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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

Page 1 of 32

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Biomedical Sciences: Theses and Dissertations

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Introduction

Theses and dissertations are documents that present an author's research findings, which are submitted to the University in support of their academic degree. They are very useful to consult when carrying out your own research because they:

• provide a springboard to scope existing literature
• provide inspiration for the finished product
• show you the evolution of an author's ideas over time
• provide relevant and up-to-date research (for recent theses and dissertations)

On this page you will find guidance on how to search for and access theses and dissertations in the Bodleian Libraries and beyond.

Definitions

Terms you may encounter in your research.

Thesis: In the UK, a thesis is normally a document that presents an author's research findings as part of a doctoral or research programme.

Dissertation: In the UK, a dissertation is normally a document that presents an author's research findings as part of an undergraduate or master's programme.

DPhil: An abbreviation for Doctor of Philosophy, which is an advanced research qualification. You may also see it referred to as PhD.

ORA: The Oxford University Research Archive , an institutional repository for the University of Oxford's research output including digital theses.

Theses and dissertations

• Reading theses and dissertations in the Bodleian Libraries

The Bodleian Libraries collection holds DPhil, MLitt and MPhil theses deposited at the University of Oxford, which you can consult. You may also be interested to read theses and dissertations beyond the University of Oxford, some of which can be read online, or you can request an inter-library loan.

Help with theses and dissertations

To find out more about how to find and access theses and dissertations in the Bodleian Libraries and beyond, we recommend the following:

• Bodleian Libraries theses and dissertations Links to information on accessing the Bodleian Libraries collections of Oxford, UK, US and other international theses.
• Oxford University Research Archive guide
• Help & guidance for digital theses Information on copyright, how to deposit your thesis in ORA and other important matters
• Guide to copyright The Bodleian Libraries' Quick guide to copyright and digital sources.

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Seek your Supervisor or Tutor's guidance. In addition, your Supervisor or Tutor may decide to submit your work to Turnitin, accessible to teaching staff only. Visit the Turnitin website for product information.

Consult books - suggested reading:

• Cite Them Right An online referencing tools which gives examples and generates citations from a choice of 7 referencing systems for print and electronic formats. The citations can be copied into your work or emailed. The referencing systems are Harvard (author-date), APA, MLA, MHRA, OSCOLA, Vancouver and Chicago. Citations can be created for a very diverse range of sources, including books, journals, digital resources and websites, audiovisual material, unpublished material (theses, manuscripts, etc.), financial & scientific reports, genealogical sources (wills, censuses, etc.), legal material, government and other official publications, and other forms of communication sources (email, Twitter, graffiti, etc.). more... less... Alternative name: Cite Them Right Online An online referencing tools which gives examples and generates citations from a choice of 7 referencing systems for print and electronic formats. The citations can be copied into your work or emailed. The referencing systems are Harvard (author-date), APA, MLA, MHRA, OSCOLA, Vancouver and Chicago. Citations can be created for a very diverse range of sources, including books, journals, digital resources and websites, audiovisual material, unpublished material (theses, manuscripts, etc.), financial & scientific reports, genealogical sources (wills, censuses, etc.), legal material, government and other official publications, and other forms of communication sources (email, Twitter, graffiti, etc.). Note that “Manuscripts” are located in Book > More books.

Depositing your thesis

It is mandatory for students completing a research degree at the University of Oxford (registered to a programme of study on or after 1st October 2007) to deposit an electronic copy of their theses with the Oxford University Research Archive (ORA) in order to meet the requirements of their award. To find out more, visit the Oxford University Research Archive guide.

Quick access to research & writing guides

• Research integrity and ethics The University of Oxford regards research integrity as a core value and has a longstanding commitment to ensuring that it is embedded in its research culture and activity
• Academic good practice Advice on academic good practice including avoiding plagiarism, managing your time, reading, note taking, referencing and revision.
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Melbourne Medical School

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Writing a thesis

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

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

What do you need to write a medical thesis?

Of course, a knowledge about how to conduct a research and how to pen down its results in an appropriate format.  Even if you are adept in clinical research, it doesn’t mean writing a thesis comes easily to you. A  medical thesis  has a structure that is important to follow.

So, here we provide a step-by-step guide on how to write an ideal medical thesis.

Step 1:  Start your thesis with a suitable  ‘Title’ . The title is an intro to the contents of your thesis. An ideal title should be within 65 characters, devoid of all abbreviations and grammatical mistakes, and not contain stop words like ‘a’, ‘an’, ‘the’, ‘of’, ‘but’, etc.

Step 2:  Next, write your thesis  ‘Abstract’ . An abstract is an introduction that tells the readers why you conducted the particular study.  What has already been done in the field, what were the gaps, and how you fill those gaps with your study?

