medical education thesis topics

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• Published: 16 April 2019

Medical education today: all that glitters is not gold

• L. Maximilian Buja   ORCID: orcid.org/0000-0001-8386-7029 1  

BMC Medical Education volume  19 , Article number:  110 ( 2019 ) Cite this article

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The medical education system based on principles advocated by Flexner and Osler has produced generations of scientifically grounded and clinically skilled physicians whose collective experiences and contributions have served medicine and patients well. Yet sweeping changes launched around the turn of the millennium have constituted a revolution in medical education. In this article, a critique is presented of the new undergraduate medical education (UME) curricula in relationship to graduate medical education (GME) and clinical practice.

Medical education has changed and will continue to change in response to scientific advances and societal needs. However, enthusiasm for reform needs to be tempered by a more measured approach to avoid unintended consequences. Movement from novice to master in medicine cannot be rushed. An argument is made for a shoring up of biomedical science in revised curricula with the beneficiaries being nascent practitioners, developing physician-scientists --and the public.

Unless there is further modification, the new integrated curricula are at risk of produce graduates deficient in the characteristics that have set physicians apart from other healthcare professionals, namely high-level clinical expertise based on a deep grounding in biomedical science and understanding of the pathologic basis of disease. The challenges for education of the best possible physicians are great but the benefits to medicine and society are enormous.

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Introduction

The traditional medical education system widely adopted throughout most of the twentieth century has produced generations of scientifically grounded and clinically skilled physicians who have served medicine and society well. Yet sweeping changes launched around the turn of the millennium have constituted a revolution in undergraduate medical education (UME) and graduate medical education (GME) [ 1 , 2 , 3 ]. While continual assessment leading to measured adaptation is essential for the enduring value of a system, simultaneous and multifaceted change such as that occurring in the traditional medical education system qualifies as disruptive innovation [ 4 ]. The purpose of this article is to offer a critique and express a major concern by a physician-scientist, pathologist and medical educator that the contemporary medical education system is being subject to the downside of disruptive innovation with unintended and potentially detrimental long-term outcomes for academic medicine and clinical practice.

The past century in medical education

The education of a physician has developed to encompass pre-medical preparation, a course of study in a medical school which is typically a major component of an academic medical center (AHC), and medical specialty training in residency and fellowship programs, UME and GME, respectively [ 5 , 6 ]. This education provides the basis for a professional career enhanced by continuing medical education and life-long learning. Early in the twentieth century, medical education became guided by principles articulated by Abraham Flexner and William Osler. Flexner recommended that medical schools should be university based, have minimum admission requirements, implement a rigorous curriculum with applied laboratory and clinical science content, and have faculty actively engaged in research [ 5 , 7 ]. Osler championed bedside teaching, bringing medical students into direct contact with patients, and learning medicine from these direct experiences under the guidance of faculty clinicians [ 7 , 8 ]. The result was the establishment of two key components or pillars of medical education, namely, the basic or foundational sciences and the clinical sciences [ 2 ]. The two-pillar model of medical education provided the conceptual basis for a four-year UME curriculum comprising biomedical science courses in the pre-clinical years and clinical clerkships in the clinical years. Medical schools utilizing this construct produced scientifically grounded physicians capable of a high level of clinical practice as well as a subset who pursued highly successful careers as physician-scientists and academicians [ 9 ].

AHCs and healthcare system

A fundamental element in the achievement of medical schools in the twentieth century was the development of medical education as a public trust and social contract between the medical schools and society [ 5 ]. However, in-depth analysis of the history of medical education has shown that it is inextricably intertwined with healthcare delivery and broader societal norms [ 5 , 6 , 7 ]. UME and much of GME take place in academic health centers (AHC), which must function in the world of healthcare delivery [ 10 ], and are subject to the complexities of the associated health care system in which they operate, including the fragmented American healthcare system [ 11 , 12 , 13 , 14 ].

Calls for curriculum reform and restructuring

In this context, discontent among academics and professional organizations concerning the traditional medical education construct has accelerated in recent years [ 1 , 2 , 3 , 15 , 16 , 17 , 18 , 19 , 20 , 21 ]. Both the teaching methodology and the content of the established curriculum have come under severe criticism. Calls have been made repeatedly for the cultivation of a different type of physician more attuned to and equipped for practice in the current healthcare scene [ 15 , 16 , 17 , 18 , 19 , 20 ].

Reform movement and integrated curriculum

To promote more active learning and less passive learning, curriculum developers have introduced a variety of approaches, including small group sessions, problem-based learning, self-directed learning, team-based learning, and flipped classrooms as replacements for the traditional lecture format [ 21 ]. However, many in the reform movement consider that pedagogical reform, while necessary, must be joined by content reform to develop the requisite skill set in future practitioners of medicine [ 15 , 16 , 17 , 18 , 19 , 20 ]. As a result, there has been a movement in mass toward adoption of a radically redesigned curriculum as a third wave, post-Flexnerian approach to medical education [ 1 , 2 ]. A major goal of the curriculum reformers is to produce physicians who can deliver an individualized plan of care that reflects the physician’s mastery of basic physiology, awareness of the best current evidence, skillful patient communication, and shared decision-making [ 20 ].

