on this.

Can you provide some research topics and ideas on Immunology?

Thank you to create new knowledge on research problem verse research topic

Help on problem statement on teen pregnancy

This post might be useful: https://gradcoach.com/research-problem-statement/

can you provide me with a research topic on healthcare related topics to a qqi level 5 student

Please can someone help me with research topics in public health ?

Hello I have requirement of Health related latest research issue/topics for my social media speeches. If possible pls share health issues , diagnosis, treatment.

I would like a topic thought around first-line support for Gender-Based Violence for survivors or one related to prevention of Gender-Based Violence

Please can I be helped with a master’s research topic in either chemical pathology or hematology or immunology? thanks

Can u please provide me with a research topic on occupational health and safety at the health sector

Good day kindly help provide me with Ph.D. Public health topics on Reproductive and Maternal Health, interventional studies on Health Education

may you assist me with a good easy healthcare administration study topic

May you assist me in finding a research topic on nutrition,physical activity and obesity. On the impact on children

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241 Medical Research Topics: Original Ideas List

As an applied science, attaining the level of becoming a professional requires getting a medical science certificate. To get this, you need to have studied in a university and fulfilled all professional academic requirements.

However, when it comes to writing your project or contributing a paper to a journal, it may be very difficult to wrap your head around good medical surgical research topics or controversial medical research topics to discuss.

This article shares custom medical topics for research papers for you. Before you see them, get to know a few things that must be seen in a good medical research paper.

Medicine is a field that deals with human health. It requires the activities of people like doctors, nurses, and many other specialists handling the different sections of the field.

Medicine as a profession encompasses the tests, treatment, and prevention of diseases through medical research and the actual application of such research. The goal is always to promote and maintain the collective health of everyone in the globe.

Characteristics of a Good Medical Research Paper

Every research has distinct things that make it exceptional. When these things are lacking in some field, it’s a failure. This is why your professors and teachers will be pleased if your paper have these.

• Research is Based on Great Research Questions

Your research is developed on research questions that are relevant to the field. This is where you get to define the scope and the cases you want to base your research. To formulate your research question, you must assess its feasibility, newness, ethics, and relevance to the current discussions.

• Significant Research Methodology

This is what determines the success of your paper. You must note that you need both qualitative and quantitative methodologies. Adhering to these means that your paper examined patients’ experiences and behaviors as well as the observation of various data.

• Discuss Previous Knowledge on the Subject

A good paper must show knowledge on the topic by discussing previous works done on the subject. Through this, you can shed light on the darker parts and evaluate your objectives.

• The Use of Relevant Data

Your paper must not be based on what you believe. They must be reliable, which is why there is a need for unbiased evidence. For this, you must collect data, analyze them, and apply them while writing.

• It is Reproductive

Your research must not be one without consistency or productivity. Your research must be available and transparent to specialists or researchers who are taking it up. Your paper must include how you examined the subject, the details of the research, and how you reached the conclusions of your discussion.

• Your Research Should Be Ethical

Your research may have limits, but that’s what makes it ethical. You must research using standards of objectivity, accountability, honesty, and other medical values which ensures that you don’t violate anybody or objects in the course of research. Aside from this, your research must not be plagiarized, falsified, or fabricated.

Your research must also be appropriately structured into introduction, main body, discussion, and conclusions. Examine this structure:

Introduction Your introduction is a short review of your title. It must include the shortcomings of existing research, the aim, and objectives of your study, the scope, as well as the methodology to attain a full understanding of your topic. Your introduction may be chapter one if you’re writing a project or it may take a few pages of your paper. The Main Body This is where you share the reasons for some of the tests you conducted and your analysis of such tests. If you’re also engaged in statistical analysis, you also need to discuss the results here. This is where you tender your data, correlate them, and draw your conclusions. In all these, you must emphasize your message and the reasons for it. Conclusion This is where you write the advantages and limitations of your study. You can also recommend other authors whose work clarifies some of the things your work hasn’t clarified. The conclusions is also where you give a summary of your paper.

Now that you know the characteristics of a good medical paper as well as the structure, you can choose any of these topics for your use. On the other side, you always have an opportunity to custom dissertation help from our expert team.

Medical Research Topics

As a necessity to fulfilling your academic or professional requirements, you need quality medical research paper topics to choose from. These are topics that encompass basic things about human health, even adult and teenage lifestyles.

• The effect of eating disorder on teen development
• Effects of systemic lupus on kids
• How birth Injury affects the mental health of a child
• How does a sickness become a stereotype?
• The process of managing acute otitis media
• Role of social workers in raising special children
• The role of social workers in protecting abused kids
• The importance of childhood cancer treatment
• Why does cancer happen to kids
• The dangers of continuous assault on kids
• How do the microbes in the body affect or influence the growth
• The role of immunity in disease prevention
• How to improve the probability of recovering from a stroke in adult women
• Describe the ways of attenuation in issues of bone tissue destruction
• Examine how stroke affects the brain
• What are the recent findings in the study of human microbial ecology?
• How to diagnose a poisoned patient
• What is the mechanism used in explaining seasonal affective disorder (SAD
• What are the dangers surgery helps patients avoid
• Is surgery the last resort for those who couldn’t achieve weight loss?
• What are the limitations of the human physical structures
• How has the human physical structure affected abilities in selected careers like athletics
• Examine the evolution of HIV AIDS in Africa
• Discuss the evolution of HIV AIDS in America
• Study three bipolar disorder patients and document your findings
• Study three cancer patients and discuss suggestions of treatment
• How does stroke lead to communication difficulty?
• The correlation of knee osteoarthritis to obesity
• How the central lateral thalamus helps with consciousness
• Risk of medically induced coma
• Risks of sickness during post-transplantation
• How sports promote mental health attitudes
• Discuss the challenges facing public hospitals.

Medical Research Papers Topics

If you want to contribute to a journal or you’re required to write a paper in school, how do you intend to go about it? Finding a topic can give you troubled moments, it could even ruin your mood. This is why there are professional medical topics for research papers, some of which are:

• Consequences of drug misuse drawing from 5 ADHD patients
• The encounter of type 1 diabetes in kids
• Differences in the challenge of movement disorders in adults and kids
• How clinical trials can be a change or a societal menace
• The concept of secondhand smoke and danger to kids
• Predictive testing: what does it mean?
• Genetic research and the ethics of integrating adults
• Thorough overview of the omicron virus
• Thoroughly examine the trends of pandemics
• Infant death syndrome and the symptoms that causes it
• Parkinson’s disease and its correlation to stroke
• Recent trends in the study of autism spectrum disorder
• How genetics helps in understanding hereditary diseases
• Discuss the problems facing W.H.O.
• What is social anxiety disorder (SAD)
• Cerebral palsy: an overview of existing genetic study
• Role of genetics in human wellness
• The importance of health in the workplace
• The limitations of insurance and how it affects healthcare
• The challenges that put kids at risks
• How meningitis’s risk increases in children
• The relationship between genetics and nutrition
• Relations between iron deficiency and obesity
• Study the pros and cons of breastfeeding
• Why do women’s breast sag while breastfeeding?
• Recent ways to diagnose asthma
• Healthcare challenges to understanding eye complications
• What has hindered the performance of health organizations in the world
• Discuss the medical approach to help in reducing suicide
• Causes of eating disorders.

Medical Anthropology Research Topics

Anthropology is a field that studies humans through its social lens. It does this through both cultural and sometimes societal and historical perspectives. Medical anthropology is enthralled by this, which is why this field is also important in medicine. Consider these current medical research topics:

• An examination of why people from a region are short
• The medical culture of China
• The medical culture in England
• Multigenerational addiction and how it affects kids
• The growth of subjective experience in healthcare
• What are the challenges caused by disability
• How caffeine endangers human health
• Sleep disorders and the role of drugs
• How medical pluralism came to be and its relevance in contemporary medicine
• Impact of incarceration on health
• Discuss how African history affect interest in western medicine
• Dangers of racial healthcare treatment
• Most critical cause of death in the US
• Consequences of environmental disorders on human health
• How much does the environment of India lead to its death rate
• How does culture affect medical exposure?
• The basis of chronic illness and premature death
• Comparative assessment of disability and chronic health on children
• An overview of cultural bias in anatomy studies
• How speech hearing and loss affect growth
• Contributions of Egypt to medicine
• The contribution of Greek medical systems to medicine.

Controversial Medical Topics for Research Paper

Different topics remain highly controversial in today’s healthcare. These are topics that are both essential to discuss and significant in the future of medicine. These current medical research topics are worthy of examination:

• Discuss any five contradictory arguments on the need for euthanasia
• Difference between euthanasia on animals and humans
• Ethical issues in stem cells
• The question of abortion and the choice of women
• How much is enough for a vaccine test?
• How had gender bias affected medical research
• Role of policies in regulating healthcare services
• Antidepressants and the challenge of human growth
• African supplements equate western drugs
• Discuss any three medical conspiracy theories
• How chronic fatigue affect human health
• To what extent can individuals claim ownership of life?
• To what extent can an owner claim ownership of the life of a pet?
• What are the controversies regarding plastic surgeries?
• Is the growth in medical know-how a threat to people?
• The network between mental health and abortion
• Sexual enhancement products and consequences
• Challenges smoking pose on the society
• Fast food and junk food: consequences
• Dangers of genetic engineering
• Dangers of genetic engineering in robots.

Medical Research Topics for College Students

As college students, you also need to discover topics that could help with your understanding of medicine better. These are topics that offer insights into the field itself; exploratory topics. You can consider these interesting medical research topics for your level:

• Significant changes in consumption patterns in America
• Relationship between obesity and food allergy
• The role of music therapy in pain management
• What are the roles of art in pain management?
• Changes in food consumption globally
• Side effects of obesity
• Dangers of low sugar intake
• Dangers of high sugar intake
• The hazards of low fruit and vegetable consumption
• Teenage pregnancy and challenges in Africa
• Abortion and superstitions in the Middle East
• Teenage pregnancy and challenges of healthcare in India
• Rape and health repercussions to victims
• The psychology of trauma
• Concept of hereditary trauma
• How to treat dementia in Africa
• Dangers of the rise in dementia globally
• Preventive strategy of social viruses like AIDS
• An overview of leading researches on breast cancer
• Challenge of lifestyle choices in middle-aged women
• How teenage lifestyle choices could affect adults
• Health challenges of boxing
• Recent approaches to seizure disorders
• Maintaining immune system in HIV patients
• Strategies to enhance affordable public healthcare
• Is digital health a threat to existing health systems
• An overview of nanotechnology in healthcare
• Importance of digital medical records
• The consequences of greenhouse gas emissions
• How ICT has influenced the healthcare sector
• How to prevent workplace healthcare challenges.

Interesting Medical Research Topics

Would you like some interesting research topics? You can discuss any of these medical topics for research papers. They are interesting research topics for medical students which are often intriguing, serious, yet exciting.