To write an ideal abstract:

• Give a brief background information about your topic
• State the importance of the problem and what is unknown about it
• Tell the readers about the objectives of your study clearly
• Give references to the research papers written on your research topic. However, do not cite the well-known facts. For example, “Isaac Newton discovered gravity…”
• Include no information other than the problem being examined

Step 3:  After the abstract, follow it with the title  ‘Method and Material’ . Format this section as below:

• Setting – the environmental conditions in which you conducted your research
• Sample – what materials were used in research and details about the participants in the study
• Inclusion and exclusion criteria – what factors were considered to include or exclude any participant in the study
• Measurement tools – details about the methods and equipment used to measure the outcomes of the study
• Independent and Dependent variables – what were the factors you controlled or changed during the experiment and what you measured as the outcome

Step 4:  Write the  “Analysis of Data “.

Step 6:  Write the  ‘Results’  where you will show the conclusion of your study.  You can present your results as a text, table, figure, or illustrative graphs, but keep in mind the aim of your study. Include no result that doesn’t satisfy the aim of your study.

Step 7:  It is the most crucial step where you include the  ‘Discussion’  of your results. An ideal discussion should include:

• The principal findings of your study
• Strengths and weaknesses of your study in relation to other studies in the field
• A take-home message for the clinicians and policymakers
• Questions that your study can’t answer to propagate further research

Step 8:  Follow the discussion with the ‘ Limitations of your study’

Step 9:  At the end of your thesis, include your  ‘References’ . Track all your references so you don’t miss out on anyone.

Finally, the quality of your thesis depends upon the topic you choose, whether you opt for a purely scientific experiment or a clinical trial or a social research study addressing the experiences of the patients, etc.

Seek help from your mentor at every stage of clinical research as well as  medical thesis writing . To be ideal, the study should be carried out ethically in compliance with the legal regulations.

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Dissertations and Theses

Published thesis & dissertation lookup.

MCW employees and students can access all published MCW dissertations and theses online.

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The School of Graduate Studies and the School of Medicine (Honors in Research) utilize ProQuest for publishing dissertations and theses. If you are a student, you can create or continue your submission of your dissertation or thesis with ProQuest online by clicking one of the options below:

• Publishing of MCW dissertations and theses is at no cost to the student when selecting traditional publishing.
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• For more information, reference the Publishing Guides and Bound Copies sections.

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• Delayed release and other publishing options . Provides guidance on why you may or may not want to put an embargo or sales restriction on your graduate work.
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• Copyright and Your Dissertation or Thesis: Ownership, Fair Use, and Your Rights and Responsibilities  
• Copyright Laws Around the World. A supplement to Copyright Your Dissertation or Thesis: Ownership, Fair Use, and Your Rights and Responsibilities.

Bound Copies

Purchase a bound copy.

• Graduate School graduates will receive two bound 8 ½ x 11 hardcover double sided color copies of their dissertation/thesis. These copies are funded and shipped to the Graduate School 6-8 weeks after student dissertation/thesis ProQuest submission. The Graduate School will arrange dissemination of these copies to the student.
• Students have the option to purchase bound copies of their thesis or dissertation through ProQuest with their submission.
• After the thesis or dissertation is published, others can order bound copies online here .
• Last Updated: Mar 1, 2024 8:36 AM
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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.

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INFORMATION FOR

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Student Research Resources

Resources and forms to help you navigate the MD Thesis process.

Required Formatting and Components of the MD Thesis

Examples for reference section formatting, avoiding the risk of copyright violation when submitting the md thesis, instructions for uploading a pdf version of a medical thesis, thesis publishing agreement form, evaluations of advisor.

The formal thesis is presented as a digital document (PDF) during the graduation year. In general, one topic is appropriate for the thesis, but it is recognized that some students may have performed several projects in parallel under the supervision of their mentor. If the student elects to include more than one study in the thesis, it is recommended that an attempt be made to integrate the topics into one coherent presentation. In rare cases where this goal cannot be achieved, it may be acceptable to divide the results section into different portions (or “chapters”). However, to be consistent with Yale formatting requirements, a thesis may not contain more than one abstract, introduction, statement of purpose, methods, results, and discussion section. It is not acceptable to submit a published or submitted manuscript in lieu of the thesis requirement. It must adhere to the following formatting and content requirements. These aspects of research are critical in making the work sound, error-free, and impactful for communities of interest. Recognizing that students may have uncertainly regarding how these guidelines relate to their thesis, the OSR will be happy to answer any questions that may arise. Additionally, students may find it useful to consult the Equator reporting guidelines to enhance the quality and transparency of their theses. The Yale MD Thesis is a doctoral thesis that assesses research competencies as the basis for the conferring of a doctoral degree. Therefore, a minimum requirement of 30 pages (exclusive of title page, abstract, acknowledgements, table of contents, figure legends, references) is considered the minimum acceptable length.