The ideal of the post-Flexnerian third wave is a fully integrated curriculum in place of the traditional curriculum comprised of a distinct pre-clinical component with subject-based courses and a subsequent clinical component [ 22 ]. Initial implementation involves partial integration comprising horizontal integration defined as integration across disciplines but within a finite period of time and vertical integration representing integration across time with breakdown of the traditional barrier between basic and clinical sciences. A fully integrated curriculum is characterized by spiral integration encompassing both horizontal and vertical integration combining integration across time and across disciplines [ 22 ].

This revised design also includes added content addressing broader issues constituting “Health Systems Science” as a third pillar of medical education co-equal with basic and clinical medical sciences [ 23 , 24 , 25 , 26 ]. Topics include population health, health policy, healthcare delivery systems, and interdisciplinary care. A correlate is the replacement of the biomedical model of health and disease with a broader biopsychosocial model of health, disease and the patient-physician relationship [ 23 , 27 ].

A related development is the implementation of the new MCAT that aims to balance testing in the natural sciences with testing in the social and behavioral sciences and assessing critical analysis and reasoning skills. The redesign is based on the premise that tomorrow’s physicians need broader skills and knowledge than in the past [ 28 ]. Medical education reform also includes heavy emphasis on professionalism and professional identity development [ 29 ]. The reforms also are aimed at achieving a more coherent continuum of medical education [ 30 ]. My institution, McGovern Medical School of The University of Texas Health Science Center at Houston, embarked on the path of curriculum restructuring in 2013 and has instituted such a redesigned curriculum beginning in 2016 [ 31 ].

Influence of oversight bodies

Advances in medical care and technology have been driving forces behind these curriculum changes. In the United States, a major impetus for such curriculum changes has come from the Liaison Committee for Medical Education (LCME), and its sponsoring institutions, the American Association of Medical Colleges (AAMC) and the American Medical Association (AMA), and the Accreditation Council for Graduate Medical Education (ACGME) (more accurately, thought leaders in these organizations) [ 32 ]. Regulatory bodies in other countries have had similar roles [ 22 ]. Curriculum reformers have used the imperative of actual and perceived expectations of the LCME as a driver of curriculum revision.

Characteristics of Today’s medical students

A major consideration in any discussion of education is the profile of the students. Analysis of today’s students is that they score higher on assertiveness, self-liking, narcissistic traits, high expectations, and some measures of stress, anxiety and poor mental health, and also lower on self-reliance [ 33 , 34 , 35 ]. These generational characteristics are rooted in shifts in culture and reflect changes in society. These character traits are clearly established by the time students enter medical school.

Notable individual exceptions reinforce the average characteristics of today’s students which have definite positive aspects, such as the focus on the individual, but also some negative consequences [ 33 , 34 , 35 ]. Motivation can become dysfunctional so that high levels of dedication to a previously enjoyed activity can result in burnout. Burnout is alarmingly high among today’s medical students and residents [ 36 , 37 ]. Burnout is a psychosocial syndrome that is associated with motivational, performance and psychological difficulties. Perfectionism, defined as a combination of high standards and high self-criticism, is also on the rise [ 38 , 39 ]. The two may compound each other.

The characteristics of today’s medical students including their strengths and vulnerabilities, present special challenges for faculty engaged in their education [ 40 , 41 , 42 , 43 ]. Notably, while these students have high I.Q.s, they typically show little desire to read long texts [ 33 ]. The implication for educational design (pedagogy) is that these students likely benefit from a structured but also more interactive learning experience and that instruction may need to be delivered in shorter segments and perhaps incorporate more material in media such as videos and an interactive format. But, even when the classroom hour is used for so-called active learning approaches, such as the flipped classroom, attendance is still often poor. There has been a proliferation of commercial products, including First Aid, Firecracker, Osmosis and Pathoma, that attract students with shortcut approaches, including flashcards and videos, for passing standardized tests [ 44 ]. These products cater to the study habits of many of today’s students. Many of today’s medical students are opting for elective perusal online of previously recorded lectures and the use of various previously mentioned study aids while minimizing direct classroom interaction with professors [ 45 ].

General critique

While apparently accepting the practices of today’s medical students as a fait accompli , a key tenant of the reform movement is that the traditional subject-based and lecture-based curriculum has failed to accomplish the desired outcome of producing physicians for the twenty-first century [ 20 ]. Content reformers favor a repeal of major parts of the traditional UME curriculum to make room for the lessons that are aimed at allowing students to develop skills in modern clinical reasoning and decision-making. Major goals of integration are to break down barriers between the basic and clinical sciences and to promote retention of knowledge and acquisition of skills through repetitive and progressive development of concepts and their applications [ 22 ].