• What is autism?
• Discuss the challenges of post-transplantation of liver
• How does energy-dense food affect people?
• Consequences of social media addiction on health
• How to improve fresh food consumption
• How to improve the services of social workers
• How global warming affects global health
• How to enhance health literacy
• The Relationship between cultural awareness and literacy
• The challenges of alcohol misuse in teenagers
• Reasons for high blood pressure
• High blood pressure in low-income countries and high-income countries
• Factors leading to high mortality rates
• Factors leading to population growth
• Future predictions of healthcare
• Tobacco and public health: the problem
• Differences in health issues in low and high-income countries
• How to prevent STDs in teenagers
• How pregnancy could complicate hypertension
• Preventive measures to birth accident
• The consequences of the elderly population on global health
• Comment on the healthcare concerns in America, England, and Nigeria
• How has physical activity helped maintain health?
• Influence of physical activities on mental health
• The challenges of age-propelled illnesses
• How does growth affect human abilities
• Concerns of pharmaceutical companies in global health
• Concerns of health tech companies in global health
• Problems of healthcare with supplements
• How supplements have helped avoid complications in healthcare.

Medical Ethics Research Paper Topics

As it is in many other professions, there are ethics to healthcare activities. These ethics are sometimes up for debate. If you’d like to discuss any of these, choose from these interesting research topics for medical students:

• Everyone does not need to put on masks outdoor
• How the coronavirus vaccine proved ineffective
• The gross differences in results of vaccines in western countries and Africa
• Replacement of nurses by robots: right step?
• Lack of doctors’ allowance for extra hours of work
• The challenges of assisted suicide in hospitals
• Human organs and ethics
• Ethics of saving a pregnant women
• Crisis of selective reproduction
• Crisis of healthcare services to low-income families
• The need for counseling for HIV/AIDS patients
• Confidentiality assurance of medical histories
• Is it a criminal offense to give poor medical results leading to a patient’s death?
• What are the possibilities of a disease-free globe
• Why morticians need special psychological counseling.

Medical Sociology Research Topics

You may need to attempt topics on social health in medicine. These are topics that are likewise related to public health. You can attempt the following:

• How malnutrition affects students
• How obesity affects African children
• High cholesterol and health consequences
• How expensive drugs often lead to the death of low-income earners
• Global efforts to reduce smoking
• Influence of pollutants on health
• An overview of the protective essence of alcohol on health
• How to prevent chronic backache
• How to avoid drunk driving
• The crisis of supplements in Africa
• Comment on the role of black magic in healthcare
• Discuss the harmful objects leading to lung cancer
• How to improve the quality of life
• How to improve the high mortality rate
• How video games can lead to illnesses
• Impact of flights on public health
• Significance of research in mental health
• How stigma affects patients of HIV/AIDS
• The devastating effects of tech innovations in public healthcare
• How to control cancer through research.

Medical Microbiology Research Topics

Microbiology is a branch that delves into microorganisms and their consequences on living organisms. This extends to man and animals. In medicine, it implies how medical healthcare services and systems combat the consequences of these organisms. You can consider the following topics:

• Reasons which lead to the exacerbation of sports Injuries leading to slow recovery
• The challenges of managing limb loss and the statistics of the people it is affecting
• How patient-based diagnosis remains underestimated in some cases of healthcare as well as the consequences
• Challenges of imaging in biomedical research
• Concept of bacterial meningitis and how to diagnose it
• The concept of thermal rehabilitation approach in the cases of Neurodegeneration
• The consequences of hemodialysis and how it affects victims of chronic kidney insufficiency
• Growth of lung cancer and the attempt of repute authorities in attacking it
• Leading research in the new variant of COVID-19, the omicron virus
• Comment on the statements made by South African officials about the mildness of the omicron virus
• Examine the virologic concepts of seasonal influenza and its effects
• Examine in detail the ethics and regulations placed on using animals during biomedical research and testing
• Discuss existing diagnoses and classifications of blood cells disorder and its role in healthcare
• How aging is influenced by external changes
• How to protect the laboratory during an earthquake
• Examine recent discoveries in Alzheimer’s disease
• How does the union of people help in avoiding stroke
• A step by step guide to enhancing visual sights
• Ways to approach viruses and their infestation in food
• Revolutionary discoveries in microbiology.

Research Topics in Medical Biochemistry

You may also want to consider a few topics in biochemistry. These are topics that deal with the basis of chemistry, biology, and their relationship with medicine. You can discuss:

• Investigate the height of potassium bromate in bread
• Examine the performance of laboratory assistants in any pharmaceutical company of your choice
• Discuss the number of chemicals in barber shops’ washing ingredients
• How does the human skin react to toxic chemicals?
• Discuss the different approaches to extracting or treating dental caries
• Analyze a chemical particle in the soap of any two brands of your choice
• Examine the pH value of water in any three brands of your choice
• Cost of building delay in human health
• The consequences of the swift resort to drugs at the perception of any illness
• Walk to any market of your choice and select three different types of tomatoes. Comment on the phytochemical constituents
• Evaluate the antioxidant constituents of the African nutmeg
• Examine the anti-inflammatory challenges in Crateva adenosine dichloromethane fraction
• The constituents of alcohol and the most dangerous properties
• Ethics guiding home-brewed alcohol in the US
• Content of Azadirachta Indica and its essence to human health
• Comment on the physicochemical features of potatoes and sorghum
• Disburse the chemical end mineral properties of hibiscus sabdariffa
• Dangers of unprotected watercourses
• The challenges of nuclear energy in a war triggered world.

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PhD Thesis Guide

This phd thesis guide will guide you step-by-step through the thesis process, from your initial letter of intent to submission of the final document..

All associated forms are conveniently consolidated in the section at the end.

Deadlines & Requirements

Students should register for HST.ThG during any term in which they are conducting research towards their thesis. Regardless of year in program students registered for HST.ThG in a regular term (fall or spring) must meet with their research advisor and complete the  Semi-Annual PhD Student Progress Review Form to receive credit.

Years 1 - 2

• Students participating in lab rotations during year 1, may use the optional MEMP Rotation Registration Form , to formalize the arrangement and can earn academic credit by enrolling in HST.599. 
• A first letter of intent ( LOI-1 ) proposing a general area of thesis research and research advisor is required by April 30th of the second year of registration.
• A second letter of intent ( LOI-2 ) proposing a thesis committee membership and providing a more detailed description of the thesis research is required by April 30th of the third year of registration for approval by the HST-IMES Committee on Academic Programs (HICAP).

Year 4 

• Beginning in year 4, (or after the LOI-2 is approved) the student must meet with their thesis committee at least once per semester.
• Students must formally defend their proposal before the approved thesis committee, and submit their committee approved proposal to HICAP  by April 30 of the forth year of registration.
• Meetings with the thesis committee must be held at least once per semester. 

HST has developed these policies to help keep students on track as they progress through their PhD program. Experience shows that students make more rapid progress towards graduation when they interact regularly with a faculty committee and complete their thesis proposal by the deadline.

Getting Started

Check out these resources  for finding a research lab.

The Thesis Committee: Roles and Responsibilities

Students perform doctoral thesis work under the guidance of a thesis committee consisting of at least three faculty members from Harvard and MIT (including a chair and a research advisor) who will help guide the research. Students are encouraged to form their thesis committee early in the course of the research and in any case by the end of the third year of registration. The HST IMES Committee on Academic Programs (HICAP) approves the composition of the thesis committee via the letter of intent and the thesis proposal (described below). 

Research Advisor

The research advisor is responsible for overseeing the student's thesis project. The research advisor is expected to:

• oversee the research and mentor the student;
• provide a supportive research environment, facilities, and financial support;
• discuss expectations, progress, and milestones with the student and complete the  Semi-Annual PhD Student Progress Review Form each semester;
• assist the student to prepare for the oral qualifying exam;
• guide the student in selecting the other members of the thesis committee;
• help the student prepare for, and attend, meetings of the full thesis committee, to be held at least once per semester;
• help the student prepare for, and attend, the thesis defense;
• evaluate the final thesis document.

The research advisor is chosen by the student and must be a faculty member of MIT* or Harvard University and needs no further approval.  HICAP may approve other individuals as research advisor on a student-by-student basis. Students are advised to request approval of non-faculty research advisors as soon as possible.  In order to avoid conflicts of interest, the research advisor may not also be the student's academic advisor. In the event that an academic advisor becomes the research advisor, a new academic advisor will be assigned.

The student and their research advisor must complete the Semi-Annual PhD Student Progress Review during each regular term in order to receive academic credit for research.  Download Semi Annual Review Form

*MIT Senior Research Staff are considered equivalent to faculty members for the purposes of research advising. No additional approval is required.

Thesis Committee Chair

Each HST PhD thesis committee is headed administratively by a chair, chosen by the student in consultation with the research advisor. The thesis committee chair is expected to:

• provide advice and guidance concerning the thesis research; 
• oversee meetings of the full thesis committee, to be held at least once per semester;
• preside at the thesis defense; 
• review and evaluate the final thesis document.

The thesis committee chair must be well acquainted with the academic policies and procedures of the institution granting the student's degree and be familiar with the student's area of research. The research advisor may not simultaneously serve as thesis committee chair.

For HST PhD students earning degrees through MIT, the thesis committee chair must be an MIT faculty member. A select group of HST program faculty without primary appointments at MIT have been pre-approved by HICAP to chair PhD theses awarded by HST at MIT in cases where the MIT research advisor is an MIT faculty member.**

HST PhD students earning their degree through Harvard follow thesis committee requirements set by the unit granting their degree - either the Biophysics Program or the School of Engineering and Applied Sciences (SEAS).

** List of non-MIT HST faculty approved to chair MIT thesis proposals when the research advisor is an MIT faculty member.

In addition to the research advisor and the thesis committee chair, the thesis committee must include one or more readers. Readers are expected to:

• attend meetings of the full thesis committee, to be held at least once per semester;
• attend the thesis defense; 

Faculty members with relevant expertise from outside of Harvard/MIT may serve as readers, but they may only be counted toward the required three if approved by HICAP.

The members of the thesis committee should have complementary expertise that collectively covers the areas needed to advise a student's thesis research. The committee should also be diverse, so that members are able to offer different perspectives on the student's research. When forming a thesis committee, it is helpful to consider the following questions: 

• Do the individuals on the committee collectively have the appropriate expertise for the project?
• Does the committee include at least one individual who can offer different perspectives on the student's research?  The committee should include at least one person who is not closely affiliated with the student's primary lab. Frequent collaborators are acceptable in this capacity if their work exhibits intellectual independence from the research advisor.
• If the research has a near-term clinical application, does the committee include someone who can add a translational or clinical perspective?  
• Does the committee conform to HST policies in terms of number, academic appointments, and affiliations of the committee members, research advisor, and thesis committee chair as described elsewhere on this page?

[Friendly advice: Although there is no maximum committee size, three or four is considered optimal. Committees of five members are possible, but more than five is unwieldy.]

