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Yale Medicine Thesis Digital Library

Starting with the Yale School of Medicine (YSM) graduating class of 2002, the Cushing/Whitney Medical Library and YSM Office of Student Research have collaborated on the Yale Medicine Thesis Digital Library (YMTDL) project, publishing the digitized full text of medical student theses on the web as a valuable byproduct of Yale student research efforts. The digital thesis deposit has been a graduation requirement since 2006. Starting in 2012, alumni of the Yale School of Medicine were invited to participate in the YMTDL project by granting scanning and hosting permission to the Cushing/Whitney Medical Library, which digitized the Library’s print copy of their thesis or dissertation. A grant from the Arcadia Fund in 2017 provided the means for digitizing over 1,000 additional theses. IF YOU ARE A MEMBER OF THE YALE COMMUNITY AND NEED ACCESS TO A THESIS RESTRICTED TO THE YALE NETWORK, PLEASE MAKE SURE YOUR VPN (VIRTUAL PRIVATE NETWORK) IS ON.

Theses/Dissertations from 2024 2024

Refractory Neurogenic Cough Management: The Non-Inferiority Of Soluble Steroids To Particulate Suspensions For Superior Laryngeal Nerve Blocks , Hisham Abdou

Percutaneous Management Of Pelvic Fluid Collections: A 10-Year Series , Chidumebi Alim

Behavioral Outcomes In Patients With Metopic Craniosynostosis: Relationship With Radiographic Severity , Mariana Almeida

Ventilator Weaning Parameters Revisited: A Traditional Analysis And A Test Of Artificial Intelligence To Predict Successful Extubation , John James Andrews

Developing Precision Genome Editors: Peptide Nucleic Acids Modulate Crispr Cas9 To Treat Autosomal Dominant Disease , Jem Atillasoy

Radiology Education For U.s. Medical Students In 2024: A State-Of-The-Art Analysis , Ryan Bahar

Out-Of-Pocket Spending On Medications For Diabetes In The United States , Baylee Bakkila

Imaging Markers Of Microstructural Development In Neonatal Brains And The Impact Of Postnatal Pathologies , Pratheek Sai Bobba

A Needs Assessment For Rural Health Education In United States Medical Schools , Kailey Carlson

Racial Disparities In Behavioral Crisis Care: Investigating Restraint Patterns In Emergency Departments , Erika Chang-Sing

Social Determinants Of Health & Barriers To Care In Diabetic Retinopathy Patients Lost To Follow-Up , Thomas Chang

Association Between Fine Particulate Matter And Eczema: A Cross-Sectional Study Of The All Of Us Research Program And The Center For Air, Climate, And Energy Solutions , Gloria Chen

Predictors Of Adverse Outcomes Following Surgical Intervention For Cervical Spondylotic Myelopathy , Samuel Craft

Genetic Contributions To Thoracic Aortic Disease , Ellelan Arega Degife

Actigraphy And Symptom Changes With A Social Rhythm Intervention In Young Persons With Mood Disorders , Gabriela De Queiroz Campos

Incidence Of Pathologic Nodal Disease In Clinically Node Negative, Microinvasive/t1a Breast Cancers , Pranammya Dey

Spinal Infections: Pathophysiology, Diagnosis, Prevention, And Management , Meera Madhav Dhodapkar

Childen's Reentry To School After Psychiatric Hospitalization: A Qualitative Study , Madeline Digiovanni

Bringing Large Language Models To Ophthalmology: Domain-Specific Ontologies And Evidence Attribution , Aidan Gilson

Surgical Personalities: A Cultural History Of Early 20th Century American Plastic Surgery , Joshua Zev Glahn

Implications Of Acute Brain Injury Following Transcatheter Aortic Valve Replacement , Daniel Grubman

Latent Health Status Trajectory Modelling In Patients With Symptomatic Peripheral Artery Disease , Scott Grubman

The Human Claustrum Tracks Slow Waves During Sleep , Brett Gu

Patient Perceptions Of Machine Learning-Enabled Digital Mental Health , Clara Zhang Guo

Variables Affecting The 90-Day Overall Reimbursement Of Four Common Orthopaedic Procedures , Scott Joseph Halperin

The Evolving Landscape Of Academic Plastic Surgery: Understanding And Shaping Future Directions In Diversity, Equity, And Inclusion , Sacha C. Hauc

Association Of Vigorous Physical Activity With Psychiatric Disorders And Participation In Treatment , John L. Havlik

Long-Term Natural History Of Ush2a-Retinopathy , Michael Heyang

Clinical Decision Support For Emergency Department-Initiated Buprenorphine For Opioid Use Disorder , Wesley Holland

Applying Deep Learning To Derive Noninvasive Imaging Biomarkers For High-Risk Phenotypes Of Prostate Cancer , Sajid Hossain

The Hardships Of Healthcare Among People With Lived Experiences Of Homelessness In New Haven, Ct , Brandon James Hudik

Outcomes Of Peripheral Vascular Interventions In Patients Treated With Factor Xa Inhibitors , Joshua Joseph Huttler

Janus Kinase Inhibition In Granuloma Annulare: Two Single-Arm, Open-Label Clinical Trials , Erica Hwang

Medicaid Coverage For Undocumented Children In Connecticut: A Political History , Chinye Ijeli

Population Attributable Fraction Of Reproductive Factors In Triple Negative Breast Cancer By Race , Rachel Jaber Chehayeb

Evaluation Of Gastroesophageal Reflux And Hiatal Hernia As Risk Factors For Lobectomy Complications , Michael Kaminski

Health-Related Social Needs Before And After Critical Illness Among Medicare Beneficiaries , Tamar A. Kaminski

Effects Of Thoracic Endovascular Aortic Repair On Cardiac Function At Rest , Nabeel Kassam

Conditioned Hallucinations By Illness Stage In Individuals With First Episode Schizophrenia, Chronic Schizophrenia, And Clinical High Risk For Psychosis , Adam King

The Choroid Plexus Links Innate Immunity To Dysregulation Of Csf Homeostasis In Diverse Forms Of Hydrocephalus , Emre Kiziltug

Health Status Changes After Stenting For Stroke Prevention In Carotid Artery Stenosis , Jonathan Kluger

Rare And Undiagnosed Liver Diseases: New Insights From Genomic And Single Cell Transcriptomic Analyses , Chigoziri Konkwo

“Teen Health” Empowers Informed Contraception Decision-Making In Adolescents And Young Adults , Christina Lepore

Barriers To Mental Health Care In Us Military Veterans , Connor Lewis

Barriers To Methadone For Hiv Prevention Among People Who Inject Drugs In Kazakhstan , Amanda Rachel Liberman

Unheard Voices: The Burden Of Ischemia With No Obstructive Coronary Artery Disease In Women , Marah Maayah

Partial And Total Tonsillectomy For Pediatric Sleep-Disordered Breathing: The Role Of The Cas-15 , Jacob Garn Mabey

Association Between Insurance, Access To Care, And Outcomes For Patients With Uveal Melanoma In The United States , Victoria Anne Marks

Urinary Vegf And Cell-Free Dna As Non-Invasive Biomarkers For Diabetic Retinopathy Screening , Mitchelle Matesva