Reformers recognize that implementation of the new curriculum requires trade-offs and hard choices. They have clearly articulated that topics such as clinical decision-making, comparative effectiveness and other Health Systems Science topics must take priority over the depth of basic science content presented in traditional courses [ 20 ]. The argument is made that major revamping of basic science in the curriculum is acceptable because of perceived major overlap and repetition among traditional basic science courses. There also is the often unstated but implied view that traditional basic science courses burden medical students with excessive and unnecessary detail. While strong emphasis is placed on integrating basic science courses and providing clinical experiences early in the curriculum, the extension of basic science content into the clinical years has been identified as a major challenge and a major shortcoming of integrated curricula [ 22 , 46 ].

The first two years of the UME curriculum is the only time in the entire professional career of a physician when the fundamentals of biomedical science and the clinical skills of history taking and physical examination intersect coherently, and are formally taught and learned. A background in factual knowledge and relationships among facts is crucial for critical thinking and evidence-based decision-making in medicine [ 46 , 47 , 48 , 49 ]. Studies have shown that factual knowledge of medical science is essential for the development of clinical skill [ 46 , 47 , 48 , 49 , 50 ]. Clinical knowledge is gained from the integration of conceptual knowledge (facts, “what” information), strategic knowledge (“how” information) and conditional knowledge (“why” information) [ 49 ]. There is no short cut here; a certain amount of memorization and with some repetition is required. It is counterproductive to dilute the learning experience of the core material in the pre-clinical years by substituting other topics that are best learned after a foundation is laid and its strength tested through the crucible of clinical practice.

Competency-based education: time-based versus competency-based medical education and accelerated medical education

Momentum has continued to grow for demonstration of a set of competencies rather than cognitive knowledge alone as the primary outcome of UME as well as GME. The movement toward outcomes and competency-based education in UME was presaged by a focus on innovation in GME, which led to the introduction by the Accreditation Council for Graduate Medical Education (ACGME) of the six competencies as key elements in residency training programs [ 51 , 52 ]. Change in the world of GME was compounded by the introduction of the duty hour requirements at about the same time [ 53 ]. The ACGME has moved further along the path of competency-based training with the introduction of milestones as a focus of the new accreditation system (NAS) [ 54 , 55 ]. Competencies also have been linked to Entrustable Professional Activities [ 56 ].

Some are taking the competency construct further by promoting time variable criteria for the granting of the medical degree as well as certification in medical specialties following a period of graduate training [ 57 , 58 , 59 , 60 , 61 , 62 ]. Others are promoting an accelerated three-year UME program [ 63 ].

All would agree that the goal of medical education is to produce competent physicians. However, the educational approach embodied in competence-based curricula for highly skilled professions including medicine versus lower level occupations has been found to be philosophically questionable, methodologically complex and highly controversial [ 64 , 65 ]. The logistics of implementing such programs are daunting and represent another major draw on faculty time to provide evaluation of the ascertainment of the set of competencies and entrustable professional activities (EPAs) of the learners [ 56 , 66 ]. A more feasible approach would be to maintain fixed time programs but allow accelerated advancement coupled with opportunities for dual degrees, pursuit of research, and other projects [ 67 ].

Arguments in favor of reduction of UME to a 3 year program include increased production of physicians to meet the shortage and reduction of student debt. The current interest in some quarters for a 3 year program represents the third time in the last century this idea has been promoted [ 64 ]. This third wave will have to face many of the same issues that affected the previous two attempts.

Impact of student evaluation systems

How students function in an educational program is inextricably linked to how they are evaluated. Recurrent movements to abolish grades, exams and honor societies to mitigate undue competiveness, stress and general malaise is the present educational zeitgeist [ 68 , 69 , 70 , 71 , 72 ]. For many years, the standard system of student evaluation was based on numerical grades in every course and led to a cumulative numerical score and class ranking. As a component of disruptive innovation, some medical schools have completely abolished grades and implemented pass-fail systems. However, most medical schools, including some who have tried the purely pass-fail approach, have arrived at a system of Honors, High Pass, Pass, Marginal Pass and Fail -- essentially the A through F system used in K-12 education [ 73 ].

This has led to the rise of the exaggerated importance of United States Medical Licensing Exam (USMLE) scores, particularly, USMLE Step 1 scores, as the major or sole objective evaluation of cognitive achievement of medical students. Proponents argue that the new curricula are successful because students are performing at least as well on USMLE Step 1 as they did in the old curricula, and that they do as well in pass-fail systems as in systems with grades [ 68 , 69 , 70 , 71 , 72 ]. However, these advocates, in essence, are contributing to the perpetuation of the undue importance of USMLE Step 1.

An undue emphasis on a single high stakes summative evaluation creates a dilemma for medical educators and students [ 73 ]. An excessive focus develops on preparing students for the USMLE Step 1 examination and “teaching to the test” [ 20 , 74 ]. This milieu is counterproductive to in depth assimilation of subject matter in the biomedical sciences. Unintended consequences in multiple domains include conflict with holistic undergraduate medical education admission practices, student well-being, and medical curricula.