Thesis Committee Meetings

Students must meet with their thesis committee at least once each semester beginning in the fourth year of registration. It is the student's responsibility to schedule these meetings; students who encounter difficulties in arranging regular committee meetings can contact Julie Greenberg at jgreenbe [at] mit.edu (jgreenbe[at]mit[dot]edu) .

The format of the thesis committee meeting is at the discretion of the thesis committee chair. In some cases, the following sequence may be helpful:

• The thesis committee chair, research advisor, and readers meet briefly without the student in the room;
• The thesis committee chair and readers meet briefly with the student, without the advisor in the room;
• The student presents their research progress, answers questions, and seeks guidance from the members of the thesis committee;

Please note that thesis committee meetings provide an important opportunity for students to present their research and respond to questions. Therefore, it is in the student's best interest for the research advisor to refrain from defending the research in this setting.

Letters of Intent

Students must submit two letters of intent ( LOI-1 and LOI-2 ) with applicable signatures. 

In LOI-1, students identify a research advisor and a general area of thesis research, described in 100 words or less. It should include the area of expertise of the research advisor and indicate whether IRB approval (Institutional Review Board; for research involving human subjects) and/or IACUC approval (Institutional Animal Care and Use Committee; for research involving vertebrate animals) will be required and, if so, from which institutions. LOI-1 is due by April 30 of the second year of registration and and should be submitted to HICAP, c/o Traci Anderson in E25-518. 

In LOI-2, students provide a description of the thesis research, describing the Background and Significance of the research and making a preliminary statement of Specific Aims (up to 400 words total). In LOI-2, a student also proposes the membership of their thesis committee. In addition to the research advisor, the proposed thesis committee must include a chair and one or more readers, all selected to meet the specified criteria . LOI-2 is due by April 30th of the third year of registration and should be submitted to HICAP, c/o Traci Anderson in E25-518.

LOI-2 is reviewed by the HST-IMES Committee on Academic Programs (HICAP) to determine if the proposed committee meets the specified criteria and if the committee members collectively have the complementary expertise needed to advise the student in executing the proposed research. If HICAP requests any changes to the proposed committee, the student must submit a revised LOI-2 for HICAP review by September 30th of the fourth year of registration. HICAP must approve LOI-2 before the student can proceed to presenting and submitting their thesis proposal. Any changes to the thesis committee membership following HICAP approval of LOI-2 and prior to defense of the thesis proposal must be reported by submitting a revised LOI-2 form to HICAP, c/o tanderso [at] mit.edu (Traci Anderson) . After final HICAP approval of LOI-2, which confirms the thesis committee membership, the student may proceed to present their thesis proposal to the approved thesis committee, as described in the next section.

Students are strongly encouraged to identify tentative thesis committee members and begin meeting with them as early as possible to inform the direction of their research. Following submission of LOI-2, students are required to hold at least one thesis committee meeting per semester. Students must document these meetings via the Semi- Annual PhD Student Progress Review form in order to receive a grade reflecting satisfactory progress in HST.ThG.

Thesis Proposal and Proposal Presentation

For MEMP students receiving their degrees through MIT, successful completion of the Oral Qualifying Exam is a prerequisite for the thesis proposal presentation. For MEMP students receiving their degrees through Harvard, the oral qualifying exam satisfies the proposal presentation requirement.

Proposal Document

Each student must present a thesis proposal to a thesis committee that has been approved by HICAP via the LOI-2 and then submit a full proposal package to HICAP by April 30th of the fourth year of registration. The only exception is for students who substantially change their research focus after the fall term of their third year; in those cases the thesis proposal must be submitted within three semesters of joining a new lab. Students registering for thesis research (HST.THG) who have not met this deadline may be administratively assigned a grade of "U" (unsatisfactory) and receive an academic warning.

The written proposal should be no longer than 4500 words, excluding references. This is intended to help students develop their proposal-writing skills by gaining experience composing a practical proposal; the length is comparable to that required for proposals to the NIH R03 Small Research Grant Program. The proposal should clearly define the research problem, describe the proposed research plan, and defend the significance of the work. Preliminary results are not required. If the proposal consists of multiple aims, with the accomplishment of later aims based on the success of earlier ones, then the proposal should describe a contingency plan in case the early results are not as expected.

Proposal Presentation

The student must formally defend the thesis proposal before the full thesis committee that has been approved by HICAP.

Students should schedule the meeting and reserve a conference room and any audio visual equipment they may require for their presentation. To book a conference room in E25, please contact Joseph Stein ( jrstein [at] mit.edu (jrstein[at]mit[dot]edu) ).

Following the proposal presentation, students should make any requested modifications to the proposal for the committee members to review. Once the committee approves the proposal, the student should obtain the signatures of the committee members on the forms described below as part of the proposal submission package.

[Friendly advice: As a professional courtesy, be sure your committee members have a complete version of your thesis proposal at least one week in advance of the proposal presentation.]

Submission of Proposal Package

When the thesis committee has approved the proposal, the student submits the proposal package to HICAP, c/o Traci Anderson in E25-518, for final approval. HICAP may reject a thesis proposal if it has been defended before a committee that was not previously approved via the LOI-2.

The proposal package includes the following: 

• the proposal document
• a brief description of the project background and significance that explains why the work is important;
• the specific aims of the proposal, including a contingency plan if needed; and
• an indication of the methods to be used to accomplish the specific aims.
• signed research advisor agreement form(s);
• signed chair agreement form (which confirms a successful proposal defense);
• signed reader agreement form(s).

Thesis Proposal Forms

• SAMPLE Title Page (doc)
• Research Advisor Agreement Form (pdf)
• Chair Agreement Form (pdf)
• Reader Agreement Form (pdf)

Thesis Defense and Final Thesis Document

When the thesis is substantially complete and fully acceptable to the thesis committee, a public thesis defense is scheduled for the student to present his/her work to the thesis committee and other members of the community. The thesis defense is the last formal examination required for receipt of a doctoral degree. To be considered "public", a defense must be announced to the community at least five working days in advance. At the defense, the thesis committee determines if the research presented is sufficient for granting a doctoral degree. Following a satisfactory thesis defense, the student submits the final thesis document, approved by the research advisor, to Traci Anderson via email (see instructions below).

[Friendly advice: Contact jrstein [at] mit.edu (Joseph Stein) at least two weeks before your scheduled date to arrange for advertising via email and posters. A defense can be canceled for insufficient public notice.]

Before the Thesis Defense 

Committee Approves Student to Defend: The thesis committee, working with the student and reviewing thesis drafts, concludes that the doctoral work is complete. The student should discuss the structure of the defense (general guidelines below) with the thesis committee chair and the research advisor. 

Schedule the Defense: The student schedules a defense at a time when all members of the thesis committee will be physical present. Any exceptions must be approved in advance by the IMES/HST Academic Office.

Reserve Room: It is the student's responsibility to reserve a room and any necessary equipment. Please contact imes-reservation [at] mit.edu (subject: E25%20Room%20Reservation) (IMES Reservation) to  reserve rooms E25-140, E25-141, E25-119/121, E25-521. 

Final Draft: A complete draft of the thesis document is due to the thesis committee two weeks prior to the thesis defense to allow time for review.  The thesis should be written as a single cohesive document; it may include content from published papers (see libraries website on " Use of Previously Published Material in a Thesis ") but it may not be a simple compilation of previously published materials.

Publicize the Defense:   The IMES/HST Academic Office invites the community to attend the defense via email and a notice on the HST website. This requires that the student email a thesis abstract and supplemental information to  jrstein [at] mit.edu (Joseph Stein)  two weeks prior to the thesis defense. The following information should be included: Date and time, Location, (Zoom invitation with password, if offering a hybrid option), Thesis Title, Names of committee members, with academic and professional titles and institutional affiliations. The abstract is limited to 250 words for the poster, but students may optionally submit a second, longer abstract for the email announcement.

Thesis Defense Guidelines

Public Defense: The student should prepare a presentation of 45-60 minutes in length, to be followed by a public question and answer period of 15–30 minutes at discretion of the chair.

Committee Discussion:  Immediately following the public thesis presentation, the student meets privately with the thesis committee and any other faculty members present to explore additional questions at the discretion of the faculty. Then the thesis committee meets in executive session and determines whether the thesis defense was satisfactory. The committee may suggest additions or editorial changes to the thesis document at this point.

Chair Confirms Pass: After the defense, the thesis committee chair should inform Traci Anderson of the outcome via email to tanderso [at] mit.edu (tanderso[at]mit[dot]edu) .

Submitting the Final Thesis Document

Please refer to the MIT libraries  thesis formatting guidelines .

Title page notes. Sample title page  from the MIT Libraries.

Program line : should read, "Submitted to the Harvard-MIT Program in Health Sciences and Technology, in partial fulfillment of the the requirements for the degree of ... "

Copyright : Starting with the June 2023 degree period and as reflected in the  MIT Thesis Specifications , all students retain the copyright of their thesis.  Please review this section for how to list on your title page Signature Page: On the "signed" version, only the student and research advisor should sign. Thesis committee members are not required to sign. On the " Accepted by " line, please list: Collin M. Stultz, MD, PhD/Director, Harvard-MIT Program in Health Sciences and Technology/ Nina T. and Robert H. Rubin Professor in Medical Engineering and Science/Professor of Electrical Engineering and Computer Science.

The Academic Office will obtain Professor Stultz's signature.

Thesis Submission Components.  As of 4/2021, the MIT libraries have changed their thesis submissions guidelines and are no longer accepting hard copy theses submissions. For most recent guidance from the libraries:  https://libguides.mit.edu/mit-thesis-faq/instructions  

Submit to the Academic Office, via email ( tanderso [at] mit.edu (tanderso[at]mit[dot]edu) )

pdf/A-1 of the final thesis should include an UNSIGNED title page

A separate file with a SIGNED title page by the student and advisor, the Academic Office will get Dr. Collin Stultz's signature.

For the MIT Library thesis processing, fill out the "Thesis Information" here:  https://thesis-submit.mit.edu/

File Naming Information:  https://libguides.mit.edu/

Survey of Earned Doctorates.  The University Provost’s Office will contact all doctoral candidates via email with instructions for completing this survey.

Links to All Forms in This Guide

• MEMP Rotation Form (optional)
• Semi-Annual Progress Review Form
• Letter of Intent One
• Letter of Intent Two

Final Thesis

• HST Sample thesis title page  (signed and unsigned)
• Sample thesis title page  (MIT Libraries)

Edinburgh Research Archive

•   ERA Home
• Edinburgh Medical School

Edinburgh Medical School thesis and dissertation collection

By Issue Date Authors Titles Subjects Publication Type Sponsor Supervisors

Search within this Collection:

Edinburgh Medical School is one of two schools at the College of Medicine and Veterinary Medicine at the University of Edinburgh. The Edinburgh Medical School integrates research and teaching across our three Deaneries: Biomedical Sciences, Clinical Sciences and Molecular,Genetic and Population Health Sciences.