Pain Management In Facial Trauma: A Narrative Review , Hunter Mccurdy

Meningioma Relational Database Curation Using A Pacs-Integrated Tool For Collection Of Clinical And Imaging Features , Ryan Mclean

Colonoscopy Withdrawal Time And Dysplasia Detection In Patients With Inflammatory Bowel Disease , Chandler Julianne Mcmillan

Cerebral Arachnoid Cysts Are Radiographic Harbingers Of Epigenetics Defects In Neurodevelopment , Kedous Mekbib

Regulation And Payment Of New Medical Technologies , Osman Waseem Moneer

Permanent Pacemaker Implantation After Tricuspid Valve Repair Surgery , Alyssa Morrison

Non-Invasive Epidermal Proteome-Based Subclassification Of Psoriasis And Eczema And Identification Of Treatment Relevant Biomarkers , Michael Murphy

Ballistic And Explosive Orthopaedic Trauma Epidemiology And Outcomes In A Global Population , Jamieson M. O'marr

Dermatologic Infectious Complications And Mimickers In Cancer Patients On Oncologic Therapy , Jolanta Pach

Distressed Community Index In Patients Undergoing Carotid Endarterectomy In Medicare-Linked Vqi Registry , Carmen Pajarillo

Preoperative Psychosocial Risk Burden Among Patients Undergoing Major Thoracic And Abdominal Surgery , Emily Park

Volumetric Assessment Of Imaging Response In The Pnoc Pediatric Glioma Clinical Trials , Divya Ramakrishnan

Racial And Sex Disparities In Adult Reconstructive Airway Surgery Outcomes: An Acs Nsqip Analysis , Tagan Rohrbaugh

A School-Based Study Of The Prevalence Of Rheumatic Heart Disease In Bali, Indonesia , Alysha Rose

Outcomes Following Hypofractionated Radiotherapy For Patients With Thoracic Tumors In Predominantly Central Locations , Alexander Sasse

Healthcare Expenditure On Atrial Fibrillation In The United States: The Medical Expenditure Panel Survey 2016-2021 , Claudia See

A Cost-Effectiveness Analysis Of Oropharyngeal Cancer Post-Treatment Surveillance Practices , Rema Shah

Machine Learning And Risk Prediction Tools In Neurosurgery: A Rapid Review , Josiah Sherman

Maternal And Donor Human Milk Support Robust Intestinal Epithelial Growth And Differentiation In A Fetal Intestinal Organoid Model , Lauren Smith

Constructing A Fetal Human Liver Atlas: Insights Into Liver Development , Zihan Su

Somatic Mutations In Aging, Paroxysmal Nocturnal Hemoglobinuria, And Myeloid Neoplasms , Tho Tran

Illness Perception And The Impact Of A Definitive Diagnosis On Women With Ischemia And No Obstructive Coronary Artery Disease: A Qualitative Study , Leslie Yingzhijie Tseng

Advances In Keratin 17 As A Cancer Biomarker: A Systematic Review , Robert Tseng

Regionalization Strategy To Optimize Inpatient Bed Utilization And Reduce Emergency Department Crowding , Ragini Luthra Vaidya

Survival Outcomes In T3 Laryngeal Cancer Based On Staging Features At Diagnosis , Vickie Jiaying Wang

Analysis Of Revertant Mosaicism And Cellular Competition In Ichthyosis With Confetti , Diana Yanez

A Hero's Journey: Experiences Using A Therapeutic Comicbook In A Children’s Psychiatric Inpatient Unit , Idil Yazgan

Prevalence Of Metabolic Comorbidities And Viral Infections In Monoclonal Gammopathy , Mansen Yu

Automated Detection Of Recurrent Gastrointestinal Bleeding Using Large Language Models , Neil Zheng

Vascular Risk Factor Treatment And Control For Stroke Prevention , Tianna Zhou

Theses/Dissertations from 2023 2023

Radiomics: A Methodological Guide And Its Applications To Acute Ischemic Stroke , Emily Avery

Characterization Of Cutaneous Immune-Related Adverse Events Due To Immune Checkpoint Inhibitors , Annika Belzer

An Investigation Of Novel Point Of Care 1-Tesla Mri Of Infants’ Brains In The Neonatal Icu , Elisa Rachel Berson

Understanding Perceptions Of New-Onset Type 1 Diabetes Education In A Pediatric Tertiary Care Center , Gabriel BetancurVelez

Effectiveness Of Acitretin For Skin Cancer Prevention In Immunosuppressed And Non-Immunosuppressed Patients , Shaman Bhullar

Adherence To Tumor Board Recommendations In Patients With Hepatocellular Carcinoma , Yueming Cao

Clinical Trials Related To The Spine & Shoulder/elbow: Rates, Predictors, & Reasons For Termination , Dennis Louis Caruana

Improving Delivery Of Immunomodulator Mpla With Biodegradable Nanoparticles , Jungsoo Chang

Sex Differences In Patients With Deep Vein Thrombosis , Shin Mei Chan

Incorporating Genomic Analysis In The Clinical Practice Of Hepatology , David Hun Chung

Emergency Medicine Resident Perceptions Of A Medical Wilderness Adventure Race (medwar) , Lake Crawford

Surgical Outcomes Following Posterior Spinal Fusion For Adolescent Idiopathic Scoliosis , Wyatt Benajmin David

Representing Cells As Sentences Enables Natural Language Processing For Single Cell Transcriptomics , Rahul M. Dhodapkar

Life Vs. Liberty And The Pursuit Of Happiness: Short-Term Involuntary Commitment Laws In All 50 US States , Sofia Dibich

Healthcare Disparities In Preoperative Risk Management For Total Joint Arthroplasty , Chloe Connolly Dlott

Toll-Like Receptors 2/4 Directly Co-Stimulate Arginase-1 Induction Critical For Macrophage-Mediated Renal Tubule Regeneration , Natnael Beyene Doilicho

Associations Of Atopic Dermatitis With Neuropsychiatric Comorbidities , Ryan Fan

International Academic Partnerships In Orthopaedic Surgery , Michael Jesse Flores

Young Adults With Adhd And Their Involvement In Online Communities: A Qualitative Study , Callie Marie Ginapp

Becoming A Doctor, Becoming A Monster: Medical Socialization And Desensitization In Nazi Germany And 21st Century USA , SimoneElise Stern Hasselmo

Comparative Efficacy Of Pharmacological Interventions For Borderline Personality Disorder: A Network Meta-Analysis , Olivia Dixon Herrington

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Associate Director for Engagement, Inclusion, & Reparative Archiving