Medical students have become increasingly aware of the “USMLE issue.” In an Invited Commentary, medical students from various institutions across the country have reflected on their shared experiences and have postulated that the emphasis on USMLE Step 1 for residency selection has fundamentally altered the preclinical learning environment, creating a “Step 1 climate” [ 44 ]. They have commented on how the Step 1 climate negatively impacts education, diversity, and student well-being, and they have urged a national conversation on the elimination of reporting Step 1 numeric scores. Educators also have articulated similar recommendations regarding making the USMLE results reporting as pass/fail [ 75 , 76 ]. But concern has also been voiced that pass/fail can be a disincentive to motivation for broad knowledge acquisition. Also, the development of an alternate, more holistic standardized metric by which to compare students’ applications for residency positions has been proposed but is currently not operative [ 74 ].

The movement away from meaningful grades for medical school courses also has led to an increasingly elaborate subjective evaluation in “dean’s letters” [ 77 , 78 ]. The AAMC has introduced the Medical Student Performance Evaluation (MSPE) as a refinement of the “dean’s letter.” Approaches to evaluation of student performance generally involve formative and summative exams in the pre-clinical years, and subject exams coupled with faculty assessment of performance, in the clinical clerkships. Then, these evaluations (honors, high pass, pass, etc.) are integrated into lengthy MSPEs or dean’s letters that provide commentary and largely subjective impressions. In spite of the AAMC guidelines of comparative information about applicants be included, dean’s letters or MSPEs often continue to lack specificity regarding student performance [ 77 , 78 ]. Major emphasis continues to rest on USMLE scores for the granting of interviews and ranking of applicants by residency program selection committees [ 74 ].

A second influential criterion relied upon in resident candidate ranking and selection is election to the Alpha Omega Alpha (AOA) Honor Society from the top one-sixth of the class. Election into AOA has long been a motivator for student performance. A relationship between AOA membership and selection into highly competitive residencies is well known [ 79 ]. AOA is receiving criticism that membership is not reflecting the balance of diversity of the student body [ 80 , 81 ]. But, I hold that AOA must maintain a focus on excellence [ 82 ].

The grade abolition movement misses the reality of competition in human affairs. I think that the dilemmas about the “USMLE issue” can be diffused by a return to providing meaningful grades for medical school courses and an overall summative evaluation for the four years of medical school. (My definition of meaningful grades encompasses either numerical or letter grade equivalents which reflect actual performance relative to other students and objective norms.) Students must compete and excel to gain admittance into medical school. This shouldn’t be any different when students are training to be physicians. Safeguards can be put in place to deal with excess competition [ 33 ]. Nevertheless, competition within bounds promotes excellence. I strongly concur with the view that medicine is based on being a meritocracy and needs to remain a meritocracy [ 82 , 83 ].

Impact on medical educators

Over the years, medical educators, including basic biomedical science educators and clinician educators, have had to adapt to changes in curriculum [ 84 , 85 , 86 ]. Many medical educators have experienced significant challenges in the implementation of the new curriculum [ 87 ]. Competing demands on faculty time are causing stress and burnout among faculty as well as learners. A curriculum heavily geared to small group teaching places further considerable demand on faculty time. A significant inverse relationship has been found between faculty members’ readiness to change teaching approaches and their severity of burnout [ 87 ].

The educational mission itself can be enhanced by the recognition of foundational principles for teaching and education [ 88 ]. At Johns Hopkins University School of Medicine, a formal review process has led to the articulation of 10 foundational principles or characteristics of a medical educator [ 88 ]. Each principle addresses an important theme in the educational mission. These principles include specific recognition of the importance of being a role model and the responsibility to develop the next generation of physicians (Table  1 ).

Ethics, professionalism and inter-professionalism in the curriculum

A major goal of the new curriculum is the development of holistic, ethical physicians with clear communication skills imbued with empathy and compassion for patients [ 29 ]. These goals are not new but are imbedded in the ideals of the medical profession which are intrinsic to its code of ethics [ 89 ]. There is a longstanding consensus that professionalism and professional identity formation need to be key elements of medical education [ 29 ]. However, a unifying theoretical or practical model to integrate the teaching of professionalism into the medical curriculum has not emerged [ 90 , 91 ]. Nevertheless, role modeling and personal reflections -- ideally guided by faculty -- rather than blocks of time devoted to didactic exercises -- are widely held to be the most effective techniques for developing professionalism [ 90 , 91 ]. Inter-professional education, another major contemporary thrust, also is best addressed after a foundation in the biomedical sciences is developed [ 92 ].

Regarding the issue of classroom attendance, medical student and teaching faculty attitudes have been found to differ regarding the importance of classroom attendance and its relationship to professionalism, findings that were at least partially explained by differing expectations of the purpose of the preclinical classroom experience [ 45 ]. Students tended to view class-going primarily as a tool for learning factual material, whereas many faculty viewed it as serving important functions in the professional socialization process [ 45 ]. Rather than dealing with practical solutions to enhancing the value of lectures, other formats are promoted which place inordinate demands on faculty time. This scenario is off-kilter. It sends the wrong messages to students regarding personal responsibility and professionalism. A practical approach to dealing with differing expectations and to effectively instill professionalism is to provide students, residents and staff with a written list of expected behaviors coupled with teaching and role modeling, assessment and remediation [ 93 ].