• Font: 10-12-point font should be used.
• Line spacing: Body paragraphs and tables should consist of double-spaced text. Single spaced text may be used within block quotations, footnotes, and bibliography.
• Margins: 1.5-inch margins on the left with one-inch margins on the remaining three sides. These margins apply to text, full-page images and illustrations, and tables.
• Figures: Illustrative information, schematics, and representative data should be included as figures. Each panel in a figure should be labeled. Legends should describe each panel in detail in a 9-point font or greater and positioned below the figure to which they refer. Figure legends do not count towards the 30-page minimum.
• Page Numbers: Each page in the thesis should be numbered except the title page, abstract, acknowledgements, and table of contents. The numbering should start at page 1 of the first page of the Introduction and be placed either at the top or bottom center, or at the top or bottom right-hand corner, at least 1/2 inch from any edge.
• Minimal page requirement: Most Yale MD theses average 40-80 pages of text. A minimum of 30 pages of text excluding title page, abstract, acknowledgements, table of contents, figures, legends, and references is required. Tables may count towards the minimum page requirement.

Required Components

• Title page: Title should not exceed 100 characters including spaces between words. The title page is not included in the 30-page minimum.
• Abstract page: As described below. The abstract is not included in the 30-page minimum.
• Acknowledgements: Personal and faculty acknowledgements, grant support, departmental support, etc. The acknowledgements page is not included in the 30-page minimum.
• Table of Contents: With page numbers for each section. The table of contents is not included in the 30-page minimum.
• Introduction: A thorough, complete, detailed, critical review of the literature that contextualizes and cites the work of previous investigators. This section should describe the state of the existing knowledge, provide rationale for the study, identify knowledge gaps, and frame the contribution of the thesis to medicine. The introduction is included in the 30-page minimum.
• Statement of purpose: Specific hypothesis if appropriate, and specific aims of the thesis. The statement of purpose is included in the 30-page minimum.
• Student Contributions : Describe in detail exactly which procedures, methods and experiments were conducted by the student and which procedures, methods and experiments, generation of data, or production of reagents, were performed by other members of the study team. It is not sufficient to state that this information may be mentioned elsewhere. It must be summarized here. It is recognized that students may often be completing a portion of a larger work. A statement detailing precisely what was done by the student and what was done by others does not detract from the thesis but is necessary for academic honesty.
• Ethics Statement: Include information regarding the ethical conduct of research.
• Human Subjects Research: If relevant, include explicit information regarding HRPP approval and informed consent. If the study had a waiver of consent, this exception must be clearly stated. Information regarding inclusion of historically vulnerable populations as research participants should be included here.
• Laboratory Animals: For studies involving laboratory animals, include an explicit statement regarding study approval from the Institutional Animal Care and Use Committee. Include information regarding the species, strain, sex, and age of laboratory animals in this section as well.
• Methods Description: Provide information regarding the materials and methods used in the study. Each method should consist of its subheading and paragraph and be described in detail that is sufficient to allow its replication by an investigator who did not participate in the study.
• Statistical Methods: The last paragraph in this section should present the methods used to derive results. As needed, describe any data preprocessing such as transformation and normalization. Describe how outliers were defined and handled and present descriptive statistics as appropriate. The number of sampled units (i.e., “n”) and significance (i.e., “P”) should be reported for each statistical comparison. Continuous variables that are normally distributed may be presented as mean + standard deviation. Continuous variables that are asymmetrically distributed should be presented as median + interquartile range. All statistical tests should be clearly described and include information regarding testing level (alpha) and one- or two-sided comparisons. Corrections for multiple testing should be addressed and reported. Any novel or complex data algorithms should be clearly described and appropriately referenced.
• Transparent reporting of results: All primary data related to the thesis topic should be presented. Important data should be enumerated in figures or tables. For ease of review, it is preferred that figures and tables be included in proximity to their callout in the text. Alternately, tables and figures can be presented separately after the discussion but, if possible, it is advantageous to the reader to include these components in the body of the results section, as occurs in research publications. The results section is included in the 30-page minimum.
• Discussion: This section presents thorough and detailed interpretation and analysis of data, conclusions drawn, and framing of observations with the larger scientific literature. Limitations should be addressed, as should alternate interpretations and how the thesis may inform future studies in the field. Whenever relevant, a discussion of how the thesis may or already has meaningfully impact(ed) communities of interest should be included here. The discussion section is included in the 30-page minimum.
• Challenges & Limitations : A brief discussion of methodologic, operational, and other challenges relevant to the research presented in the thesis. Please also include a brief discussion of how these challenges were addressed. Recognizing that all research projects have important limitations that readers should consider in interpreting the results, please include a brief discussion of the limitations relevant for your research. This section is included in the 30-page minimum.
• Dissemination: Please include efforts made to share findings with the scientific community (through oral presentation, peer-reviewed publications, and other venues) and the larger community including patients. This section is included in the 30-page minimum.
• Figure References and Legends: Figures must be cited sequentially in the text using Arabic numerals (for example, “Fig. 7”). Provide a short title (in the legend, not on the figure itself), explanation in sufficient detail to make the figure intelligible without reference to the text, and a key to any symbols used. Figures and legends are not included in the 30-page minimum.
• Tables: All tables should be double-spaced, self-contained, and self-explanatory. Provide brief titles and use superscript capital letters starting from A and continuing in alphabetical order for footnotes. Tables and their legends are included in the 30-page minimum.
• References: We strongly recommend the use of bibliography software such as Endnote for reference management. References should be formatted according to New England Journal of Medicine Style. References are not included in the 30-page minimum.