• Full text of University of Maryland, College Park, theses and dissertations from December 2003 to the present is available online at DRUM: Digital Repository at the University of Maryland .
• In instances where the student has restricted access to his/her electronic thesis or dissertation in DRUM for a specific period, any physical copies are also restricted. As of the Fall 2013 semester, physical copies are no longer created. Written permission from the author is required to make a restricted thesis or dissertation available before the restriction period expires.
• University of Maryland doctoral dissertations from 1997 to the present and master's theses from December 2003 to the present are available through Proquest Dissertations & Theses Global . Because of licensing agreements, this database can be used only by current faculty, staff, and students of the University of Maryland, College Park, and authorized users from other subscribing institutions.
• Permanent, non-circulating copies of University of Maryland, College Park, master's theses and doctoral dissertations are maintained by the University Archives  and stored offsite at Severn Library. They are available for researcher use in the Maryland Room of Hornbake Library.  Requests should be placed at least 2 business days prior to your visit to guarantee that they will be available in the Maryland Room for your use. Please see steps to request Special Collections and University Archives materials from Severn Library .
• In some cases, a second, circulating copy of a thesis or dissertation is available in one of our branch libraries. Researchers should check the UMD Libraries Catalog for the exact location of circulating copies.
• In some cases, you may be able to order the full-text electronically. See the Print Theses and Dissertations page for more details.
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• Orbis , Yale Online Catalog Search for all Yale theses using Orbis by including the words "Yale" and  "thesis" as keywords in your search.  Items cataloged in Orbis will have both a call number and a "handle" URL for the catalog record. Please include both if if you make an email inquiry about access.  
• Dissertations & Theses - Full Text  Digital Dissertations contains more than 1.6 million entries with information about doctoral dissertations, including Yale MD/PhD dissertations. It is the same database as Dissertation Abstracts, but with the significant advantage that titles published since 1997 are available in PDF digital format.  
• Yale Medicine Thesis Digital Library Project Starting in 2006, each YSM graduating class is required to deposit an electronic thesis. Theses from 2011-onward are also accessible through Dissertations & Theses - Full Text . Note: If a medical student selects a temporary or permanent embargo for campus-only access, the full-text will not be available in the Proquest system during the embargo. Thesis abstracts should be available in either EliScholar or Proquest.  
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The Medical Library receives one copy of each Yale School of Medicine thesis and two copies of each School of Nursing thesis. School of Public Health theses are in the Medical Library through 2008. In 2009, SPH theses are electronic only and available in the Proquest Dissertations & Theses - Full Text  product. Each thesis is cataloged with author and subject entries for Orbis, the Yale online catalog. In addition, a historical list of theses arranged by year , indicating the call numbers for requesting the thesis, is shelved in the Medical Library Information Room. To view a print thesis, thesis request forms are available at the Circulation Desk. Theses from 1974 to the present are shelved within the Medical Library and are retrieved twice a day, at 11:00 a.m. and 4:30 p.m. Monday through Friday. Earlier theses are stored in the Library Shelving Facility (LSF). Theses at LSF may be delivered to the Medical Library via the campus library delivery service. The second copy of the School of Nursing theses may be checked out for home use, but all other theses must be used in the Library. For more information, please call the Circulation Desk 203-785-5354.

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• v.39(2); 2022

Language: English | German

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.

• MD-PhD Program >
• Education and Training >
• Current Student Resources >

MD-PhD Guidelines

Introduction.

The MD-PhD Program is designed to be a seven-year program, at the end of which students will receive the Doctor of Philosophy (PhD) and the Doctor of Medicine (MD. degrees. Acceptance into the MD-PhD at the University at Buffalo, SUNY (UB) includes an annual fellowship or stipend and may include a Tuition Scholarship Award for the MD and/or PhD components of the program, continuance of which depends upon the student remaining actively enrolled and in good standing in the program. Students are responsible for the payment of fees.

The MD-PhD curriculum is designed to optimize and integrate both the clinical and research experiences throughout participation in the program.

Students in the MD-PhD Program are normally expected to complete a seven year combined program – four years in Medical School (the MD component) and three years in Graduate School (the PhD component) at UB. The PhD component of the program will immediately follow the first two years of the MD component.

During the first and second years of the MD component, students will enroll in the required Medical School courses along with the MD-PhD Research Seminar to augment their educational experience.

During the spring/summer between the first year and second years of the MD component, students will be required to rotate through at least two but preferably three research laboratories in order to become acquainted with programs and departments related to their research interests, and to acquire research skills.

Each student will submit a ranked list of requested research rotations to the MD-PhD Director, who will then approve the rotations.

During the second year of the MD component, the students each identify a laboratory mentor from among faculty approved by the MD-PhD Director and Steering Committee.

Following completion of the second year of the MD component, and acceptance into a UB Departmental Graduate School Program, each student begins the PhD component of his/her program.

During each semester of the PhD component, students are required to participate in a clinical experience mutually agreeable to the student and MD-PhD Director, such as Grand Rounds or some other appropriate clinical training endeavor.

During the PhD component, students are expected to attend all MD-PhD functions, including seminars and other meetings, as well as appropriate basic science seminars in the Jacobs School of Medicine and Biomedical Sciences and/or their degree department.

Students will not be permitted to start the third year of the MD component until all requirements of their PhD component, including thesis defense, have been fulfilled.

Students in the third and fourth years of the MD component will complete the clinical rotations in medical school as specified in the MD-PhD curriculum.

Upon entry into the MD-PhD, each student will be assigned a faculty MD-PhD advisor, who may or may not be Director or co-Director of the MD-PhD, who will help prepare him/her for their educational experience throughout the program and assist them should any problems arise.

Upon entering the PhD component of the program, the student will also choose a PhD Thesis Advisor who will be responsible together with a Graduate Thesis Committee for guiding the education and research of the graduate student.

• The MD-PhD advisor will counsel and support the student in matters relating to the first two years of the MD component. The MD-PhD advisor will confer with the student regarding matters related to the student's schedule and also keep abreast of the student's performance throughout the program. A major responsibility of the MD-PhD advisor will be to assist and advise the student should problems arise in the student's performance in either course work or other Medical School activities during the MD component. This advisor will normally be a member of the MD-PhD Steering Committee, although in exceptional circumstances and when justified, other faculty members can participate in this role.
• The PhD Thesis Advisor will be identified by the student following lab rotations during the summer following the M1 year. The student in consultation with the selected advisor will prepare a thesis research proposal that together with the advisor’s CV must be submitted for approval by the MD-PhD Director and MD-PhD Steering Committee as early as possible during the second year of the MD component to allow time to begin research training during the M2 year. 

Academic Standards and Progress Report

MD-PhD students are expected to remain in good standing and maintain the highest standards in both the MD and PhD components of the program. Formal review of each student’s progress will occur following the end of each semester.

The MD-PhD Director and co-Director will conduct the semiannual academic performance review for each student completing the MD and PhD components of the MD-PhD. The biannual review will include course grades and research progress as appropriate.

All students are expected to maintain a S+ (MD component) and B+ (PhD component) average throughout the program. Students in the MD component are expected to receive a grade of at least 80 or be at or above the class mean, whichever is lowest, in all medical school courses. Students in the PhD component are expected to receive a letter grade of B+ or better in all courses.

Incomplete grades are not acceptable; special consideration may be given to students who request such consideration by personal letter to the MD-PhD Director and who provide the MD-PhD Director and Steering Committee with appropriate documentation indicating the medical or personal reasons for not having completed the required coursework.

The ultimate decision for acceptance or denial of an incomplete grade request rests with a majority vote of the Steering Committee.