Impact on pathology

Pathology is uniquely both a medical science and a clinical discipline [ 94 , 95 , 96 , 97 , 98 , 99 ]. In the analogy of the tree of medicine, the trunk is general pathology, which draws from all the basic biomedical sciences to elucidate general principles of regulation and dysregulation of homeostasis, and divides into the many branches of special pathology (organ system pathology); each one of these branches supports a specialized field of clinical medicine [ 95 ]. Thus, the place of pathology in the curriculum is seminally important in linking the basic biomedical sciences to clinical medicine and providing an understanding of the pathobiological basis of disease. The Association of Pathology Chairs has put forward a position paper on pathology competencies for medical education [ 99 ]. Since a solid understanding of pathology is core to the practice of medicine in any specialty, the position paper posits that all medical students must learn the basic mechanisms of disease, their manifestations in major organ systems, and how to apply that knowledge to clinical practice for diagnosis and management of patients. However, the place given to the pathobiological basis of disease in the new curriculum models is diminished.

Although a traditional curriculum includes a formal pathology course, pathology has been disadvantaged by the fact that students generally have little exposure to pathology or pathologists in the professionally formative clerkship years [ 100 , 101 , 102 ]. However, a distinction needs to be made between student perceptions of pathology as a career and pathology as a critically important medical science. The task of grounding medical students in principles of pathology, including pathogenesis and pathophysiology of disease, has been made considerably more difficult by the design of the new integrated, modular curriculum. The resultant discontinuance of pathology courses and their replacement by elements of pathology scattered episodically in the pre-clinical years likely has resulted in the dilution of core scientific principles and has contributed to a reduced understanding and interest in pathology [ 100 , 101 , 102 ].

Initiatives to increase the exposure and understanding of pathology and the autopsy are necessarily going to be tailored to the local environment operative at each institution [ 100 , 101 , 102 , 103 , 104 , 105 ]. While these approaches cannot fully substitute for the coherent presentation of the pathobiological basis of disease in a pathology course, it is imperative that pathology educators make this effort.

Nevertheless, exposure of medical students to the autopsy is a casualty of the current environment [ 106 , 107 , 108 , 109 ]. As a consequence, it is disconcerting but hardly surprising that physicians now in residency training and clinical practice have little understanding or appreciation for the autopsy, and, therefore, have little motivation for or experience with discussion of the autopsy with next of kin of the deceased. This state of affairs is contributing to the decline of the autopsy, which remains a uniquely important procedure for quality assurance in medicine [ 108 , 109 ].

Another correlate of the current undergraduate medical educational environment is that pathology now has the lowest percentage of residency positions filled by U.S. seniors in the National Residency Matching Program [ 110 , 111 ]. Furthermore, pathology residency programs have joined other medical specialties in conducting “boot camps” for incoming trainees [ 112 , 113 , 114 ]. The boot camps are aimed at providing the basics of a necessary foundation in pathology-specific medical science and in introducing basic skills and processes required for practice of anatomic pathology and laboratory medicine [ 112 ]. The assessment of pathology educators is that the new LCME-driven curriculum is producing a medical graduate who may think differently, but certainly lacks subject-specific knowledge for a variety of medical specialties. A putatively superior curriculum should not present a need for remedial learning for its graduates. Hopefully, boot camps for pathology trainees will be more effective than appears to be the case for bootcamps for trainees in surgical specialties [ 114 ].

Impact on physician-scientists

Physician-scientists of various stripes have a unique and important role in translating basic science discoveries into advances in clinical medicine [ 115 , 116 ]. Their numbers are small and their development is under threat. In some institutions, tailored curricula are being implemented to promote the development of clinician scientists [ 117 , 118 ]. Nevertheless, there is a legitimate concern that the diminished position of basic science in the new curriculum is detrimental to the future maturation of physician-scientists [ 119 ].

Early predictors of career achievement in academic medicine have been identified as: 1) membership in AOA, 2) rank in the top third of the graduating class, and 3) research experience in medical school [ 9 ]. These three factors were of crucial importance in launching my career as was the seminal importance of a faculty mentor [ 120 , 121 ]. The new curricula need to ensure that such opportunities are available for motivated medical students.

Complexities and proposed solutions

Reformers contend that changes in the healthcare system and in medical practice in the clinic and hospital have outpaced those in the classroom, resulting in a declining relevance of the traditional curriculum and a growing urgency for a paradigm shift in medical education. Three barriers to the implementation of evidence-based curriculum reform have been identified [ 20 ]. First, curriculum revision must take place within a certain time frame, making it a zero-sum game. Second, transitioning from a few basic scientists lecturing entire classes from the podium to numerous small groups often tutored by clinical faculty dramatically increases the teaching demands on all faculty and especially faculty clinicians. Third, an inevitable tension is created between a holistic educational approach and the imperative to prepare students for USMLE Step 1.