Recent Submissions

Phenotype of newly generated neurons following spinal cord injury in zebrafish , exploration of relationships between life course measures of socioeconomic status and structural brain changes linked with older life cognitive decline , high resolution analysis of the tumour microenvironment of high grade serous ovarian cancer (hgsoc) using single cell transcriptomics and quantitative histopathological examination , complications of portal hypertension: clinical studies , imaging of abdominal aortic aneurysm disease activity and implications for endovascular aneurysm repair , hallmarks of cotranslational protein complex assembly and its relationship with the dominant-negative effect , optimising islet transplantation therapy for the treatment of type 1 diabetes by targeting the liver niche with etanercept-loaded microparticles to promote the long term function of islets , developing a systematic, data-driven framework to identify, evaluate, and prioritise candidate drugs for clinical trials in motor neuron disease , investigating an arginase 1⁺ monocyte- macrophage population in driving fibrosis in chronic kidney disease. , in vivo investigation of component-specific functions of the hippo pathway , prevalence of female infertility in the uk armed forces , understanding colorectal cancer risk loci that alter transcriptional dynamics , behaviour change intervention for smokeless tobacco (st) cessation delivered by dentists in a dental setting: a feasibility study , dna methylation & its regulation in colorectal tumours , lesion reversibility in small vessel disease: understanding changes contributing to vascular dementia , effect of autologous macrophage therapy in cirrhosis in response to individual immune reparative pathways: developing a novel therapy , computational techniques to interpret the neural code underlying complex cognitive processes , identifying genomic and phenotypic risks factors for the clinical progression of depressive symptoms , investigating the essential extracellular invadolysin metalloprotease , defining novel regulators of inflammatory signalling in pancreatic cancer .

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2022/2023 PhD Recipients Thesis Titles

2021-2022 PhD Thesis Titles   2020-2021 PhD Thesis Titles    2018-2019 PhD Thesis Titles    2017-2018 PhD Thesis Titles   

2019-2020 PhD Thesis Titles    2018-2019 PhD Thesis Titles    2017-2018 PhD Thesis Titles    2016-2017 PhD Thesis Titles

2015-2016 PhD Thesis Titles    2013-2014 PhD Thesis Titles    2012-2013 PhD Thesis Titles    2011-2012 PhD Thesis Titles  

2010-2011 PhD Thesis Titles

Jessica Ackerman, B.S. SUNY Geneseo, M.S. University of Rochester; Pathology

Thesis: Lineage Tracing and Spatial Transcriptomics Illustrate the Role of Myofibroblasts  During Fibrotic Tendon Healing

Advisor: Dr. Alayna Loiselle

David Barnard, B.S. Rochester Institute Of Technology, M.S. University of Rochester; Microbiology and Immunology

Thesis: Investigating the Role of Mycobacterial DD-carboxypeptidases in the  Synthesis of 3-3 Crosslinks

Advisor: Dr. Martin S. Pavelka

Hannah Bell, B.S. Cornell University-Endowed Colleges, M.S. University of Rochester; Microbiology and Immunology

Thesis: The Function of Type Three Secretion System Protein VopZZ in Vibrio cholerae Infection

Advisor: Dr. Michelle Dziejman

Tyler Bell, B.S. SUNY College At Geneseo, M.S. University of Rochester; Toxicology

Thesis: Activation of GPR68 as a pH Sensitive Target in Pulmonary Fibrosis

Advisor: Dr. Robert Kottmann

Rachel Bonn, B.S. University of Rochester, B.A. University of Rochester, M.S. University of Rochester; Biochemistry

Thesis: Identification and optimization of cyclic peptides that target viral RNAs

Advisor: Dr. Joseph Wedekind

Jack Chang, B.S. China-Tsinghua University, M.S. Tsinghua University, M.S.George Washington University; Translational Biomedical Science

Thesis: EMR-Based Computational Phenotyping in Multiple Sclerosis Incorporating Natural Language Processing and Machine Learning

Advisor: Dr. Timothy Dye

Udaysankar Chockanathan, B.S. University of Chicago, M.S. University of Rochester; Neurobiology and Anatomy

Thesis: Variations in neuronal population activity across behaviors, brain regions, and disease

Advisor: Dr. Krishnan Padmanabhan

William Consagra, B.S. Rochester Institute Of Technology, M.S. Rochester Institute Of Technology, M.S. University of Rochester; Statistics

Thesis: Methods for Multidimensional Functional Data Analysis in Modern Neuroimaging

Advisor: Dr. Xing Qiu

Adam Cornwell, B.S. Rochester Institute Of Technology, M.S. Rochester Institute Of Technology, M.S. University of Rochester; Genetics

Thesis: Advancing analysis of aging in C. elegans, and identifying the role of the C. elegans Myc-family of transcription factors in coordination of adaptive responses to dietary restriction

A dvisor: Dr. Andrew Samuelson

Tyler Couch, B.S. Winthrop University, M.S. University of Rochester; Pharmacology

Thesis: Topography and Motion of the Acid-sensing Ion Channel 1 Intracellular Domains

Advisor: Dr. David MacLean

Derek Crowe, B.S. University of Rochester, M.S. University of Rochester; Genetics

Thesis: Transcriptomic Subtypes of Pancreatic Ductal Adenocarcinoma Share Patterns of Dysregulated Gene Expression and Survival Dependencies

Advisor: Dr. Hartmut Land

Janine Cubello, B.S. Niagara University, M.S. University of Rochester; Toxicology

Thesis: Gestational Iron Deficiency Modulates Lead (Pb) Burden in a Tissue- and Age- Specific Manner

Advisor: Dr. Margot Mayer-Proschel

Ian DeAndrea-Lazarus, B.S. Gallaudet University, M.S. University of Rochester; Translational Biomedical Science

Thesis: Anticipatory Biasing of Visuospatial Attention in Deaf Native Signers

Advisor: Dr. Ed Freedman and Dr. John Foxe

Abdul Karim Embong, B.S. Rochester Institute Of Technology,, M.S. University of Rochester; Microbiology and Immunology

Thesis: A Blast from the Past – Recall of Memory B Cell to Fight Future Threats

Advisor: Dr. David Topham

Karl Foley, B.A. Vassar College, M.S. University of Rochester; Neurobiology and Anatomy

Thesis: Protein phosphatase 1 isoforms differentially regulate synaptic transmission and plasticity

Advisor: Dr. Houhui Xia

Zanah Francis, B.A. Cornell University, M.S. University of Rochester; Microbiology and Immunology

Thesis: Investigating the Role of Mycobacterial L,D-transpeptidases and 3→3 Peptidoglycan Crosslinking in vitro and in vivo

David Fraser, B.A. Gordon College, M.S. University of Rochester; Translational Biomedical Science

Thesis: Engineered Extracellular Matrices for Periodontal Tissue Regeneration

Advisor: Dr. Danielle Benoit

Felicia Gilels, B.S. Suny Stony Brook, M.S. University of Rochester; Pathology

Thesis: The Role of JAG1-Notch Signaling in the Maturation and Function of the Inner Ear

Advisor: Dr. Amy Kiernan

Cassandra Houser, B.S. Loyola University Maryland, M.S. University of Rochester; Microbiology and Immunology

Thesis: Aryl hydrocarbon receptor modulation of  T follicular helper cell differentiation and function during respiratory viral infection

Advisor: Dr. B. Paige Lawrence

Jeremiah Jones, B.S. Stetson University, M.S. University of Rochester; Statistics

Thesis: The Partial Linear Model in Causal Inference: Estimation, Selection, and Inference Leveraging Machine Learning

Advisor: Dr. Ashkan Ertefaie and Dr. Robert Strawderman

Berke Karaahmet, B.S. Bilkent University, M.S. University of Rochester; Neuroscience

Thesis: Immunomodulatory approaches to Alzheimer’s Disease

Advisor: Dr. Kerry O’Banion

Howard Mark Kenney, B.A. University of Rochester, M.S. University of Rochester; Pathology

Thesis: Elucidating the Mechanisms of Lymphatic Muscle Cell Dysfunction in Arthritic Flare

Advisor: Dr. Edward Schwarz

Ian Krout, B.S. Marist College, M.S. University of Rochester; Toxicology

Thesis: The Role of Methylmercury Demethylation in Modulating Human Toxicokinetic Outcomes

Advisor: Dr. Matthew Rand

Linxi Liu, B.S. Sichuan University, M.S. University Of Pittsburgh; Epidemiology

Thesis: The Prognostic Role of Eosinophil Count on Mortality Rates and Risk of Pneumonitis in NSCLC Patients Treated with ICI Therapy

Advisor: Dr. David Rich

Michael Lutz, B.S. Le Moyne College, M.S. University of Rochester; Microbiology and Immunology

Thesis: Mechanisms of Adaptation of the Influenza A Virus through Polymerase PA Mutations

Advisor: Dr. Toru Takimoto

Yunjiao Mao, B.S. Anhui Agricultural University, M.S. University of Science and Technology of China; Health Services Research and Policy

Thesis: Variations in Home Time among Assisted Living Residents: Associations with Resident Characteristics, State Regulations, and Online Ratings

Advisor: Dr. Helena Temkin-Greener

Tyler McCullock, B.S. Rensselaer Polytechnic Institute, M.S. University of Rochester; Pharmacology

Thesis: A Comprehensive Overview of Metabotropic Glutamate Receptor Dimer Signaling

Advisor: Dr. Paul Kammermeier

Connor McGuire, B.S. Elmira College, M.S. Harvard T. H. Chan School of Public Health, M.S. University of Rochester; Toxicology

Thesis: Xenopus laevis as an exploratory model organism to determine the effects of thyroid disrupting chemicals on immune development

Advisor: Dr. Jacques Robert

Alexander Milliken, B.S. Wells College, M.S. University of Rochester; Physiology

Thesis: Investigating Succinate and pH Dynamics in Cardiac Ischemia-Reperfusion Injury

Advisor: Dr. Paul Brookes

Mary Moran, B.S. College of the Holy Cross, M.S. University of Rochester, MPH University of Rochester; Microbiology and Immunology

Thesis: Effects of S. aureus Virulence Factors and Keratinocyte Differentiation State  on Cutaneous Viral Susceptibility

Advisor: Dr. Lisa Beck

Isreal Moreno, B.S. Roberts Wesleyan College, M.S. Rochester Institute Of Technology, M.S. University of Rochester; Biochemistry

Thesis: Enolase 2: A novel determinant of Human Cytomegalovirus infection

Advisor: Dr. Joshua Munger

Allison Murphy, B.S. Denison University, M.S. University of Rochester; Neuroscience

Thesis: Structure and Function of Corticogeniculate Feedback

Advisor: Dr. Farran Briggs

Hannah Murphy, B.S. Texas A&M University; Translational Biomedical Science

Thesis: Prenatal Diurnal Salivary Cortisol and Associated Fetal and Postnatal Growth Trajectories

Advisor: Dr. Tom O’Connor

Joseph Murphy, B.S. Maynooth University, M.S. University of Dublin, Trinity College, M.S. University of Rochester; Microbiology and Immunology