The outcome of each student’s semiannual performance review by the MD-PhD Director will be communicated to the MD-PhD Steering Committee and in writing to the student and PhD Thesis advisor.

Following the successful completion of all academic requirements of the medical M1/M2 year, the student will complete and pass Step 1 of the National Board exam by the date stipulated by the Sr. Associate Dean for Student Affairs, before matriculating into the graduate department or program of choice to begin the PhD phase of training in the advisor’s lab.

PhD research will begin within 2 weeks following the Step 1 test date. Graduate course registration will be conducted in consultation with the department or program graduate advisor. Students who do not identify and register for a PhD program by August of the first year of their PhD phase will not be allowed to continue in the MD-PhD until such time as an advisor and graduate program are identified.

The student and PhD Thesis Advisor are expected to have annual communications with the MD-PhD Director regarding the student's progress throughout the PhD component. Annual reports (see below) signed by the PhD Thesis Advisor will be filed in the office of the MD-PhD Director to monitor the student's progress and safeguard against potential problems in the student's program.

It is the responsibility of the student to keep their PhD Thesis Advisor and MD-PhD Director informed of all research activities and problems/events that might impact their research progress. Any leave of absence longer than 2 weeks must be requested in writing to the Director of the MD-PhD, the Sr. Associate Dean for Student Affairs (if the student has not completed Step 1), and the Thesis Advisor. Any unauthorized leave of absence will be deemed as failure to meet the MD-PhD standards. The Thesis Advisor should be advised of any and all leaves of absence irrespective of duration prior to the leave.

Students in the PhD component shall file the MD-PhD “PhD Academic Progress Report Form” annually. The PhD Thesis Advisor and the PhD Program Director of Graduate Studies must sign the form.

The student is expected to submit the Application to Candidacy Form to the UB Graduate School no later than the third semester of the PhD component. The PhD Thesis Advisor, PhD Director of Graduate Studies, and the MD-PhD Director must approve this request and justification.

If approved, it is submitted to the UB Graduate School for consideration. Upon recommendation by majority vote of the MD-PhD Steering Committee, a student who has not made significant research progress by the seventh semester of the PhD component may be dismissed from the MD-PhD.

It is expected that the student’s PhD Thesis Committee will meet at least semiannually during the PhD component of the program to review research progress and provide guidance for timely successful completion of the degree requirements. It is the responsibility of the PhD Thesis Advisor to ensure that each student is making satisfactory progress in his/her research project to allow for timely completion of the PhD component of the program. It is the responsibility of each student to keep the PhD Thesis Advisor, and MD-PhD Director informed of all research activities and problems/events that might impact their research progress.

If a student has failed to meet the standards listed above, the MD-PhD Steering Committee will recommend further action that may include academic probation, with or without the loss of financial support, or dismissal from the program. Any MD-PhD Steering Committee recommendations will be immediately communicated in writing to the student, PhD Thesis Advisor, and Senior Associate Dean for Research and Biomedical Education.

If a student is placed on academic probation, any further failure to meet MD-PhD standards may result in dismissal from the program. Dismissal does not automatically guarantee continued enrollment in either the MD component or the PhD component. The Office of Medical Education and the appropriate PhD Program Department will be notified if a student is dismissed from the MD-PhD. Depending on the student’s objectives, he/she can apply to either the Medical School or Basic Science Department for completion of the appropriate program. Once dismissed from the MD-PhD, the stipend/fellowship and tuition waiver are discontinued. 

A student who voluntarily leaves the MD-PhD and wishes to continue with medical education must submit a formal letter of intent to the MD-PhD Director. The student is then required to apply to the Medical School for admission. Upon approval of the request by the MD-PhD Steering Committee, the student's tuition waiver and stipend will be discontinued.

It is important that acceptance into Medical School at this point in the student's training should not be viewed as automatic since the student's overall academic performance, professional conduct and reasons for leaving the MD-PhD will be considered. The MD-PhD Director, with a recommendation from the MD-PhD Steering Committee, will advise the Medical School Admissions Committee as to the student's past performance and academic accomplishments as well as the student's rationale for leaving the program. The student will remain in the program until the Medical School Admissions Committee renders a decision.

Other policies regarding academic requirements and status will reflect those of both the Medical School and the UB Graduate School as described in their respective policy statements and where deemed appropriate by the MD-PhD Steering Committee. Grievance procedures will follow the guidelines described in the Academic Status Policy Statement of the Medical School.

Rules Governing Ethical and Academic Conduct

Since the MD-PhD is an integrated program encompassing both MD and PhD components, students are expected to abide by the ethical standards and rules governing both disciplines.

Students in the MD component who exhibit unethical conduct or problematic behavior will be referred directly to the Code of Professional Conduct Committee, as described under the Academic Status Policies.

Students in the PhD component who exhibit unethical conduct or problematic behavior resulting in academic infractions or violation of academic integrity standards in coursework or research activities will abide by the Procedures and Policies of the UB Graduate School.

Failure to maintain the ethical and academic conduct expected at UB are grounds for dismissal from the MD-PhD.

Travel Allowance Policy

Expenses for travel to present seminars at scientific conferences are the responsibility of the UB Medical School or UB Graduate School student associations, PhD Program Department or the PhD Thesis Advisor unless such meetings are directly related to the MD-PhD program (example - MD-PhD National Symposium, etc.). Requests for travel allowance should be submitted in writing to the MD-PhD Director or the Sr. Associate Dean for Research and Graduate Biomedical Education, who will evaluate the appropriateness of the request. Students may finance their own attendance at scientific or educational conferences through private funds or travel grants.

Tuition and Scholarship Policy

All out-of-state students must apply for New York State Residency for Tuition Purposes before the beginning of the M2 year. The application is called the Residency Application for New York State Tuition Purposes, and is available on the  UB Student Accounts website . There are specific requirements to qualify as a New York State resident for tuition purposes, including but not limited to a NYS driver’s license, bank account, tax forms, credit card, and utilities payments for 1 year prior to application for residency. Students need to file this application on or before July 1 after their first year. If students elect not to apply for New York State Residency, they will be responsible for payment of all tuition costs above that normally provided for in-state-residents each semester beginning in M2 and until they gain New York State residency status or graduate.

The total period of tuition scholarship support for MD-PhD students is ideally fourteen (14) semesters, but may be extended to sixteen (16) semesters if the PhD phase takes 4 years (8 semesters) to complete. Tuition scholarships will be provided for not more than eight semesters of the MD component, unless a Waiver of Time Limit for Tuition Scholarship Support is requested in writing to the Director of the MD-PhD, and granted on an individual need basis. If the PhD component extends beyond the fourth year, it is expected that the PhD Dissertation Advisor's research support and/or the sponsoring Department will provide the stipend and tuition payment/reimbursement for the remainder of the student's dissertation studies. Tuition scholarship support is capped at 72 credit hours irrespective of the time to degree. In accordance with the policy of the UB Office of Sponsored Programs, faculty are obligated to budget tuition scholarships for PhD students pursuing dissertation research in their laboratory. 