Regarding the first point, reformers contend that reduction and revamping of the basic science content is warranted and can be achieved by elimination of perceived redundancy in the old curriculum. But the reality is that biomedical science, both in terms of curriculum time and emphasis, has been diminished in the new curricula [ 102 , 118 , 119 ]. Further negative pressure on the basic sciences is coming from the initiative to incorporate Health Systems Science into the curriculum with associated need to develop faculty with skills in teaching this material [ 23 , 24 , 25 , 26 , 27 ].

Pertinent to the second point, there are special challenges for faculty in educating the current generation of medical students in the Information Age [ 33 , 40 , 41 , 42 ]. Certainly faculty educators need to recognize the characteristics of today’s students and take this into consideration in implementation of the curriculum. However, rather than taking a laissez faire approach, faculty educators need to set expectations regarding standards of performance [ 93 ]. In medical education, it is vital that faculty and staff temper overconfidence and excessive risk-taking [ 33 ]. Pedagogical approaches can be modified to meet the learning pattern of today’s medical students, for example, by blending lecture and non-lecture formats [ 43 ]. Nevertheless, standards for content and learning should remain the same; educators cannot compromise on the material that must be learned [ 33 ]. Also, medical students need to be taught and experience functioning and decision making in the face of inevitable uncertainties in life and medical practice [ 122 , 123 ].

Regarding the third point, neo-curriculum advocates contend that solutions to the dilemma of the usurpation of the curriculum by the USMLE lie outside the control of undergraduate medical educators [ 20 ]. These advocates say that solutions require creativity and action from residency selection committees and the USMLE’s sponsors, the Federation of State Medical Boards and the National Board of Medical Examiners, because of the implementation of the new UME curriculum. But those in control of the UME curriculum can ensure that meaningful objective summative assessments of students in both pre-clinical and clinical courses are included in dean’s letters so that the USMLE is not the sole or primary objective assessment presented to residency selection committees.

In spite of the complexities, I contend that rebalancing the position of medical science in the medical educational curriculum has paramount importance [ 46 , 47 , 48 , 49 , 50 , 102 , 119 ]. This is to be achieved by providing the necessary amount of unencumbered space freed of major competing priorities. Different schools may use different approaches. Nevertheless, I favor restoration of subject-based courses, including a pathology course. Appropriate coordination of subject matter among the courses is essential, but this does not require the modular integration approach. Optimal ways of integrating topics in Health Systems Science during the multiyear curriculum need to be developed such as not to unduly compete with education in the core medical sciences.

Trends in American healthcare, academic medical centers and academic medicine

Contemporaneous with restructuring of medical education, medical practice has undergone a fundamental transformation, dominated by a fixation on increasing efficiency in the delivery of care with quality of care a secondary consideration [ 124 , 125 ]. The standard for the medical product has become good enough rather than excellent.

Regarding academic medicine, from 1985 to 2008, the percentage of active doctors engaged in teaching, research or administration decreased from 9 to 5.5%, and the number of teachers and mentors per US medical graduate declined from 0.11 to 0.07 [ 124 , 125 ]. During the decade prior to 2004, biomedical research funding from all sources in America increased at an annual rate of 6.3%, and the United States funded more than half of all biomedical research conducted throughout the world. Since 2004, the growth rate for research funding has decreased to 0.8%, and the U.S.’ share of the world’s research investment has decreased to 44%. From 1996 to 2014, the percent of Nobel laureates in medicine or physiology who were at US institutions at the time of the award decreased from 80 to 45% [ 124 , 125 ].

These very disturbing trends underscore some of the final words of the noted astrophysicist, Stephen Hawking, who warned that education and science around the world are “in danger now more than ever before” [ 126 ].

As eloquently stated by Brigham and Johns, the essence of excellence in medicine is more than doing what we know to do well, but must include a commitment to discovering what will make the better possible, and a dedication to perpetuating the best of the profession [ 125 ]. I content that countering the very disturbing trends just described is going to require a major multifaceted effort including a renewed commitment to advocacy for education and science and the rigorous education of new scientifically grounded physicians and physician-scientists who can carry the torch forward.

The essence of a physician

As articulated over 100 years ago, the characteristics of the ideal physician extend to personal life, professional life and public life [ 127 ]. There is a broad consensus that the good doctor manifests a combination of humanistic and scientific attributes and capabilities [ 128 , 129 ]. Seven key roles of the ideal doctor have been identified as communicator, collaborator, manager, health advocate, scholar, professional, and the integrating role of medical expert. Importantly all the roles overlap equally to create the ‘Medical Expert’ [ 130 , 131 ]. Movement from novice to master in medicine (medical expert) cannot be rushed. Time, experience –and yes, repetition -- is necessary for maturation. This maturation needs to be built on a solid foundation in biomedical science and the pathobiology of disease. The time and place to inculcate the core of this foundation is the first two years of the UME. There are many years for learning and perfecting clinical skills and evidence-based medicine. This will not happen effectively without a sound foundation in biomedical science. A byproduct of a restoration of a strong medical science curriculum will be a boost to the development of future generations of physician-scientists. Conversely, the combination of educational deficiencies coupled with lifestyle preferences carries the risk of diminishing the status of future physicians [ 33 ].