Thesis: Analyzing the Multifaceted Roles of Tumor Associated Neutrophils in Pancreatic Ductal Adenocarcinoma

Advisor: Dr. Scott Gerber

Sean Nelson, B.S. Lehigh University, M.S. University of Rochester; Microbiology and Immunology

Thesis: Harnessing CD4 T cell localization and functional potential to enhance protective  immunity to influenza virus

Advisor: Dr. Andrea Sant

Nicholas Nobiletti, B.S. Ursinus College, M.S. University of Rochester; Pharmacology

Thesis: KRIT1-mediated regulation of cellular response to inflammation

Advisor: Dr. Angela Glading

Carlos Ortiz Bonilla, B.S. University Of Puerto Rico-Ponce, M.S. University of Rochester; Pathology

Thesis: Extracellular Vesicles: A Novel Immunomodulator in Bladder Cancer Recurrence and BCG Immunotherapy

Advisor: Dr. Yi-Fen Lee

Mackenzie Palmer, B.S. SUNY Potsdam, New York, M.S. University of Rochester; Toxicology

Thesis: The Role of Lactate in Macrophage Polarization in Radiation-Induced Pulmonary Fibrosis

Advisor: Dr. Jacob Finkelstein

Mukta Palshikar, B.S. MES Abasaheb Garware College, Savitribai Phule Pune University, M.S. Savitribai Phule Pune University, M.S. University of Rochester; Biophysics

Thesis: Executable models of signaling pathways built using omics data

Advisor: Dr. Juilee Thakar

Catherine Pizzarello, B.S. College Of William And Mary, M.S. University of Rochester; Microbiology and Immunology

Thesis: Effects of Dietary and Environmental Exposures on Infant Immune Development

Advisor: Dr. Kirsi Jarvinen-Seppo

Shuyang Qin, B.S. California Institute Of Technology, M.S. University of Rochester; Microbiology and Immunology

Thesis: Effects of Intertumoral Heterogeneity on Immunosuppression and Immunotherapy Resistance in Synchronous Melanoma

Advisor: Dr. Peter Prieto

Matthew Rook, B.S. SUNY University at Buffalo, M.S. University of Rochester; Pharmacology

Thesis: Interrogation into Molecular Mechanisms of Activation and Desensitization in Acid-Sensing Ion Channel 1a

Garrick Salois, B.S. Saginaw Valley State University, M.S. University of Rochester; Neuroscience

Thesis: Iron deficiency alters inhibitory neuron precursor population dynamics in human ventral forebrain organoids

Rubens Sautchuk, Junior, B.S. Pontificia Universidade Catolica do Parana, M.S. Faculdade Sao Leopoldo Mandic; Translational Biomedical Science

Thesis: The Role and Regulation of Cyclophilin D and Mitochondrial Permeability Transition Pore During Osteogenic Differentiation

Advisor: Dr. Roman Eliseev

Griffin Schroeder, B.S. Saint Johns University, M.S. University of Rochester; Biochemistry

Thesis: Structural Basis of Translational Regulation by Bacterial Riboswitches

Neal Shah, B.S. Allegheny College, M.S. University of Rochester; Neuroscience

Thesis: c-Cbl Inhibition in Glioblastoma Multiforme: A Pathway Analysis

Advisor: Dr. Mark Noble

Shraddha Shah, B.S. Sardar Institute of Technology, M.S. Dartmouth College, M.S. University of Rochester; Neuroscience

Thesis: Linking Attentional Modulation To Neuronal Feature-Selectivity In Macaque V1

Keshov Sharma, B.S. Duke University, M.S. University of Rochester; Neurobiology and Anatomy

Thesis: Amygdala-Prefrontal Circuits Implicated in Expression Perception

Advisor: Dr. Lizabeth Romanski

Monika Tasak, B.S. University Of Connecticut, M.S. University of Rochester; Biochemistry

Thesis: The Biology of 1-Methyladenosine and Initiator tRNA in Evolutionarily Distant Yeast Species, and Other Aspects of tRNA Modification Biology

A dvisor: Dr. Eric Phizicky

Katharine Tomberlin, B.S. University Of Minnesota-Duluth, M.S. University of Rochester; Microbiology and Immunology

Thesis: Defining the Genetic and Functional Requirements for Type III Secretion System-Mediated Colonization in Vibrio cholerae

Taylor Uccello, B.S. Stonehill College, M.S. University of Rochester; Microbiology and Immunology

Thesis: Identifying Factors that Mediate the Anti-Tumor Immune Response to Rectal Cancer  Following Short Course Radiotherapy

Arica VanderWal, B.S. University of St. Thomas, M.S. University of Rochester; Biochemistry

Thesis: The Role of CRISPR-Csx28 in CRISPR-Cas Anti-Phage Immunity

Advisor: Dr. Mitchell O'Connell

Ethan Walker, B.S. SUNY Oswego, M.S. University of Rochester; Biochemistry

Thesis: Global Analysis of the Interplay Between Protein Folding Stabilities and Methionine Oxidation

Advisor: Dr. Sina Ghaemmaghami

Huiying Wang, B.S. Southern Medical University; Health Services Research and Policy

Thesis: Trend in Opioid Administration and Fall Related Injuries Among Veterans with Dementia Residing in Department of Veterans Affairs’ Nursing Homes

Advisor: Dr. Orna Intrator

Xiaolu Wei, B.S. Shandong University, M.S. Peking University, M.S. University of Rochester; Genetics

Thesis: Segregation Distorter and satellite DNA regulation in Drosophila melanogaster

Advisor: Dr. Amanda Larracuente

Samuel Weisenthal, B.A. Hamilton College, M.S. University of Rochester, M.A. University of Rochester; Statistics

Thesis: Relative Sparsity and Optimality-based Reward Learning with Applications to Medical Decisions and Toxicology

Advisor: Dr. Sally Thurston and Dr. Ashkan Ertefaie

Li Xie, B.S. Fudan University, M.S. National University of Singapore, M.S. University of Rochester; Genetics

Thesis: Deciphering EIF2B5 deficiency in Vanishing White Matter disease

Advisor: Dr. Chris Proschel

Di Yan, B.A. Peking University Health Science Center, M.S. Peking University; Health Services Research & Policy

Thesis: Effects of Minimum Wage Policy on Direct Care Workers and Quality of Care in Nursing Homes

Advisor: Dr. Shubing Cai

Frances Zakusilo, B.A. Cuny Hunter College, M.S. University of Rochester; Neurobiology and Anatomy

Thesis: Protective mechanisms in Naked Mole Rat CNS: roles of extracellular matrix and astroglia

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Writing a thesis

A thesis is a written report of your research, and generally contains the following chapters: introduction, methods, results, discussion and conclusion. It will also have a list of references and appendices. Check with your faculty/department/school for degree-specific thesis requirements. You may also find it helpful to look at published theses (in your department) to see how they are structured. (Internationally, the ‘thesis’ may be referred to as a ‘dissertation’).

• Gruba, P., & Zobel, J. (2014). How to write a better minor thesis . Melbourne, Australia: Melbourne University Publishing.
• Stoddart, K. (1991) Writing Sociologically: A Note on Teaching the Construction of a Qualitative Report. Teaching Sociology (2), 243-248.
• Mullins, G. and M. Kiley (2002). It’s a PhD, not a Nobel Prize: how experienced examiners assess research theses. Studies in Higher Education . 27(2): 369-386 .
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Recent Pharmacology Theses

Here is a list of students who have recently defended their Ph.D. Thesis in Pharmacology, along with a brief description of their thesis work.

03/10/2023 Joel Sexton - Disentangling Sequence Constraints on the Coflin N-terminal Phosphorylation Site

Mar 2023 Iris van Alderwerelt van Rosenburgh - Kinase Dynamics Underlie Mechanisms of Sensitivity and Resistance of EGFR with LUAD Mutations to Tyrosine Kinase Inhibitors

Feb 2023 Zechen Wang (Anderson Lab) - Tackling FGFR Fusion-Positive Cancers with a Novel Synergistic Combination of FGFR and HDAC Inhibitors

Mar 2022 Chun Hu - Understanding distinct roles of EGFR family mutations in different cancers

Feb 2022 Michael Bond - Towards Tumor-Cell Specific Proteolysis Targeting Chimeras: Identification of first-in-class degraders of oncogenic KRASG12C, DcpS, and MAGE-A3

Jan 2022 Joshua Sheetz - The Dead Receptor Paradox: Insights into Receptor Tyrosine Kinases with Intracellular Pseudokinase Domains

Jan 2022 Joseph Fowler - Inflammatory stress disrupts endothelial cell cholesterol homeostasis and increases SREBP2-dependent gene expression to amplify the acute inflammatory response

Aug 2021 Courtney Smith - Regulation of TIM-3 by Phosphatidylserine

Jul 2021 Brian Shi - Proteome-wide screening for mitogen-activated protein kinase docking motifs and interactors

03/02/2021 Eunice Cho - PPP6C Regulation of ERK Signaling in Melanoma

02/15/2021 Ban Edani - Structural Elucidation of the cis-prenyltransferase NgBR/DHDDS Complex Reveals Novel Insights in Regulation of Protein Glycosylation

12/14/2020 Shanique Alabi - Mutant-selective Degradation by BRAF-targeting PROTACs

11/20/2020 Valerie Su - Serine Phosphorylation of ICAP1 Inhibits its Nuclear Accumulation

11/04/2020 Vincent Duong - Evaluation of NRTI-mediated toxicity through the human mitochondrial polymerase PrimPol

08/04/2020 Victor Ruiz - Computer-Aided Discovery of New Inhibitors of C. hominis Thymidylate Synthase-Dihydrofolate Reductase

01/15/2020 Keith Weise - Regulation of activity and localization of the budding yeast kinases Kin1 and Kin2

01/10/2020 Eric Rosenberg - Perturbing the activities of chemokine receptors CXCR4 and CXCR5

11/25/2019 Yasmin Kadry - Biochemical and functional characterization of kindlin interactions

09/23/2019 Ashley Sizer - O-GlcNAc transferase-dependent regulation of serum response factor and vascular smooth muscle cell phenotype

03/01/2019 Zachary Gannam - Exploring the allosteric inhibition of a MAPK phosphatase linked to Duchenne muscular dystrophy

01/24/19 William Gray - Nucleoid Size Scaling and Intracellular Organization of Translation Across Bacteria.

01/14/19 Lee Ying - Epigentic Approaches to Understanding Adipogenesis, and Translational Approaches to Treating Obesity.