Research Faculty Eligibility and Responsibility

All full-time members of the UB Graduate Faculty except non-tenure rank volunteer faculty can apply for appointment as a PhD Thesis Advisor in the MD-PhD program. The faculty is not restricted to existing members of the Medical School but will encompass other investigators in various disciplines or programs affiliated with the MD-PhD and whose research efforts relate, in a broad sense, to medically relevant problems.

To ensure quality of the PhD component of the MD-PhD, appointments to the MD-PhD faculty will be contingent upon demonstration of a strong academic and research record as evidenced by a distinguished publication and funding history.

MD-PhD faculty will include currently active and funded investigators having national or federally funded peerreviewed research grants capable of supporting MD-PhD students during the PhD component. A strong graduate training record is likewise important. Young investigators with a proven research record and grant support are also eligible to apply.

For faculty members to be appointed as PhD Thesis Advisors, their Departments must have an approved specific PhD curriculum designed for the MD-PhD.

The MD-PhD Steering Committee makes final approval of faculty appointments and departmental programs to the MD-PhD.

Faculty who are MD-PhD PhD Thesis Advisors will provide the stipend and research support to the student throughout the time to degree.

If the student’s program extends beyond 8 semesters, then the Thesis Advisor is also expected to provide tuition support for the student beginning the 9th semester and continuing until completion of degree requirements. In the absence of faculty support, it is the explicit responsibility of the department to support the student. Before the student is approved to begin a PhD program, the Advisor and department Chair will sign a written agreement to the above stipulations.

Steering Committee

The MD-PhD Steering Committee will be composed of leading basic and clinical scientists throughout UB and Roswell Park Comprehensive Cancer Center as well as the Senior Associate Dean for Research and Graduate Biomedical Education and the Associate Dean for Medical Education. The MD-PhD Director and the Senior Associate Dean for Research and Biomedical Education make recommendations for appointment to the Steering Committee and the Dean of the Medical School will approve the appointments to the Steering Committee.

Timeline of MD-PhD Standards

Medical school.

Begin PhD Phase of Training

Return to Medical School M3 clinical rotations

• Work with us
• Postgraduate research
• Postgraduate Researcher Development Scheme
• PhD scholarships
• Fees and expenses
• Support and researcher development
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Medical Sciences

The MD (Doctor of Medicine) is a higher research degree awarded to medical professionals.

Research projects

Entry requirements.

Fees and funding

Introduction

About the MD

The MD (Doctor of Medicine) gives you the opportunity to conduct a substantial independent research project which will lead to an original contribution to knowledge. You can work in a wide range of areas – our current students are researching topics as diverse as treatment of lower limb varicose veins, HIV microbicides, and outcomes of bariatric surgery. Throughout your degree, you will be supervised by a leading expert in the field and supported by a Thesis Advisory Panel.

An MD project will draw upon your clinical experience and expertise and addresses issues of diagnosis or management in a clinical environment. If you have an idea for a research project that doesn't address these areas, you should consider doing a PhD instead.

The MD can be studied full-time or part-time. Many MD students have existing clinical commitments alongside their studies. The full-time MD is suitable if you can devote a significant amount of study time per week (at least 35 hours) alongside your clinical work.

If your clinical work is demanding or you have limited study time, you should consider studying part-time. If you have full-time clinical commitments, you must study part-time. Part-time study is at least 17.5 hours per week.

You will register at the university where your principal supervisor works, and you will have access to facilities and support at both our parent universities – Hull and York. All of our degrees are awarded by both the University of Hull and University of York.

Previously awarded research theses are available on the HYDRA digital repository .

Your research

Research project and supervisor

Before making your MD application, you need to find a member of our academic staff to supervise your research project.

To find your principal academic supervisor, visit our  research pages in your field of interest, and link to their academic staff pages .

Once you find an academic staff whose research specialism matches your interest and proposal, contact them directly to determine if your proposal can be supported.

Ethical requirements

All research with us is conducted within strict ethical guidelines. Before you start your research, you will need ethical approval from the appropriate university and NHS ethics committees. You need to take this into account when planning your project and writing your proposal.

For enquiries regarding ethical approval, please email [email protected]

For entry to our MD programme, applicants must:

• have obtained either an MB or BS degree from a UK medical school or equivalent or hold a medical degree from any other university that is recognised for registration by the General Medical Council of the United Kingdom
• have been practising medicine for a minimum of two years after graduation

English language requirements

If you're a non-native English speaking applicant you must provide evidence of your English language ability. We accept any of the following:

• IELTS: 6.5, with no less than 6.0 in each component
• PTE Academic: 61, with no less than 55 in each component
• CAE and CPE (from January 2015): 176, with no less than 169 in each component
• TOEFL: 87, with no less than 21 in each component
• Trinity ISE: level 3 with Merit in all components

You do not need to provide evidence of your English language abilities if certain conditions apply. Check English language exceptions on the University of York website .

Tuition fees

Visit our tuition fees page .

Doctoral Loan

A Postgraduate Doctoral Loan can help with course fees and living costs while you study a postgraduate doctoral course.

How to apply

You might already have a specific supervisor or project in mind, or maybe you're thinking more about an area of study rather than a specific project. Whichever route you're considering, here are some starting points:

• Find a supervisor:  search our research centres and groups to find a supervisor who works in your field
• Contact your potential supervisor: if you’re generating your own research project, seek guidance on its suitability

Applications are made on the University of York website:

Apply for the MD in Medical Sciences

We advise to apply at least 8 weeks before your intended start date (or earlier if you are an international student to allow for visa applications).

We recommend all prospective students to visit the University of York website for full details of how to apply .

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• Postgraduate
• Research Degrees
• M.D. by previous publications

M.D. based on previously published work – new route for permanent Consultants or General Practitioners who are Trinity graduates

A new M.D. route was approved by Trinity’s Graduate Studies Committee in May 2021 (GS/20-21/123MD proposal (School of Medicine), which allows permanent Consultants or General Practitioners who work in our network and are Trinity graduates, obtain the M.D. solely based on previously published work. This new route does not modify existing regulations for the normal M.D. route.

Eligibility:

• Trinity graduate, holding an M.B., B.Ch., B.A.O., or equivalent. The reference to a Trinity graduate is intended to refer to the core discipline and the major award (degree award). A minor Trinity award does not meet the requirements.
• Permanent Consultant or General Practitioner working (full- or part-time) in any of the hospitals or healthcare organisations with which Trinity has a formal association.
• Not already in possession of an M.D. degree.

Publication requirements:

• Minimum of two original (not reviews), published peer-reviewed papers in international leading journals of appropriate impact factor for the area of research, published within the previous 3 years.
• They must relate to a single theme.
• The candidate must be the first or leading author.
• They cannot have been part of any other degree, either his/her own or that of a supervisee.
• The candidate must provide written consent from all co-authors (if any) that the proposed publications can be used for the purpose of this special M.D. route.

Application procedure:

• Application forms are available from   [email protected]   or   [email protected]
• Applications deemed eligible will be forwarded to the Dean of Graduate Studies.
• If the application is approved by the Dean, the School of Medicine will invite the applicant to register for the M.D. degree, nominate a supervisor, and pay for one year of M.D. fees.
• Other regulations such as compulsory credits and progress reports will not apply.