Enthusiasm for reform needs to be tempered by a more cautious and realistic approach. Unless there is modulation, the new curriculum is at risk of producing graduates deficient in the characteristic which have set physicians apart from other healthcare professionals, namely superior clinical expertise based on a deep grounding in biomedical science and understanding of the pathobiology of disease. Physicians need to remain the preeminent medical experts who strongly rely on understanding of basic mechanisms, particularly in dealing with difficult cases [ 47 , 48 , 49 ].

The overarching goal of medical education is the imparting of the highest principles, knowledge and skills in the nascent physician -- not bending medical education to follow prevalent but counterproductive personal and cultural trends. Our society requires physicians who will not just fit into the current dysfunctional American healthcare system but rather work to change it [ 11 , 12 , 13 , 14 ].

Medicine is a field that attracts people who want to have an impact, and this desire can be harnessed to improve medical education. The character traits of today’s medical students can potentially be harnessed to good ends, such as helping others through medicine. Good medical education resembles evolution in that it advances by ensuring the advancement of the fittest, including the fittest of the current generation of medical students just as the fittest of previous generations have succeeded in the past [ 33 , 82 , 83 ]. The challenges for education of the best possible physicians are great but the benefits for medicine and society are enormous.

Into the future, medical education Quo Vadis?

Abbreviations

American Association of Medical Colleges

Accreditation Council for Graduate Medical Education

Academic health center

American Medical Association

Alpha omega alpha honor medical society

Entrustable professional activity

• Graduate medical education

Liaison Committee for Medical Education

Medical college aptitude test

Medical Student Performance Evaluation

New accreditation system

• Undergraduate medical education

United States Medical Licensing Examination

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Buja, L.M. Medical education today: all that glitters is not gold. BMC Med Educ 19 , 110 (2019). https://doi.org/10.1186/s12909-019-1535-9

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Selecting a thesis topic: A postgraduate’s dilemma

Rajiv k. saini.

Department of Psychiatry, Command Hospital (EC) Kolkata, West Bengal, India

Mohan Issac

1 Department of Psychiatry, The University of Western Australia, Perth, Australia

K. J. D. Kumar

2 Department of Psychiatry, Military Hospital, Pathankot, Punjab, India

Suprakash Chaudhury

3 Department of Psychiatry, D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pimpri, Pune, Maharashtra, India

Rachit Sharma

4 Department of Psychiatry, Armed Forces Medical College, Pune, Maharashtra, India

Ankit Dangi

5 Department of Psychiatry, Command Hospital, Panchkula, Haryana, India

It is said that well begun is half done. Choosing a thesis topic and submitting a research protocol is an essential step in the life cycle of a postgraduate resident. National Medical Commission of India mandates that all postgraduate trainees must submit at least one original research work (dissertation), one oral paper, one poster, and one publication to be eligible for final year examination. It is the duty of the faculty to ensure that trainees take active interest and submit their theses on time. However, their journey is often marred by multiple challenges and hurdles. The literature was searched from year 2000 onwards till 2011 using Pubmed, ResearchGate, MEDLINE, and the Education Resources Information Centre databases with terms related to residency training, selecting thesis topic, challenges or hurdles, and conversion of thesis into journal article. Existing literature on the subject matter is sparse. Current article advocates promotion of ethical and original research during postgraduation and proposes a checklist for residents before submission of their proposals.

INTRODUCTION

Residency is an extremely important period in the life cycle of a modern medical graduate. During this period, a resident learns to practice and acquire proficiency in a subject under guidance of a teacher. Along with acquiring new skills, it is also expected that they learn to critically analyze clinical scenarios and reach a rational conclusion. They are also expected to formulate and conduct original research which is submitted in form of a dissertation or thesis. Research work by a postgraduate should eventually translate into a scientific publication in a peer-reviewed medical journal, which helps in dissemination of thesis findings to the community and scientists. It is essential toward furthering medical knowledge, clinical practice, and the progression of science.[ 1 ] The National Medical Commission has stated the aims of completing this task as “Writing the thesis is aimed at contributing to the development of a spirit of inquiry, besides exposing the candidate to the techniques of research, critical analysis, acquaintance with the latest advances in medical science and the manner of identifying and consulting available literature.”[ 2 ]

CHOOSING THE TOPIC

The most intriguing question while conducting research is “How do I choose the right topic and will I be able to find the right answer?” Starting off with fire in the belly gives the best chance of seeing one’s work through. So, it is important to choose something that entices one’s mind and promises a gratifying result. Existing literature on the topic suggests that the journey of choosing the right topic is often marred by multiple challenges and dilemmas at various stages of this tumultuous journey. There are constraints of time, availability of resources, and support network.[ 3 ]