10/05/18 Molly Ryan - Understanding the Consequences of Oncogenic FGFR Mutations on Drug Resistance, Signaling, and Tumorigenesis

09/27/18 Daniel Iwamoto - Structural basis of the filamin A actin-binding domain interaction with F-actin

09/12/18 Lie Ma - Elucidation of the Activated State of Fibroblast Growth Factor Receptor

09/10/18 David E. Puleo -Targeting the Mutant JAK2 V617F Tyrosine Kinase by Small Molecules that Bind to its Pseudokinase Domain

03/01/18 Tomoaki Sasaki - Characterization of APOBEC3 Family Proteins as Potent DNA Mutators in Human Cancers

02/12/18 Elizabeth Mo - Augmentors are in vivo ligands to the ALK family of receptor tyrosine kinases: function and evolution

09/26/17 Chad Miller - Comprehensive Profiling of a Kinase Family Defines Features Essential for Selective Substrate Targeting

11/30/2016 Amelia Luciano - The Role of Akt1 & Clock S845 phosphorylation in Circadian Regulated Transcriptional Rhythms

09/23/2016 Allison Goldberg - An Exosite Required for Efficient Targeting of MAP Kinase Kinases by the Metalloproteinase Antrax Lethal Factor

08/12/2016 Yagmur Muftuoglu - Mechanisms of substrate specificity and insights into activation of phosphatidylionositol phosphate kinases

06/02/2016 Andrea Mislak - Insights into the Activity, Resistance, and Toxicity of Antivirals Targeting HIV Reverse Transcriptase

02/23/16 Phillip Murray - Discovery and Characterization of Ligands for the Receptor Tyrosine Kinase ALK: AUG-alpha, AUG-beta and Heparin

12/10/15 Yifei Yang - Molecular basis for Polycystin- 2 channel regulation and assembly its C-terminal tail

12/08/15 Jacqueline Heiss - Prion Protein Regulates Amyloid- Beta Dendritic Spine Pathology in a Mouse model if Alzheimer's Disease

10/15/15 Celeste Greer - Histone Deacetylases Positively Regulate Transcriptional Elongation

2/24/15 Oriana Fisher - Structural studies of Cerebral Cavernous Malformations 2 (CCM2) reveal the basis for its interactions with protein binding

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Big research, little time: Medical neuroscience student wins 3 Minute Thesis finals

Last week, 10 graduate students took to the stage to compete in Dal’s annual 3 Minute Thesis (3MT) competition, with medical neuroscience PhD student Reynaldo Popoli earning this year’s winning title with his presentation on improving the quality of life for patients living with the neurological disorder ALS.

The 3MT finals, held Tuesday, March 19 in the Dalhousie Student Union Building, challenged competitors to present their research to a non-specialist audience in three engaging minutes or less, using only one static PowerPoint slide as a visual aid.

Five master’s and five PhD students shared their research, representing the Faculties of Medicine, Science and Health. 

Making strides in medicine

Along with taking home the title of Dal’s newest 3MT champion after winning over the judging panel, Popoli won a cash prize of $1,000 and the opportunity to represent Dalhousie at the Eastern 3MT regionals at the Institut national de la recherche scientifique in Quebec this June.

“I feel incredibly grateful, especially to my colleagues that allowed me to practice my presentation and provided invaluable feedback,” he says.

Faculty of Graduate Studies Dean Marty Leonard with Popoli. 

Popoli’s presentation called attention to the devastating impacts of ALS — a disease that affects the cells in our bodies that control our muscles. These cells originate in the brain and spinal cord and travel to the muscles, forming connections called neuromuscular junctions. In ALS, the cells withdraw from the muscles, and these connections are left non-functional.

“The goal of my research is to understand some of the changes that occur in ALS. More precisely, in the connections between the cells that control our movements and their respective muscles. By understanding these changes, we hope we can use different therapeutic approaches to slow down disease progression and improve symptoms,” he says. 

Popoli’s research looks at drugs that help regulate and maintain the integrity of the neuromuscular junction. He has shown that the use of these drugs in ALS make symptoms progress much slower and maintain neuromuscular junctions for longer, allowing for a 10 per cent increase in life expectancy and better quality of life for patients.

“My work is far from over, but I’m hopeful that with this novel research, we’ll be able to find new treatments for this devastating disease.” 

Prize-worthy presentations

Pooyan Moradi, another PhD student in medical neuroscience, and Kaela Trumble, a master’s student in rehabilitation research, were also selected as top finalists by the judging panel. 

Moradi earned second place and a $500 prize, presenting on the use of artificial intelligence to detect seizures in animals and how this model can be applied to better predict epilepsy in humans who have suffered head injuries.

Pooyan Moradi.

Trumble placed third in the competition and won $250 with a presentation covering the differences in how people develop health problems as they age in relation to heart disease.

Kaela Trumble.

The remaining eight finalists each earned $100 prizes for their inspiring presentations.

Also receiving the most votes for the People’s Choice Award, biochemistry and molecular biology master’s student Dina Rogers captivated the crowd when describing a biological recycling process by which PET plastic can be repurposed into new materials by protein engineering to combat climate change. The award, valued at $500, was generously sponsored by Estelle Joubert, assistant dean of the Faculty of Graduate Studies, and entrepreneur Paul Doerwald.

Dina Rogers.

Recommended reading:   Where experience meets impact: Introducing Dalhousie’s 2023 Top Co‑op Students of the Year

Distilling big ideas

This year's 3MT finals opened with a traditional Mi'kma'ki welcome with Elder Ann LaBillois. The event was enthusiastically hosted by CBC reporter and video journalist Brett Ruskin for a sixth time. 

Judges for the competition were Dr. Frank Harvey, Dal's provost and vice-president academic, Grace Jefferies-Aldridge, Dal’s vice-president, people and culture, and Kristan Hines, senior vice-president of corporate and public affairs at NATIONAL Public Relations.

Organized by the Faculty of Graduate Studies, the event served as an opportunity for members of the Dal community and beyond to learn about the impactful work the university’s graduate students are engaged in.

“For many of us, the 3 Minute Thesis competition is the highlight of the year at Dalhousie,” says Dr. Marty Leonard, dean of the Faculty of Graduate Studies. “It challenges students to take what could be very technologically or theoretically complex research — or better yet, both — and make it accessible and interesting to anyone.”

Dalhousie President Dr. Kim Brooks invited the crowd to relish the opportunity to celebrate the extraordinary research happening on campus.

Dal President Kim Brooks.  

“If you have the privilege of spending time in a university, one of the things you get to do often in your academic life is trace an idea back to its origins,” she says. “And almost every time you find a new idea, a unique contribution, and you trace it back to its origins, you find a graduate student.”

3MT finalists.  

See below for a complete list of this year’s 3mt finalists and their presentations:.

• Dina Rogers, MSc, Biochemistry and Molecular Biology Proteins vs. Pollution: A Biochemical Solution to a Brighter Future 
• Kateryna Rudenko, MES, Environmental Studies Weaving Mi’kma’ki from Stories We Share
• Joy Liu, MSc, Statistics From Approximate to Accurate: Improving Sea Scallop Meat Weight Estimates in the Bay of Fundy through Statistical Modeling
• Reynaldo Popoli, PhD, Medical Neuroscience How a life changes forever in just 12 months
• Kaela Trumble, MSc, Rehabilitation Research How will your heart age?
• Eniko Zsoldos, PhD, Chemistry Improving Battery Sustainability by Limiting Charging
• Divya Rathore, PhD, Physics and Atmospheric Science Many Shades of Green
• Sophie Inkpen, MSc, Kinesiology Taking Action Through Activity: A Program for Patients with Acquired Brain Injury
• Pooyan Moradi, PhD, Medical Neuroscience Cloudy with a Chance of Epilepsy
• Fatemeh Mahdizadeh Karizaki, PhD in Health Promoting Health and Wellbeing: Access and Inclusion to Childcare and Early Learning for Children with Disabilities in Nova Scotia

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Medical dissertation basics: analysis of a course of study for medical students

Basics zur medizinischen dissertation: analyse eines kursangebots für promovierende in der medizin, sophia griegel.

1 University of Ulm, Medical Faculty, Institute for Biochemistry and Molecular Biology, Ulm, Germany

Michael Kühl

Achim schneider.

2 University of Ulm, Medical Faculty, Office of the Dean of Studies, Ulm, Germany

Susanne J. Kühl

Background:.

Although the majority of medical students in Germany pursue a doctorate, only a portion of them receive a standardized scientific training, which is reflected in the quality issues seen in medical doctoral theses. The course Medical Dissertation Basics was conceptualized and scientifically monitored in order to support medical doctoral students on the one hand and to improve the quality of their scientific work on the other.

Methodology:

The course consists of three modules. Module I, which is an introductory module, covers time and writing management and addresses how to approach literature and the principles of scientific work as well as the chapters required in a dissertation and the dissertation presentation and defense. In the practical module II, doctoral students write sections of their dissertation chapters and receive feedback via peer and expert reviews. Module III includes training on dissertation presentations and their defense. For objective analysis purposes, a multiple-choice test was administered before and after module I. Medical students from semesters 2 to 6 served as a control group. Questionnaires were used to subjectively analyze the training and support functions of modules I-III.

High participation rates and the fact that the modules were taught numerous times show that doctoral students accept the courses. The objective analysis of module I showed a highly significant knowledge acquisition of the course group (N=55) in contrast to the control group (N=34). The doctoral students rated the course modules I-III with grades between 1.0 and 1.25 (grade A+/A; N=20-65 SD=0-0.44), felt well supported and estimated their learning success as high.

Conclusion:

The study indicates knowledge acquisition in module I and a high doctoral student satisfaction with all modules. For an objective analysis of modules II-III, a comparison of completed doctoral theses (course participants vs. non-participants) would be appropriate but would only make sense in a few years. Based on the results of our study, we recommend that other faculties implement similar courses.

Zusammenfassung

Hintergrund:.

Obwohl die Mehrheit der Medizinstudierenden in Deutschland promoviert, erfährt nur eine Minderheit eine standardisierte wissenschaftliche Ausbildung, was sich an Qualitätsmängeln medizinischer Promotionsarbeiten äußert. Um Promovierenden der Medizin einerseits eine Unterstützung zu geben und andererseits die Qualität ihrer wissenschaftlichen Arbeiten zu verbessern, wurde das Kursangebot Basics zur medizinischen Dissertation konzeptioniert und wissenschaftlich begleitet.

Das Kursangebot besteht aus drei Modulen. Modul I als Grundlagenkurs behandelt neben dem Zeit- und Schreibmanagement, dem Umgang mit Literatur und den Grundsätzen des wissenschaftlichen Arbeitens auch die Kapitelinhalte einer Dissertationsschrift sowie die Präsentation und Verteidigung. Im praktischen Modul II verfassen Promovierende Auszüge von Dissertationskapiteln und erhalten über Peer- und Experten-Begutachtungen Feedback. Modul III umfasst das Training von Promotionsvorträgen und deren Verteidigung. Zur objektiven Analyse wurde ein Multiple Choice Test vor und nach Modul I durchgeführt. Medizinstudierende aus Fachsemester 2 bis 6 dienten als Kontrollgruppe. Anhand von Fragebögen wurden alle Kursmodule I-III hinsichtlich ihrer Ausbildungs- und Unterstützungsfunktion subjektiv analysiert.