Thesis submission and examination:

• Within one year of registration, the candidate will submit the M.D. thesis including the minimum of two publications (author's accepted manuscripts, not journal printouts), which can be expanded if desired to also include a general introduction regarding the body of work, a more detailed methodological chapter if necessary, and an expanded discussion. Please note, if no methodological papers are part of the submission, the candidate must include a detailed methodological chapter.
• The Dean of Graduate studies will appoint an external and internal examiner for the thesis.

Expectations of successful candidates:

• Should the candidate’s examination be successful, and ideally prior to M.D. conferral, a compulsory public presentation on the examined M.D. work will be made by the candidate as arranged by the School of Medicine, no later than 3 months from the successful examination outcome.
• It is expected that successful candidates will be willing to supervise future School of Medicine M.D. or Ph.D. students in their area/s of expertise.
• For further information, contact

[email protected]   or   [email protected]

MD in a Nutshell

The degree of Doctor of Medicine (MD) is provided to encourage the development of advanced research skills in medical graduates and the medical profession. The primary purpose of MD-level research is to develop in the student the skills and competencies required to conduct effective research and to make a significant contribution to knowledge and understanding in the theory and/or practice of any area of medicine or medical science.

An MD degree is a research degree carried out over 6 trimesters (2 years) full-time or 12 trimesters (4 years) part-time. Students who do not complete the requirements for the MD degree within these timelines must apply for permission to continue.

The Clinical Research Degree Committee will assign each MD student:

• a Principal Supervisor, who has primary responsibility for your academic supervision. There may also be a Co-Supervisor, if appropriate, who supports the Principal Supervisor 
• a Research Studies Panel (RSP) that provides advice, monitors your progress and supports the student-supervisor relationship. The RSP should be assigned to you within the first trimester of your registration and meet at least twice in the first year and at least once a year thereafter. 

Every MD student must:

• carry out doctoral level research that is written up in a thesis, which contains materials of a standard and form appropriate for peer-reviewed publication
• complete Research Integrity Training while registered to the programme
• document your educational, training and personal and professional development needs, in collaboration with your RSP which, along with the proposed programme of research, will inform the development of your Research and Professional Development Plan (RPDP) .

Option:  MD students, as required or recommended by the Principal Supervisor, may take taught modules relevant to their area of research or professional development, to a maximum 20 credits over the course of the programme of study.  

MD students may apply to transfer to a PhD programme.

• To do so, you need to have been on the MD programme for a minimum of 1 year full-time or 2 years part-time.
• To transfer you need to undertake a formal interview with a Transfer Assessment Panel, made up of faculty members who are experts in your discipline. The panel will base their judgement on an interview where you will make an oral presentation of you progress to date and your research plan for the future.
• The panel will also review a written submission from you evidencing your progress, a review of your RPDP and a written statement of progress from your Principal Supervisor. 

If you are successful, you will normally transfer to Stage 1 of the PhD programme.

The final examination is based on a description of your research in a thesis describing the context, nature, methodology and outcomes of the research. An MD thesis must contain material of a publishable/peer-reviewed standard.

• MD theses can only be submitted if fees are paid in full, student registration is current and you are compliant with the programme requirements outlined above. 
• All MD theses are submitted as a PDF file to the University for examination via the  eThesis Examination System . This system is accessed via your SISWeb account. Emails are sent to you at every decision point, allowing tracking of the progress of the thesis through the examination process.
• MD theses are normally examined without a viva voce examination.  

View other research programmes

Explore the PhD degree at UCD

Research Master's

Explore the Research Master's degree at UCD

Professional Doctorate

Explore the Professional Doctorate degree at UCD

Document Repository

Explore key documents and policies relevant to all graduate research students

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 Henrike Besche at hbesche [at] mit.edu (hbesche[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)

Home > MAHE Student Work > KMCMLR

Kasturba Medical College, Mangalore Theses and Dissertations

Theses/dissertations from 2021 2021.

“The Impact of Self-Stigma of Seeking Help and Perceived Social Support on Burnout among Clinical Psychologists” , Aavrita A

The impact of self-stigma of seeking help &percieved social support on burnout among clinical psychologists. , Aavrita .

Immediate Effects of Novel Hand Rehabilitation Board on Fine Motor Skills in Children with Cerebral Palsy. , Romita Fernandes. Abraham

"COMPARISON OF THREE SCORING CRITERIA TO ASSESS RECOVERY FROM GENERAL ANAESTHESIA IN THE POST-ANAESTHESIA CARE UNIT- A LONGITUDINAL OBSERVATIONAL STUDY " , Shagun Aggarwal

Comparative predictive validity of Alberta Infant Motor Scale and Infant Neurological International Battery in Low Birth Weight Infants- A Prospective Longitudinal Study. , Polisetti Siva Sai Anand

Antagonistic Asynchrony in Muscle Recruitment Pattern of Forward Reach Movement In Children With Cerebral Palsy. , Sanya Anklesaria

Muscle fatigue response of rotator cuff muscles in sitting and standing postures , Lisanne Aranha

Effectiveness of static weight bearing versus modified constraint induced movement therapy on improving hand function in hemiplegic cerebral palsy- A Randomized Clinical Trial. , Ruth Bavighar

How informed are our patients about generic medicines? – A study from coastal South India , Darshan BB

Morphological variants of the human spleen, a cadaveric study , Murlimanju BV

Association between cervical breast cancer and Diabtetes mellitus among women seeking health care in tertiary hospitals od south India: A cross sectional study , Pratik Kumar Chatterjee

Carcinoma Breast in among Women with Diabetes Mellitus: A Case Control Study , Pratik Kumar Chatterjee

Perception of Empathy among medical students: A cross sectional study , Pratik Kumar Chatterjee

CLINICOMYCOLOGICAL PROFILE OF DERMATOPHYTOSIS IN A TERTIARY CARE HOSPITAL IN SOUTH INDIA , Adyashree Dalai

Study of outcome of Ponseti technique of management for idiopathic clubfoot in a tertiary center in south India , Lulu Damsas

Comparative study of emotional labour &burnout on life satisfaction among school teachers across different educational settings , Meghana Dharampalan

“Comparative Study of Emotional Labor and Burnout on Life Satisfaction Among School Teachers Across Different Educational Settings” , Meghana V. Dharmapalan

“Relationship Between Sexual Fantasy, Sexual Communication, Personality Traits and Sexual Satisfaction in Married Individuals” , Rhea Dhir

Comparing the efficacy of USG guided supraclavicular brachial plexus block with or without intercostobrachial nerve block for forearm surgeries – an observational study , DIKSHA D’MELLO

Does Quality of Sitting influence Functional Mobility in Cerebral Palsy? A cross-sectional study , Kaiorisa N. Doctor

Factors effecting gait velocity in osteoarthritis knee-An observational study. , Lisha Gretal D’silva

Effect of Inspiratory Muscle Training on Pulmonary Function, Functional Capacity, Quality Of Life And Length Of Stay in individuals undergoing Cardiac Surgery , Fiona Verdine Dsouza

Relationship of Academic Resilience with Self-Efficacy, and Perceived Social Support; Among Civil Service Aspirants , Neha Eldho