It is acknowledged that theses in the area of medical humanities, ethics, history, and related fields may not obviously adhere to the above requirements. In this case, the thesis will likely replace the “hypothesis” with a “claim” based on evidence gleaned through literary, historical, and ethical research. The first paragraph of the Methods should still contain information about the student’s contribution. The subsequent paragraphs should describe the artistic, literary, or historical databases and methods used to gather the “evidence” presented in support of and contrary to the central claim. The discussion and remaining sections are the same and the 30-page minimum applies. Students with questions regarding the best framing of their thesis should contact OSR.

Abstracts of MD Thesis

Standardized format for the abstract of each MD thesis is required. This format must be followed for all abstracts published in the Yale Medicine Thesis Digital Library. These abstracts will not be reviewed for content. It is the responsibility of the student investigator and the faculty advisor to prepare the abstract. Faculty sponsors provide approval of the abstract when they approve the final version of the thesis. These abstract instructions are to be used for the digital library submission.

• Abstracts should be formatted with 1.5-inch margins on the left and 1-inch margins on the remaining three sides.
• Abstracts may be no more than 800 words in length, not including title and author information. The entire abstract, including title page, must be double-spaced and should be no more than three pages in length.
• Titles should be brief, clear, and carefully chosen. The title should not exceed 100 characters including spaces between words. Capitalize the entire title, using no abbreviations.
• Authors’ names are to be written in full, omitting degrees. The student author's name shall be first. If the faculty sponsor also qualifies as an author, their name should be last. If the faculty member has been only a sponsor, their name should appear in parentheses after the name(s) of other authors as follows: "(Sponsored by...)". Other collaborators should be listed after the student's name and before the faculty sponsor's name. Immediately following the faculty sponsor's name, designate section (if any), departmental affiliation, institution, city, and state (Yale University School of Medicine, New Haven, CT) (see examples in the Thesis Guide ).
• For thesis work performed at another institution, designate the senior author's departmental and institutional affiliation. In parenthesis, indicate the Yale faculty sponsor and institutional affiliation with the phrase: "Sponsored by..." (see examples).
• A statement of the hypothesis or goals and specific aims of the study.
• A statement of the methods used.
• A summary of the results presented in sufficient detail to support the conclusions. Include actual values with statistics, if appropriate.
• A statement of the conclusions reached.
• Do not use subtitles, e.g., methods, results.
• Do not include graphs, references to other publications, or acknowledgement of any research grant support. A single short table of results can be used if appropriate.
• Abbreviations may be used in text only if defined initially by placing them in parentheses after the full word (or phrase) first appears in the text. Abbreviations may not be introduced in the title.
• Non-proprietary (generic) names are required the first time a drug is mentioned, written in small letters. Proprietary names are always capitalized, e.g., acetazolamide (Diamox).
• Completed abstracts must be approved by faculty advisor.

Thesis Assessment

The thesis assessment will assess student performance on the following domains using a 1-5 Likert Scale.

• Significance
• Rigor of Prior Research
• Methodologic Rigor
• Responsible Conduct of Research
• Organization and Clarity of Text
• Presentation of Data
• Interpretation of Data
• Student Effort
• Dissemination to Communities of Interest

Likert Scale:

• Not Acceptable

The vast majority of YSM students receive scores of 2-3 across these domains. Scores of 1 are considered truly outstanding. Scores of 5 are highly unusual and indicate the presence of critical deficiencies. Students receiving a score of “5” in any domain will be referred to OSR and the Progress Committee for remediation in order that they may stay on track to graduate.

Journal Articles

1. Yalow, R.S., and Berson, S.A. 1960. Immunoassay of endogenous plasma insulin in man. J. Clin. Invest. 39:1157-1175.

2. Gardner, W., and Schultz, H.D. 1990. Prostaglandins regulate the synthesis and secretion of the atrial natriuretic peptide. J. Clin. Invest. In press.

Complete Books

3. Myant, N.B. 1981. The Biology of Cholesterol and Related Steroids. London: Heinemann Medical Books. 882 pp.

Articles in Books

4. Innerarity, T.L., Hui, D.Y., and Mahley, R.W. 1982. Hepatic apoprotein E (remnant) receptor. In Lipoproteins and Coronary Atherosclerosis. G. Noseda, S. Fragiacomo, R. Fumagalli, and R. Paoletti, editors. Amsterdam: Elsevier/North Holland. 173-181.