Ergebnisse:

Hohe Teilnahmezahlen und die vielfache Durchführung der Kursmodule zeigen, dass Promovierende die Kurse akzeptieren. Die objektive Analyse von Modul I ergab einen hoch signifikanten Wissenserwerb der Kursgruppe (N=55) im Gegensatz zur Kontrollgruppe (N=34). Die Promovierenden bewerteten die Kursmodule I-III mit Schulnoten zwischen 1,0 und 1,25 (N=20-65 SD=0-0,44), fühlten sich gut unterstützt und schätzten ihren Lernerfolg als hoch ein.

Schlussfolgerung:

Die Studie zeigt eine hohe Promovierenden-Zufriedenheit mit allen Modulen und einen Wissenserwerb durch das Modul I. Zur objektiven Analyse von Modul II-III bietet sich ein Vergleich der fertiggestellten Promotionsarbeiten (Kurs Teilnehmende vs. Nicht-Teilnehmende) an, welcher erst in ein paar Jahren sinnvoll ist. Durch die Ergebnisse unserer Studie empfehlen wir anderen Fakultäten die Implementierung ähnlicher Angebote.

1. Introduction

1.1. the problem.

Between 54 to 70 percent of all medical students successfully complete their doctorates while about one-third of them do not [ 1 ], [ 2 ], [ 3 ], [ 4 ]. On the one hand, this indicates a very high willingness to do a doctorate, but on the other, that the doctoral students are often unsuccessful [ 5 ], [ 6 ]. What is special about the study of medicine is that the doctorate can be started while the medical degree is being pursued. This promises an initial motivation since it saves time, but it often leads to a double burden [ 5 ], [ 7 ], [ 8 ]. Another issue is an insufficient basic scientific education as well as a lack of supervision of doctoral candidates [ 9 ]. The quality of medical doctorates is also being criticized at the scientific and socio-political level. Thus, negative catch phrases such as title research and after-work research reflect the bad reputation of medical doctorates [ 8 ].

While there is a high demand for good scientific education by doctoral students and a high demand for quality from the scientific and societal side, there is often a lack of course offerings in this regard. In recent years, the global standards of medical education of the WFME (World Federation for Medical Education), the Medizinstudium 2020 (medical studies 2020) master plan and the Wissenschaftsrat (German council of science and humanities) have called for a strengthening of the scientific education. Individual German medical faculties have responded to this and implemented scientific course concepts [ 4 ], [ 8 ], [ 10 ], [ 11 ], [ 12 ], [ 13 ], [ 14 ], [ 15 ], [ 16 ] as well as quality assurance measures, which were documented in a study of the University Alliance for Young Scientists [ 17 ]. While subjective student evaluations are available, objective analyses of such doctoral courses are still lacking [ 16 ].

1.2. Initial situation at the medical faculty of the university of Ulm

The official curriculum of the medical faculty of the university of Ulm includes scientific content from the subjects of biometry and epidemiology (semester 7). In addition to evidence-based medicine, various types of research including the planning, methodology and implementation as well as the application of statistical tests are covered. Scientific content is also taught in other events that are included in a longitudinal mosaic curriculum (wise@ulm).

In addition, the University of Ulm offers electives for doctoral students: The experimental medicine course of study introduced in 2005, for example, is a doctoral program for medical students that requires an experimental dissertation. Each year, approximately 35 students are selected with the help of an application and selection process. The support provided consists of professional and scientific supervision, various scientific events, the completion of elective courses and ten months of financial support [ 18 ].

The course Fit für die diss MED (Fit for the medical dissertation), offered by the communication and information center, is a voluntary course made available to medical students at the university of Ulm. The course, which includes a total of eight hours and is mainly theoretical, covers successful publishing, the scientific framework and the use of computer programs. The content of the medical dissertation chapters is only marginally discussed.

There is no course offered for doctoral medical students that deals intensively with good scientific practice and the chapter content required for a doctoral thesis. Practical support during the writing process and in preparation for the presentation and defense of a dissertation has been limited as well. Thus, the course “medical dissertation basics: how to write scientific texts and present a doctoral thesis” with a total of three modules (MED I-III) was implemented in 2018, has been taught numerous times since then and has been monitored scientifically.

This raises the following questions:

• Is the Basics MED course with its three modules I-III accepted by students obtaining a doctorate in medicine?
• Can the participation in MED I (module I) result in an acquisition of knowledge by students obtaining a doctorate in medicine?
• How do students obtaining a doctorate in medicine rate the support provided and the scientific content learned during the three modules MED I-III?

2.1. Course concept

The course offering “Medical dissertation basics: How to write scientific texts and present a doctoral thesis” (MED I-III) was developed and introduced in 2018. Module I covers scientific fundamentals and teaches the content required for a medical doctoral thesis. Module II teaches students how to write high-quality text. Module III trains students on how to present and defend a doctoral thesis. The sequence of the modules (I → II → III) is based on the chronology of the medical doctoral process and permits students to apply the theoretical content learned (module I) to their own doctorate with the help of practical assignments (module II-III). The course content is based on the official guidelines of the medical faculty of the university of Ulm, observations gathered during the supervision of medical doctoral theses and courses that are already being offered at other universities [ 9 ], [ 11 ], [ 15 ], [ 16 ].

2.1.1. Participation information

The course is offered to doctoral students of human and dental medicine. In some cases, students from other degree programs may participate as well.

Students may take modules I and III as needed. Module I is a prerequisite for module II. The online courses are offered on the Ulm Moodle platform. Modules I and III are offered 3-5 times a year depending on demand while module II is offered throughout the year.

2.1.2. MED I (module I)

Module I is offered to students shortly before or at the beginning of the doctorate program as a one-week online course (nine hours in total). In order to structure the content, eight teaching phases (15 min to 2 hours each) have been defined as either independent study phases or classroom phases (online meetings).

In the (independent study) phase 1, students are introduced to scientific practice as well as time and writing management with the help of instructional videos, PDF files and worksheets. In the (classroom) phase 2, the instructor lectures on good scientific practice, the development of a comprehensible manuscript and its introduction. The remaining phases cover the legal framework, the scientific question or hypothesis, literature research and management (optional) and the remaining chapters of a dissertation as well as the presentation and defense of a dissertation (see figure 1 (Fig. 1) , part A).

A. Course organization (phases 1-8), content and materials of MED I, mandatory participation in pre-tests and post-tests (objective analysis), voluntary participation in evaluations (subjective analysis). B. Course organization, sequence and content (assignments with text length) of MED II, voluntary participation in evaluations. C. Course organization, sequence and content of MED III, voluntary participation in evaluations. Abbreviation: MED: Medical Experimental Dissertation Basics.

2.1.3. MED II (module II)

The online module II is designed for doctoral students who have already taken MED I and have started writing their dissertation. Students may participate individually or as a group of two. The assignments require students to write three to four sections of their own dissertation (see figure 1 (Fig. 1) , part B): Excerpt from the laboratory book (writing assignment 1), the materials and methods section (written assignment 2), excerpt of the introduction or discussion (written assignment 3) and excerpt of the results section (written assignment 4). These sections are first subjected to a peer review (feedback from another student) and then to an expert review (from the instructor). For both reviews, a semi-standardized feedback form is used, which was developed by two experts and reviewed by the academic staff members of our working group. If necessary, the doctoral students must submit a revised draft of a given section upon having received their feedback.

2.1.4. MED III (module III)

Module III trains students to present and defend their dissertations. In an individual preparation phase, students prepare a 7-minute presentation of their dissertation and are required to use a brief guideline. The students make their presentations in front of a small group (three to six doctoral students) during a first (online) class. Each presentation is followed by an approximately 30-minute feedback portion (feedback offered by the small group and the instructor) using a customized, semi-standardized feedback form, which was developed in the same manner as the feedback form used in module II. In a revision phase, the presentations are revised and presented again during a second (online) class. Students are provided with further feedback and collect and discuss potential questions such as those that an examination committee might present in order to practice the defense portion of the dissertation (see figure 1 (Fig. 1) , part C).

2.2. Study design for the analysis of the course offered (modules I-III)

The MED course study was divided into an objective analysis of the first module and subjective analyses of all modules (I-III).

For the objective analysis of the first module, a multiple choice (MC) knowledge test was developed and used as part of the courses offered from June to October 2020. Since module I was offered three times during this period, there were three test cycles. The test subjects consisted of the participants of module I (course group) and a control group. The selection of the individuals in the control group was subject to the following conditions: They had to be students of human medicine from the semesters 2-6 who had not yet started their doctoral thesis.

The subjective analysis of module I was based on the voluntary student evaluations from June 2020 to July 2021 (N=65). The subjective analyses of module II (N=20) and module III (N=20) were based on the evaluations from 2018 to 2021.

2.2.1. Objective analysis of the knowledge acquisition (module I)

To assess the knowledge acquired due to a participation in MED I (module I), 19 multiple choice questions were developed. In a second step, the test design was reviewed by two experts. Volunteers from our work group (N=7) performed a pretest in a third step [ 19 ], [ 20 ] and provided feedback about unclear or misleading wording and completion time.

The final test, consisting of eleven A positive type questions (choose one correct answer out of five possible answers) and eight K Prim type questions (choose multiple correct answers out of five possible answers), was administered via the Ulm learning platform Moodle. The knowledge test was administered three days before (pre-test) and three days after (post-test) the course (completion time: max. 20 minutes). Although the same questions were used for the pre-test and post-test, the order of the questions and answers was changed. Participants in the control group were asked to not research the content related to the questions over the course of the study.

With regard to eight K Prim type questions, the number of correct answer options varied (from 2 to 5). If an answer option was correctly selected, one point was awarded so that a maximum of 5 points could be achieved for each K Prim question. Points were deducted for incorrectly selected distractors. The point deduction principle was applied equally to all questions (type A positive and K Prim ). Consequently, a total score of minus 30 to plus 32 points was possible.

2.2.2. Subjective analysis through student evaluations (modules I-III).

For the subjective analysis, semi-standardized questionnaires were developed for all modules. In addition to the socio-demographic data of the participants, data on general and content-related course aspects was collected (e.g., the organization, structure and subjectively perceived learning success; see figure 2 (Fig. 2) , figure 3 (Fig. 3) and figure 4 (Fig. 4) ), which were assessed with a Likert-type response scale (1=do not agree at all to 6=agree completely). Participants were able to enter praise, criticism or suggestions for improvement in a free text field. The overall module was also evaluated by using a school grade (1=very good, 6=insufficient).

A. General questions about the course. B. Students' assessment of the individually perceived learning success; Likert scale: from 1= "strongly disagree" to 6= "strongly agree". N=65.

A. General questions about the course. B. Students‘ assessment of the individually perceived learning success; Likert scale: from 1= “strongly disagree” to 6= “strongly agree”. N=20.