EFFICACY, FEASIBILITY, AND SAFETY OF PERCUTANEOUS IMAGE-GUIDED CATHETER DRAINAGE OF THORACIC, ABDOMINAL, AND PELVIC FLUID COLLECTION , Aishwarya Gadwal

Comparison of efficacy of two different bolus doses of norepinephrine as prophylac-tic to prevent post-spinal hypotension during elective caesarean section , PRANATHI GARAPATI

Trends in Frailty and its Associated factors in Community Dwelling Elderly Indian Population during COVID-19 Pandemic- A Prospective Analytical Study , Karan Gautam

Speech Sound acquisition in some south Indian Dravidian languages: A systematic review , Jesica George

Comparison of Femoral nerve block with Dexmedetomidine and Adductor canal block with Dexmedetomidine for postoperative analgesia for Total Knee Arthroplasty . , NEHA GEORGE

Assessment Of Cardiovascular Risk Factors In Patients With Osteoarthritis Knee , Sagar Goel

Effectiveness of Intermittent Cervical Traction with and without Neural Mobilization in Discogenic Cervical Radiculopathy , Aditi Goyal

Study of maternal and cord blood vitamin B12 levels with anthropometry in term neonates born to normal and malnourished mothers: a hospital based cross sectional study , Sugapradha a. GR

Development of a Questionnaire to Determine the Intervention and Service Delivery Practices of Speech-Language Pathologists for Children with Speech Sound Disorders in India , Shaily Gupta

Relationship between Physical Activity, Objective Sleep Parameters and Circadian Rhythm in Patients with Head and Neck Cancer receiving Chemoradiotherapy- A Longitudinal Study , Rachita Gururaj

“Emotional Contagion, Perceived Stress and Coping Strategies Among Nurses” , Saumya Hariharan

Assessment of knowledge and belief about stuttering among undergraduate medical students , Anushree Harihar

Association of serum lipid levels and other systemic risk factors with retinal hard exudates in diabetic retinopathy patients. , Harshita Mukesh Hiran

Assessment of risk of Diabetes Mellitus by using Indian Diabetes Risk Score among Housekeeping staff , Ramesh Holla

“Emotional Intelligence, Self-compassion, and Life-Satisfaction In Clinical Psychologists” , Vania Jacob

UPPER-CROSSED SYNDROME AND DISABILITY IN SHOULDER ADHESIVE CAPSULITIS. , Aishwarya Jaideep

Study to assess the role of doppler ultrasound in evaluation of arteriovenous hemodialysis fistula and the complications of hemodialysis access , Ishank Jain

Relationship between burnout compassion fatigue, work environment & mindfulness in medical residents , Pranay Javeri

“Relationship Between Burnout, Compassion Fatigue, Work Environment and Mindfulness in Medical Residents” , Pranay Harichandra Javeri

“Dating Anxiety in Emerging Adults” , Jisha V. Jayaprakash

“Relationship Between Tolerance for Disagreement and Mindfulness in Married Males and Married Females” , Jahnavi Jha

Antibiotic usage and susceptibility patterns in Uncomplicated UTI in a Tertiary Hospital in South India , Christy John

Association of bed rise difficulty scale with trunk impairment and functional scales among stroke patients , Leena G. John

Is there a correlation between Pediatric Berg Balance Scale and Centre of Pressure Excursion measured through Dual Axis Static Force Plate™ to assess Balance in Children with Spastic Cerebral Palsy and Typically Developing? , Niharika Joshi

Comparison of Sensory Processing Responses in Cerebral Palsy Subtypes and Typically Developing Children (7-36 months): A Cross Sectional Study. , Archana Antony K

‘A study on the Role of Learned Helplessness, Selfefficacy and Perceived Social Support in Determining Resilience in Parents of Children with Neurodevelopmental Disorders’ , Benaisha Khurshed Katrak

A study of correlation of maternal serum zinc levels with breast milk and cord blood of late preterm neonates , Rashmi Katti

Correlation of histopathology and direct immunofluorescence findings in clinically diagnosed prurigo nodularis , Haritha K

Difference in proximal femur loading due to muscle activity during partial weight bearing and NWB standing- A cross-sectional study. , Smital Kshirsagar

Effect of Sesamol on neurobiochemical changes in diet induced (DIO) obesity model of Zebra fish (Danio rerio) , Rashmii K.S.

Importance of integration of medical ethics with undergraduate medical curriculum- Instructors and student’s perspectives. , Rashmii K.S.

Long-term potentiation (LTP): A simple yet powerful cellular process in learning and memory , Rashmii K.S.

Parkinson's Disease Overview: Alternative Potential Curcumin Treatment, Current Treatment and Prevalence Among Ethnic Groups , Rashmii K.S.

Smart brain of India vs. tricky drugs , Rashmii K.S.

The Role of Professionalism and Ethics Training: Instructor’s and Student’s perspectives in a medical College , Rashmii K.S.

Violence Against Doctors: A Qualitative Study On This Rising Predicament , Rashmii K.S.

Morphometric study of the gracilis muscle and its pedicles , Chettiar Ganesh Kumar

Comparative study of bed side tests to assess difficult airway in paediatric patients , S.Abinandha Kumar

Euphorbia thymifolia (Linn.)- A review on ethno pharmacological properties , Vasavi Kumblekar

COMPARISON OF KNOWLEDGE, ATTITUDE, AND PRACTICE TOWARDS THE USE OF SUNSCREEN IN DAILY LIFE BETWEEN FIRST -AND THIRD -YEAR MEDICAL STUDENTS , Aarushi Lall

‘Feminist Identity, Socio-cultural Attitude Towards Appearance, and Body Images issues in Emerging Adult Women’ , Sheena Lonappan

A novel approach to quantify the Dynamic Windlass Mechanism , Ishita Mahajan

METFORMIN VERSUS INSULIN IN THE MANAGEMENT OF GESTATIONAL DIABETES , Varikuti Manogna

Cognitive abilities among employed and unemployed middle-aged women – a systematic review , Aswini M

‘Emotional Intelligence, Job Satisfaction and Psychological Well-being Among Nurses’ , Chetna M

RELATIONSHIP OF COMPUTER AIDED DESIGN(CAD)-BASED PHOTOGRAMMETRY FOR FACIAL DYSFUNCTION WITH FACIAL GRADING SYSTEMS FOR BELL’S PALSY: A PROSPECTIVE OBSERVATIONAL STUDY , Ankita Mehendale

“Effect of Sensation Seeking and Anxious Traits on Suicidal Ideation Among Adults by Birth Order” , Haripriya G. M

Clinical & radiological assessment of intertrochanteric fractures treated with PFN A2 , Harish M

Effect of a home-based pulmonary rehabilitation programme on respiratory function, functional capacity, and quality of life in patients with chronic obstructive pulmonary disease , Vaibhavi Mhatre

Profiling Communication Characteristics of Individuals with Acquired Neuro-communication Disorder in a Tertiary Care Setup , Nikita Subudhi M

Relationship between weight bearing symmetry, trunk control and fear of fall amongst subjects with stroke: A cross sectional study , VIVIAN NEHAL MONIS

Lower extremity muscle recruitment pattern during sit to stand transfer in children with cerebral palsy as compared to typically developing children- a cross sectional study. , Kiran P. Nadgauda

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Practical Steps in Writing an MD Thesis

by Belle Fortune Kenfack, MD | Apr 11, 2022 | Writing

Presenting an MD thesis is mandatory in fulfilling the requirements for graduation in some medical schools. It’s all about researching and scientifically reporting your findings. This huge task is usually time-consuming, mind-blogging and exhausting at every step. However, there are practical ways of making this learning process exciting and rewarding.