5. Standardized format for the abstract of each MD thesis is required. This format must be followed for all abstracts published in the Yale Medicine Thesis Digital Library. These abstracts will not be reviewed for content. It is the responsibility of the student investigator and the faculty advisor to prepare the abstract. Faculty sponsors provide approval of the abstract when they approve the final version of the thesis. These abstract instructions are to be used for the digital library submission.

The MD Thesis represents an academic milestone. Thesis copyright exists from the time the work was created in digital form. Every article, book, or web page used in conducting research and writing the thesis is also protected by copyright. All downloaded research articles and passage citations are also scholarship that is protected by the legal concept of fair use. A basic understanding of copyright protections and fair use is found at www.copyright.gov . Yale University also provides a guide to copyright protection and fair use: http://ogc.yale.edu/legal_reference/copyright.html .

Section 107 of the U.S. Copyright Law describes how to determine if a particular use of copyrighted material is fair. However, the distinction between what is fair use and what is infringement is not always clear or easily defined. Copying an image from an academic e-journal and citing the source does not substitute for obtaining permission to reproduce the image. Many publishers use www.copyright.com to grant reproduction rights of their articles to authors.

ProQuest/UMI and the Yale Medicine Thesis Digital Library may elect not to distribute any thesis that lacks evidence that permission or reproduction rights have been secured. Providing evidence of permission or reproduction rights is a student author responsibility. Examples encountered in MD Thesis research that require documentation of reproduction rights include but are not limited to:

• Sections of published survey instruments or questionnaires.
• Complete journal articles or other complete scholarly works [Note: Many publishers such as Elsevier allow graduate student authors of a journal article published prior to graduation to reproduce their article in a thesis].
• Image, graphic, or pictorial works from publications where the author has transferred copyright to the publisher, a common occurrence.

The safest course is to avoid using published images without obtaining permission. It is almost always possible to cite a source and expect that readers can find the figure, chart, or image in the published version of the referenced work. Research faculty who transfer copyright to a publisher of their article are no longer the copyright holder and are unable to grant permission for reproduction. To circumvent this issue, the student or mentor may be able to obtain unpublished images from their group’s image collection.

When it is impracticable or prohibitively expensive to obtain permission through the publisher or the Copyright Clearance Center (www.copyright.com), students should avoid using that material, unless they have obtained a written legal opinion that fair use would apply to the situation. Neither the Office of Student Research nor the Yale Library can supply legal advice on copyright and fair use. If there is any doubt, it is advisable to consult the Yale University Office of the Vice President and General Counsel at (203) 432-4949.

Students may have concerns about publishing their work in the public domain for reasons such as copyright, content, or intellectual property. These students have several courses of action. One is to select an alternate topic. The other is to place the thesis under permanent embargo at the time of upload into the Yale Medicine Digital Thesis Library. In either case, students be aware of these issues as they plan their thesis and reach out to OSR for additional information.

OSR will offer a thesis copyright session for all students, including those in the Class of 2025, in fall of this year.

Upon receiving notification that the MD thesis has been approved as fulfilling partial requirement for Yale’s MD degree, students should upload the thesis to the Yale Medicine Digital Thesis Library. Students will receive instructions at the time their thesis is formally approved. For reference, a high-level overview is outlined below.

Yale Medicine Digital Thesis Library:

Starting with the YSM class of 2002, the Cushing/Whitney Medical Library and OSR have collaborated on the Yale Medicine Digital Thesis Library (YMTDL) project, publishing the digitized full text of medical student theses as a durable product of Yale student research accomplishments. Digital publication of theses ensures dissemination of the work to communities of interest, provides students with a formal citation for their thesis, and demonstrates the exceptional quality of student research and student-faculty cooperation at Yale. In 2006, the digital copy became a graduation requirement. 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.

Yale School of Medicine requires that the MD thesis be submitted to the YMTDL. This submission is accompanied by a completed “ Yale School of Medicine Digital Thesis Depositor’s Declaration Form. ”

Submitting a thesis via the ProQuest website:

Detailed instructions

The electronic thesis submission process in ProQuest provides step by step submission instructions. Questions may also be directed to Courtney Hadley in the Medical Library ([email protected]).

A few things to note: the ETD Administrator software is a 3rd party product that YSM licenses from ProQuest. Because this vendor is unaffiliated with Yale, the OSR and Yale University Libraries do not have control over its policies or processes. The ProQuest Dissertations and Theses Global database is a subscription resource that collects dissertations and theses from multiple countries and a range of academic specialties. This collection is then made available to subscribers. When students choose to make their thesis publicly available, the full text will appear in this database and users will be able to read, save, and download the text.