2.3. Data analysis and statistics

All analyses were performed using the SPSS Statistics Version 26 software from the International Business Machines Corporation. For the knowledge test, the total scores of all three test cycles were calculated. The Kolmogorov-Smirnov test did not show a normal distribution of the data, so the nonparametric Wilcoxon signed-rank test for connected samples was used for analysis purposes. An alpha level of 5% was applied. Free-text comments were categorized and quantified according to praise, criticism or suggestion for improvement, following Schneider et al., 2019 [ 21 ].

2.4. Ethics

The ethics committee of the University of Ulm did not consider an ethics vote necessary. The participation in the questionnaires and tests was voluntary, anonymous and free of charge. The participants' consent to data processing and data transfer was obtained.

3.1. Participation figures

A total of 171 doctoral students participated in MED I (which was offered six times between July 2020 and November 2021), 21 students participated in MED II (since 2018) and 25 students participated in MED III (which was offered nine times since 2018). The number of participants in the course-related studies was somewhat lower (see figure 1 (Fig. 1) and table 1 (Tab. 1) ).

3.2. Objective analysis of MED I

3.2.1. sociodemographic data of the course and control groups.

The socio-demographic data of the course group was obtained from the evaluation forms (section 2.2.2) and data of the control group was based on verbal information provided by the participants.

Of the module I participants, 89% studied human medicine (N=65, see table 1 (Tab. 1) ) compared to 100% of control group subjects (N=34). The majority of course participants were female (71%); in the control group, male subjects dominated with 62%. The course participants were on average in semester 7.67 (SD=1.66) while the subjects of the control group were in semester 4.76 (SD=1.35).

3.2.2. Results from the knowledge test

To test for knowledge acquisition in MED I, the results from the pre-test and post-test were compared (see figure 5 (Fig. 5) ). The result of the control group remained unchanged with a median of 10.5 points (Q1=5.75 Q3=13) in the pre-test and post-test. Only the dispersion decreased slightly in the post-test. In contrast, the course group showed a significant knowledge acquisition with a median of 13 points in the pre-test (Q1=11 Q3=17.5) and 22 points in the post-test (Q1=19.5 Q3=25) (p<0.001).

3.3. Subjective analyses of MED I-III

3.3.1. sociodemographic data.

The sociodemographic data of the participants (see table 1 (Tab. 1) ) shows that the age and semester of study increased from module I to III. Dental and human medical students who had not yet started or had already started their experimental/clinical/retrospective/teaching research participated in Module I. Module groups II and III included human medicine students who were primarily doing experimental work. A large proportion of doctoral students from the experimental medicine student track participated in all modules [ 18 ].

3.3.2. Subjective evaluation results

MED I was rated on average with the school grade 1.21 (N=58 SD=0.41), MED II with 1.28 (N=18 SD=0.46) and MED III with the grade 1.0 (N=20 SD=0.00). Additional questions tried to determine how students obtaining a doctorate in medicine assess the support and their learning success in the courses.

3.3.3. Evaluation results for module I

The communication of the general course information (MW=5.80, SD=0.44), the organization and overall structure, and the teaching by the instructor were rated particularly positively. The presentation of data and the literature research (MW=4.74, SD=1.02) scored somewhat worse. The teaching of scientific content such as literature management (MW=5.35, SD=1.16) and the teaching of the chapter content required for a dissertation, led to a subjectively perceived high learning success (see figure 2). Similar results were reflected by the praise expressed in the free text questions in which the course content, the commitment of the instructors and the teaching videos were positively emphasized (see table 2 (Tab. 2) ).

3.3.4. Evaluation results for module II

General aspects such as the basic structure, the assignments and the feedback by the instructor (MW=5.80, SD=0.41) were rated good to very good. The peer feedback by fellow students was rated somewhat lower (MW=3.91, SD=1.38). The participants indicated that their writing process had improved (MW=5.55, SD=0.89). Students rated the drafting of the materials and methods section, the introduction or discussion and the results section as particularly instructive and the lab journal entry as (somewhat) instructive (MW=4.60, SD=1.19) (see figure 3 (Fig. 3) ). Two students commented on being able to do without the lab book excerpt while others suggested the option of submitting more dissertation sections. The positive comments made up 60% of all comments and included references to the speedy correction and individual feedback provided by the instructor (see table 2 (Tab. 2) ).

3.3.5. Evaluation results for module III

MED III, which pertains to the presentation and defense of a dissertation, was characterized by very high student satisfaction. Organizational and structural aspects, the ability to present two times, the analyses and feedback by the instructor were rated very good (MW=6.00, SD=0.00). All students would take the course again (MW=6.00, SD=0.00). Participants rated the learning success pertaining to the general presentation, content and structure of a lecture and the use of media for visualization purposes very highly (see figure 4 (Fig. 4) ). In the free texts, the commitment of the instructors in the course design was rated positively. The participants felt that the module provided structure as well as new perspectives and well prepared them for the presentation and defense of their dissertation. Some participants would have liked more basic information on how to give a good presentation (see table 2 (Tab. 2) ).

4. Discussion

Our study shows that

• all modules of the Basics MED course are accepted by students obtaining a doctorate in medicine.
• participation in MED I (module I) leads to a knowledge acquisition by the students obtaining a doctorate in medicine.
• students obtaining a doctorate in medicine highly rate the support and learning success of scientific content provided in the course modules MED I-III.

4.1. Basics MED courses accepted by doctoral students in medicine

At the time the course was implemented, other doctoral programs had already been established at the University of Ulm [ 18 ]. Therefore, despite a high demand for doctoral programs throughout Germany, we were interested in whether the course would be accepted [ 9 ], [ 13 ]. We were able to confirm this based on the number of times the course has been conducted (several times a year) and high participation numbers. The participation figures for Modules II and III were somewhat lower. Possible reasons are that modules II-III become relevant in the later couese of the dissertation (possibly not until later) and the additional time required. For module II, students had to have first completed module I, and continuous texts had to be drafted. In contrast to a scientific term paper (doctoral program at the Charité Berlin), these continuous texts are only excerpts of the student's dissertation, which relativizes the additional effort [ 15 ].

4.2. Participation in MED I (Module I) results in knowledge acquisition

To test the degree to which students learned from module I, an MC test was designed and administered before and after the course (pre-test and post-test). It showed a significant knowledge acquisition by the course group compared to the control group. The purpose of the control group was to test for factors that might influence the test results, such as a practice effect due to the test being administered twice [ 22 ], and jeopardize their validity. We used identical questions in the pre-test and the post-test and only changed the order, which, according to Golda et al., has no significant influence on the level of difficulty [ 23 ].

Due to insignificant differences in the test scores of the control group, a practice effect can be largely ruled out, indicating an objective knowledge acquisition of the course group.

4.3. Doctoral students rate the support and learning success highly

Our subjective analyses show that students considered the basics MED modules I-III as helpful for their doctoral studies. The participants rated the learning gain relating to scientific content high. The learning gain relating to literature research (and management) was insignificantly lower. One reason could be the complexity of the topic, which is difficult to grasp in a 9-hour course. The ability to manage literature is often acquired over a longer period of time, such as the entire doctoral period [ 13 ]. In the evaluation of MED II, the feedback by the instructor was rated more helpful than the peer feedback provided by fellow students (see figure 3 (Fig. 3) ). Examples from the literature show that students can generally benefit from a feedback culture (including peer feedback) [ 24 ], [ 25 ]. Doctoral students are at the beginning of their academic career and have yet to develop a critical eye for academic texts. This process is positively supported by the involvement in peer feedback.

Individual participants rated the relevance of the laboratory book excerpt as low. The Wissenschaftsrat and the instructors believe that this portion of the module is very relevant for ensuring scientific standards [ 12 ].

Overall, however, the results at the subjective level are consistent with calls (by the Wissenschaftsrat, WFME, etc.) for more intensive support and scientific training [ 11 ], [ 12 ]. Studies evaluating other doctoral programs have resulted in similar conclusions [ 15 ], [ 16 ].

4.4. Limitations

The limiting factor of the knowledge test relating to module I is that only MC questions were used. Unlike open-ended question formats, it is possible that MC questions are answered correctly not due to sound knowledge but rather because students recognize key words [26]. On the other hand, this type of question is commonly used in exams and allows for a standardized and quantitative evaluation [ 26 ].

In addition, the course group included students who were on the perennial experimental medicine study track. It is possible, albeit unlikely, that the doctoral program may influence the test results, but this cannot be ruled out. Other limitations include differences in the test groups: The majority of the course participants had already started their doctorate while the control group had not (yet) started. Since many doctoral students of the Medical Faculty had already taken MED I, the number of doctoral students suitable for the control group was limited. Furthermore, there was a lack of data (e.g., e-mail addresses) for a targeted search for subjects. Therefore, we chose medical students from semesters 2-6 who were younger on average and were not yet pursuing their doctorate and with whom we had had contact in other courses. We received more feedback from male subjects, resulting in a different gender distribution between course and control subjects. In addition, the control group did not include any participants from the Experimental Medicine study track. This is due to the fact that almost all of the 35 participants who had just received funding during the study period took part in MED I because the Experimental Medicine study track accepts the MED modules as electives [18].

Another approach to determine whether the knowledge increase was due to the course would be to test content that was not covered in the course. However, additional questions would have led to an increase in processing time, which might have decreased the willingness to participate in the study.

In addition to uncertain objectivity and validity, another limitation of voluntary evaluations is that they are conducted online [ 27 ]. Online evaluations can be perceived as more anonymous than face-to-face surveys [ 28 ]. Without a tangible expectation from the instructors present, the response rate may have been lower. Advantages of more anonymous (online) surveys, however, are more honest expressions, especially of criticism, which are valuable for the further development of a course [ 28 ], [ 29 ].

5. Summary and outlook

Our study allows for both an objective and subjective analysis of a course designed to support students obtaining a doctorate in medicine. The MED I-III modules were accepted and evaluated very positively. MED I objectively increased the participants’ knowledge. For an objective analysis of MED II, a grade comparison of the completed dissertation would be conceivable (participants compared to non-participants). Analogously, the success of the presentation and defense of the dissertations could be compared for an objective analysis of MED III. It will take a few years, however, to conduct such case-control studies since there is often a time lag of several years between participation in the course and the completion of the doctorate [ 5 ].

Based on our results to date, we recommend that other universities develop similar courses.

Competing interests

The authors declare that they have no competing interests.

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Title: improving vietnamese-english medical machine translation.

Abstract: Machine translation for Vietnamese-English in the medical domain is still an under-explored research area. In this paper, we introduce MedEV -- a high-quality Vietnamese-English parallel dataset constructed specifically for the medical domain, comprising approximately 360K sentence pairs. We conduct extensive experiments comparing Google Translate, ChatGPT (gpt-3.5-turbo), state-of-the-art Vietnamese-English neural machine translation models and pre-trained bilingual/multilingual sequence-to-sequence models on our new MedEV dataset. Experimental results show that the best performance is achieved by fine-tuning "vinai-translate" for each translation direction. We publicly release our dataset to promote further research.

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