Choosing a good research topic

 A research question is a problem you are trying to solve, so it’s primordial to choose a topic that interests you. You could either propose an original topic or choose from a list of available topics suggested by a supervisor. Either way, it must be feasible, novel, ethical and relevant. 1 .  Also, a good research question is essential to guide your thesis, making your work concise, focused, and easy to break down into manageable tasks.

Writing a proposal

A proposal aims to outline the thesis and how you plan to achieve it. This entails searching the literature and reading scientific articles related to your research question to understand the background and the gaps to enable you to define a proper scientific method 2 . Typically, a proposal is divided into 3 main chapters:

• Introduction (briefly describe what is known on the topic and state your objectives)
• Literature review (a detailed but concise summary of literature)
• Methods (step by step approach on how you will conduct the study, including the context and materials that you will require)

A key aspect is to write daily, even if it is nonsense. Write, rewrite, get feedback, revise and restructure. Then, continue until you are satisfied and the review is positive.

Collecting and analysing data

You can collect data in different ways, via paper, online or by phone. Choose a process that minimises cost and shrinks your error margin. Also, pretest your data collection tool to ensure that it is practical and captures all variables needed for the analysis. Writing a data analysis plan helps you to define variables accurately to select appropriate statistical methods for analysis. The CRENC has published a detailed guide on this 3,4 .  You can choose any statistical software to analyse your data. Having a good mastery of one is fine. However, you need to select the appropriate test to answer your objectives so that the results will be reliable.

READ: How to Create a Data Analysis Plan: A Detailed Guide

Writing results and discussion

  Present your findings in a simple, clear and logical manner. Use tables, charts, graphs and plots where appropriate. Avoid repetition and choose the format that would be easiest for a reader to understand.

The discussion summarises the essential aspects of your findings and informs a reader of their implications. A good discussion has 3 main points;

• A summary of your research results
• Comparisons of your results with previous findings
• Highlighting the implications, strengths and limitations of the study and suggesting areas for further research

Many students tend to focus on comparisons and forget to state their relevance as a solution to a problem. In essence, the purpose of research is to provide a solution and not for comparison with previous findings

Aristotle said, “the roots of education are bitter, but the fruits are sweet”, and this applies to writing a thesis. Following these steps at every stage makes the thesis less cumbersome. It’s a long journey of learning new stuff. Do not hesitate to ask for help or guidance. You will neither be the first nor the last. Others succeeded, why not you!!!

READ: Writing a good results section of a thesis/scientific paper

1.        Hulley SB;, Cummings SR;, Browner WS;, Grady DG;, Newman TB. Title: Designing Clinical Research, 3rd Edition • Characteristics of a Good Research Question 2010.

2.        Maleki F, Ahmad F, Loyalt B, et al. Writing a research proposal Writing of Research Proposal. Res Propos Abasyn J Soc Sci . (1).

3.        How to Create a Data Analysis Plan: A Detailed Guide | CRENC eLearn. Accessed March 14, 2022. https://learn.crenc.org/how-to-create-a-data-analysis-plan/

4.        Simpson SH. Creating a Data Analysis Plan: What to Consider When Choosing Statistics for a Study. Can J Hosp Pharm . 2015;68(4):311. doi:10.4212/CJHP.V68I4.1471

Dr Belle Kenfack is a physician and aspiring clinical researcher. She is a member of the digital team at CRENC

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Very well said. If I was to go through it again, I will do it this way.

Great write up. An advice I will give to any research newbie

This is a very simple and rich guide. I’ll always come back to this article for guidance. Thank you!

Good one. It give a very simple and straight forward overview of thesis writing and how to go about it

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Medical Education

Cite as: McManus, I. C. (1985). Medical students: Origins, selection, attitudes and culture (unpublished MD thesis, University of London).

Admissions into Postgraduate MD Programme

Admission into the Doctor of Medicine (MD) Programme

Applications are invited from prospective candidates for the following MD programmes of the College in the faculties of Anaesthesia, Dental Surgery, Family Dentistry, Family Medicine, Obstetrics & Gynaecology, Ophthalmology, Paediatrics, Pathology, Internal Medicine, Psychiatry, Public Health & Community Medicine, Radiology, Surgery, Otorhinolaryngology Head & Neck Surgery, Orthopaedics, and Emergency Medicine.

Opening Date: Saturday, July 1, 2023

Closing Date: Sunday, December 31, 2023

MD by Coursework and Thesis This optional pre-fellowship programme is available for Associate Fellows of the National Postgraduate Medical College who are currently at the Senior Registrar level. Applicants will be expected to complete the online application form and in addition, submit a 500-word Concept note giving an overview of the proposed study and a Compact form signed by the prospective supervisor(s). The compact form is available for download @ https://npmcn.edu.ng/postgraduate-md-programme/

MD by Thesis only This option is available to interested Fellows of NPMCN or our sister Colleges. Candidates are to complete the online application form and submit a 500-word Concept note giving an overview of the proposed study and a Compact form signed by the prospective supervisor(s). The compact form is available for download @ https://npmcn.edu.ng/postgraduate-md-programme/

MD by Publication This is available to Fellows of the National Postgraduate Medical College or our Sister Colleges. Prospective candidates must satisfy the following conditions: * Register a Research proposal acceptable to the College under a specific theme in a specialized field of Medicine or Dentistry. * Conduct prospective Research and publish 5 manuscripts in PUBMED-indexed journals. Three (3) of the publications must be in journals with an impact factor of not less than 1. * The 5 publications will then be combined under the theme approved in the Research proposal with an introduction and a conclusion into the Thesis. * The Thesis will then be defended before a panel of Examiners as in the other categories.

Mode of Application Go to POSTGRADUATE MD page and click on your desired programme to complete the registration form and upload your documents.

Application Fee Non-refundable Registration fee: N50,000.00k payable to National Postgraduate Medical College Account on remita.net

How to Pay * Log on to www.remita.net, * Click “Pay TSA & States” link, * Select FGN: Federal Government of Nigeria * Who do you want to pay: Enter “National post”, * Click on National Postgraduate Medical College of Nigeria, * Name of service/purpose: Select “MD Program – Tuition” * Fill in other details and Click on submit * Select how you want to pay eg. ATM Cards, Bank Branch

For further enquiries, please mail [email protected]

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Application for admission into the diploma in family medicine (dfm) for 2023/2024 session, college president inaugurates loc for 2015 annual congress, ascaf kadacity 20/21 communique, extension of registration for september/november 2024 examinations..

Registration for Primary, Part 1, MD & Part 2 Examinations.will now close Friday, September 6, 2024 .

See details here