EliScholar is a digital platform for scholarly publishing provided by the Yale University Library (YUL). While it is supported by third party software, EliScholar is maintained by YUL and offers more flexibility in uploading and managing theses. The option selected for thesis release in the ETD Administrator system will apply to both ProQuest Dissertations and Theses Global and EliScholar. All theses are available to the Yale community (individuals with a NetID and password and users physically present at a library facility on campus) upon publication. A limited release of approved theses to the awarding institution’s user community is common practice.

More detailed instructions will be provided at the time of thesis approval in March 2025.

YSM requires a Thesis Publishing Agreement Form, previously known as a Thesis Deposit Declaration Form, to be submitted in conjunction with your final thesis to ProQuest. For reference, you can find a copy of the form at this link.

We urge your participation in evaluating your experience with your thesis advisor at this Qualtrics link . The results will be kept anonymous, and any feedback to the individual faculty member will be made over a three- to four-year interval and will be a summarized statement, not involving reproduction or direct quotes from this form.

We will file these evaluations for future use by first and second year students who are looking for a project and research advisor. These evaluations have been immensely valuable to students initiating thesis projects. Thank you for your cooperation in this effort.

Contact us if you have questions or need accessibility assistance with the documents on this page.

• [email protected]

UKnowledge > College of Medicine > Medical Sciences > Theses & Dissertations

Theses and Dissertations--Medical Sciences

Theses/dissertations from 2024 2024.

Modulating the mTOR Pathway Using Inducible Retrogradely Transported AAVs as a Novel Approach to Improve Motor Recovery in Spinal Cord Injury , Christopher Bosse-Joseph

Theses/Dissertations from 2023 2023

Examining a Blood Biomarker Approach to Blood-Brain Barrier Disruption , Samantha Ford

Theses/Dissertations from 2022 2022

Establishment and Verification of a SARS CoV2 Antibody Detection Assay Comparing Venous and Mitra Samples , Stephen C. Mayer

Mammalian Target of Rapamycin Cell Signaling Pathway in Phosphatase and Tensin Homolog Induced Kinase 1 Knockout Rat Model of Familial Parkinson's Disease , Martha Helena Mortell

Classification and Effect of Correctors on Sitosterolemia-Associated Mutants in ABCG8 , Brittney Poole

Membrane Palmitoylated Protein Magu-3 Regulates the C. elegans Locomotor Circuit via Modulation of Cholinergic Activity , Henry Richburg

TREM2: Gene Expression and Role in Alzheimer’s Disease , Henry Snider

APOE Genotype and Sex Modulate Ketogenic Diet Enhancements to Metabolism and Gut Microbiome in Young Mice , Andrew T. Yackzan

Investigating The Effects of In-vivo Therapeutics Hypoxia Treatment Paradigms In Neurite Outgrowth Patterns , Jae Hyun Yoo

Theses/Dissertations from 2021 2021

ACL Injury, a Time Course Study of Transcriptional Changes , Thomas Carter

S. gordonii -PRODUCED HYDROGEN PEROXIDE MODULATES miR-663A AND CCL20 EXPRESSION IN ORAL EPITHELIAL CELLS , Marshall Houston Maynard

THE ROLE OF VASCULAR ENDOTHELIAL GROWTH FACTOR IN LEUKEMIA TRAFFICKING , Shaw Powell

Theses/Dissertations from 2020 2020

ETHANOL INDUCED NEUROTOXICITY THROUGH DYSREGULATION OF AMPK IN A FETAL ALCOHOL SYNDROME MODEL , Jessica Gebhardt

Involvement of the Sigma-1 Receptor in Methamphetamine-Mediated Changes to Astrocyte Structure and Function , Richik Neogi

MEASURING THE EFFECTS OF LOBINALINE-N-BIOXIDE (419) ON ALCOHOL CONSUMPTION, NICOTINE LOCOMOTOR SENSITIZATION, AND CONDITIONED PLACE PREFERENCE IN MICE AND RATS , Cocanut M. Suhail

Theses/Dissertations from 2019 2019

The Stimulation of Dendritic Cells by Cationic Lipids , John Peyton Bush

RAPID NO• MEASURES IN RAT NUCLEUS ACCUMBENS AND FRONTAL CORTEX FOLLOWING NASAL ADMINISTRATION OF NITROGLYCERIN , Victoria A. Scott

Theses/Dissertations from 2018 2018

MYOSIN-XVA IS KEY MOLECULE IN ESTABLISHING THE ARCHITECTURE OF MECHANOSENSORY STEREOCILIA BUNDLES OF THE INNER EAR HAIR CELLS , Shadan Hadi

Theses/Dissertations from 2017 2017

THE EFFECTS OF EXERCISE PRECONDITIONING ON FOCAL ISCHEMIC STROKE , Gillian Grohs

Theses/Dissertations from 2016 2016

CEREBROVASCULAR RISK FACTORS, ARTERIOLAR SCLEROSIS, AND COGNITIVE DECLINE IN THE KENTUCKY APPALACHIAN “STROKE-BELT” , Omar M. Al-Janabi

VARIANCE OF THE AMYLOID BETA PEPTIDE AS A METRIC FOR THE DIAGNOSIS OF ALZHEIMER'S DISEASE , Christina Beckett

EVALUATING THE USE OF SECOND LIFE TM FOR VIRTUAL TEAM-BASED LEARNING IN AN ONLINE UNDERGRADUATE ANATOMY COURSE , Christena Gazave

Theses/Dissertations from 2014 2014

Listeria Monocytogenes can Utilize both M Cell Transcytosis and InlA-Mediated Uptake to Cross the Epithelial Barrier of the Intestine during an Oral Infection Model of Listeriosis , Hilary Denney

MODULATION OF VACCINE-INDUCED RESPONSES BY ANTHELMINTIC TREATMENT IN PONIES , Emily Rubinson

Immobilizing Mutation in an Unconventional Myosin15a Affects not only the Structure of Mechanosensory Stereocilia in the Inner Ear Hair Cells but also their Ionic Conductances , Diana Syam

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Research Topics & Ideas: Healthcare

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

NB – This is just the start…

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

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

Overview: Healthcare Research Topics

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

Allopathic (Conventional) Medicine

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

Topics & Ideas: Alternative Medicine

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

Topics & Ideas: Dentistry

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

Topics & Ideas: Veterinary Medicine

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

Topics & Ideas: Physical Therapy/Rehab

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

Need a helping hand?

Topics & Ideas: Optometry & Opthalmology

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

Topics & Ideas: Pharmacy & Pharmacology

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

Topics & Ideas: Public Health

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

Examples: Healthcare Dissertation & Theses

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

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

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

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

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18 Comments

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

Hello Mabel,

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

Can you provide some research topics and ideas on Immunology?

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

Help on problem statement on teen pregnancy

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

can you give me research titles that i can conduct as a school nurse

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

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

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

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

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

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

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

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

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

I have been racking my brain for a while on what topic will be suitable for my PhD in health informatics. I want a qualitative topic as this is my strong area.

Hi, may I please be assisted with research topics in the medical laboratory sciences

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Theses & Dissertations

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• Capella University Blog
• PhD/Doctorate

What is a dissertation?

October 31, 2019

A dissertation is a written document that summarizes research.

It is the final step of a PhD program, and the culmination of a student’s doctoral studies.

“The dissertation is a source of pride for doctoral students,” Dinah Manns, PhD, faculty chair at Capella University, says. “The dissertation is often a compilation of academic and practical knowledge, and in many cases, it can be the student’s first publication.”

Here, Manns explains the content and format of this important piece of scholarship.

From student to scholar

The major objective of any doctoral program is to assist a student in becoming an independent researcher, and a dissertation is a large part of that. “Not all doctoral programs require a dissertation, but all PhD programs do,” Manns notes. “Dissertation work varies by program.”

Initial coursework helps narrow down the research topic and develop it into something that will add to the body of knowledge in the chosen field. Sometimes the research contributes something entirely new to the field, and other times it expands or deepens previous studies.

By the time the doctoral coursework is finished, the topic should be selected and ready for formal research. At this point the student develops a proposal, which encompasses the research plan and methodology as it pertains to the selected topic.

At Capella, once the proposal has been approved by the student’s mentor, committee, and the Institutional Review Board (IRB), the research and analysis begin. The dissertation is largely an independent project that essentially turns the student into a scholar; they’ll dive more deeply into research and writing then they have done before.

“Capella PhD candidates will be prepared for this step through their coursework and residency,” says Manns, noting that they will have learned how to approach this critical phase as part of their pre-dissertation learning.

Format of the dissertation

The dissertation is a much deeper exploration of a research topic than a traditional essay would be. It’s in the form of a book, with at least five chapters (some universities require a sixth chapter in the form of a recap of the previous chapters). Manns outlines the chapters this way:

• Overview. This is a brief look at the research question, containing a preview of the subsequent chapters.
• Literature review. The literature review is an extensive critique and synthesis of the current literature in the field.
• Methodology. This section contains details of the procedures and methods used to collect and analyze data.
• Analysis. The PhD candidate details how the data analysis applies to the collected data.
• Findings. This section provides interpretation of the data and comparison to existing literature, as well as future research possibilities.

The order of the chapters follows a logical progression in which PhD candidates build on their theories and explain research choices in detail before coming to the final chapter that gives weight to the value of the study itself.

Manns recommends that pre-dissertation students review completed dissertations in the field and research various types of methodology and design in the field as well. “That will help give them a feel for the depth of research and discussion, and see how the chapters work together,” Manns explains. “And remember—someday, it may be your dissertation being read!”

Capella University offers PhD and professional doctoral degrees in programs ranging from business to education and health to technology. Learn more about Capella’s doctoral programs.

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• Knowledge Base
• Dissertation

How to Write a Dissertation or Thesis Proposal

Published on September 21, 2022 by Tegan George . Revised on July 18, 2023.

When starting your thesis or dissertation process, one of the first requirements is a research proposal or a prospectus. It describes what or who you want to examine, delving into why, when, where, and how you will do so, stemming from your research question and a relevant topic .

The proposal or prospectus stage is crucial for the development of your research. It helps you choose a type of research to pursue, as well as whether to pursue qualitative or quantitative methods and what your research design will look like.

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Table of contents

What should your proposal contain, dissertation question examples, what should your proposal look like, dissertation prospectus examples, other interesting articles, frequently asked questions about proposals.

Prior to jumping into the research for your thesis or dissertation, you first need to develop your research proposal and have it approved by your supervisor. It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives .

Depending on your department’s requirements, there may be a defense component involved, where you present your research plan in prospectus format to your committee for their approval.

Your proposal should answer the following questions:

• Why is your research necessary?
• What is already known about your topic?
• Where and when will your research be conducted?
• Who should be studied?
• How can the research best be done?

Ultimately, your proposal should persuade your supervisor or committee that your proposed project is worth pursuing.

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Strong research kicks off with a solid research question , and dissertations are no exception to this.

Dissertation research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly
• What are the main factors enticing people under 30 in suburban areas to engage in the gig economy?
• Which techniques prove most effective for 1st-grade teachers at local elementary schools in engaging students with special needs?
• Which communication streams are the most effective for getting those aged 18-30 to the polls on Election Day?

An easy rule of thumb is that your proposal will usually resemble a (much) shorter version of your thesis or dissertation. While of course it won’t include the results section , discussion section , or conclusion , it serves as a “mini” version or roadmap for what you eventually seek to write.

Be sure to include:

• A succinct introduction to your topic and problem statement
• A brief literature review situating your topic within existing research
• A basic outline of the research methods you think will best answer your research question
• The perceived implications for future research
• A reference list in the citation style of your choice

The length of your proposal varies quite a bit depending on your discipline and type of work you’re conducting. While a thesis proposal is often only 3-7 pages long, a prospectus for your dissertation is usually much longer, with more detailed analysis. Dissertation proposals can be up to 25-30 pages in length.

Writing a proposal or prospectus can be a challenge, but we’ve compiled some examples for you to get your started.

• Example #1: “Geographic Representations of the Planet Mars, 1867-1907” by Maria Lane
• Example #2: “Individuals and the State in Late Bronze Age Greece: Messenian Perspectives on Mycenaean Society” by Dimitri Nakassis
• Example #3: “Manhood Up in the Air: A Study of Male Flight Attendants, Queerness, and Corporate Capitalism during the Cold War Era” by Phil Tiemeyer

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The research methods you use depend on the type of data you need to answer your research question .

• If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
• If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
• If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)

A well-planned research design helps ensure that your methods match your research aims, that you collect high-quality data, and that you use the right kind of analysis to answer your questions, utilizing credible sources . This allows you to draw valid , trustworthy conclusions.

The priorities of a research design can vary depending on the field, but you usually have to specify:

• Your research questions and/or hypotheses
• Your overall approach (e.g., qualitative or quantitative )
• The type of design you’re using (e.g., a survey , experiment , or case study )
• Your sampling methods or criteria for selecting subjects
• Your data collection methods (e.g., questionnaires , observations)
• Your data collection procedures (e.g., operationalization , timing and data management)
• Your data analysis methods (e.g., statistical tests  or thematic analysis )

A dissertation prospectus or proposal describes what or who you plan to research for your dissertation. It delves into why, when, where, and how you will do your research, as well as helps you choose a type of research to pursue. You should also determine whether you plan to pursue qualitative or quantitative methods and what your research design will look like.

It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives , ready to be approved by your supervisor or committee.

Note that some departments require a defense component, where you present your prospectus to your committee orally.

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

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Thesis: Vasectomy: Goals, Practices, and Effects

Editor's note:

Cole Nichols defended his Barrett Honors College thesis entitled, "Vasectomy: Goals, Practices, and Effects" in Spring 2023 in front of committee members Jane Maienschein and Dina Ziganshina.  https://keep.lib.asu.edu/items/184626

Vasectomy is one of few widely available methods of contraception for people with male reproductive systems aside from condoms, abstinence, and the withdrawal method, and it is the only one of those options that can be permanent (Amory 2016). The procedure’s prominence has led me to investigate the history of vasectomy and particularly the evolution in vasectomy technique over time. Since its introduction in the late nineteenth century, the procedure has had a variety of impacts on many people across the world. In this research project, I have sought to analyze what the technical evolution of vasectomy reveals about the changing priorities of the medical systems that use it. In particular, I point to ways the eugenics movement’s attempts to control individual reproduction have led to both vasectomy’s efficacy and its restrictiveness.

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