Therefore, students must remain open to suggestions from within and outside their minds. It is also important to allow the research area to simmer inside their mind for some time so that they can analyze various facets of the chosen area. It is at deeper layer of learning where higher order thinking skills such as analysis, synthesis, and evaluation reside. This then justifies the longer period it takes to arrive at a meaningful thesis title as it represents the highest order of cognitive reasoning referred to as “create” stage.[ 2 ] Short of this, novice researchers operate at lower order and remain “copy-paste” type of researchers.[ 4 ]

Lord “Dhanwantri” also known Physician of Gods brought “ Amrit ” elixir of life after “Samudra Manthan,” which was the result of intensive deliberations.[ 5 ] A systematic stepwise approach for answering any research question offers the best chance of finding the right answer. Succeeding paragraphs in this article shall delve into an enriching scientific journey toward zeroing onto a suitable thesis title.

Area of interest

A journey into an area of one’s interest is bound to be fulfilling. It is a good idea to review one’s past works and experiences, which may be intriguing. A frank and one-to-one discussion with the guide further helps in unravelling novel ideas. Starting with an open and fertile mind promises novel ideas and helps to sustain long-term interest and enthusiasm.[ 6 ] Tendency to merely replicate similar studies should be avoided as they fail to ignite the zest for newer information.[ 7 ] Think about why you got into your field of study. Consider what you like to read about in your free time, especially things related to your field.

From general to specific

A dissertation topic in medicine needs to be captivating and must intrigue the reader to look closer into the research work.[ 8 ] At the outset, it is a good strategy to just define a broad area and a dissertation topic need not be very specific or restrictive. The defined general area must be studied thoroughly and all its facets analyzed in detail. Look for gaps in knowledge which offer an avenue for research. For example, while studying factors responsible for relapse in alcohol dependence, doing a research on employment status of the spouse may be a good idea as it may not have been studied as extensively as other factors. It is needless to say that the student must first be familiar with the disease and all the variables which define its long-term trajectory. Medical science is an evolving field . There are factors of significance that can crop up during course of the study. Therefore, some scope for minor modifications must be kept for unexpected spinoffs. Most of the institutional review board permit minor revision of the protocols though they adhere to their own standards to safeguard interests of the patients. Authors conducted a survey and found that out of 184 submitted, 96 (52%) received requests for minor revision of research protocols. The acceptance resulted in further refinements in research methodology and outcomes.[ 9 ] Therefore, while submitting any protocol, some scope for minor change with probable reasons must be endorsed so that there are no complications while submitting final draft. After discussion with the guide, a suitable title can be given to the research proposal. Selection of the title should be such that it reflects the gist of the whole research and must attract attention of the reader. The title has a long shelf life and may be the first (and many a times, also the only) part of an article that readers see or read. Based on their understanding of the title, readers decide if the article is relevant to them or not.[ 8 ]

Do not bite more than you can chew

The average time allotted for completion of the MD/MS/DNB thesis is 2 years. It may be further reduced due to administrative delays like allotment of thesis guides and selection of topic. It is safe to assume that it takes around 1 month to finalize and submit the protocol and 2 months to write, print, and submit the complete thesis. That leaves just around year and nine months for actual and adequate data collection. All these facts must be kept in mind to ensure genuineness of data.[ 10 ]

A bird in hand is worth two in the bush

Modern medical science thrives on multispecialty approach, and it is not uncommon that students may end up with a research topic involving more than one department or more than one facility of the institution. Studies conducted during Covid pandemic are perfect examples owing to multiple facets of the illness in terms of prevention, pathophysiology, and long-term sequele.[ 11 ] A realistic check for the available resources in terms of infrastructure, availability of study materials, and support from affiliated departments must be done before finalizing the research topic. It is highly unlikely that your thesis is the first or the last research work in a particular area. Negotiating with other department/institution to regularly avail their facilities is often challenging. It is because of the difference in timing, priorities, work culture, and administrative barriers. One way to deal with it is to have a co-guide from that facility/institution. Dissertation reviewers have noticed that students often select topics that become unmanageable during course of their study. It can lead to development of stress and uncertainty about findings at the time of analysis. It was found that institutional support in terms of guidance, access to other departments, and statistical guidance improved overall performance of students and led to timely submission of thesis for publication in journals.[ 12 ]

Avoid controversy

Getting into controversy during initial years of residency is bound to raise stress levels and may dissuade the worker from continuing the research work. Field of medicine is fast evolving on the wheels of technology. Moral and ethical boundaries are slowly getting blurred. Many a times, laws are not revised and many laws are land specific. Therefore, it is a sound practice to familiarize oneself with existing laws and to take care that they are not violated. Central Drug Standard and Control Organization is the regulatory authority responsible for clinical trial oversight, approval, and inspections in India. It functions under Director General of Health Servicesand part of Ministry of Health and Family Welfare. The information is available online on their website and it is updated regularly. It is a good idea to visit the website and familiarize oneself about the existing laws before undertaking any research work. The website also gives information about National Ethical Guidelines for biomedical and health research involving human participants. Similarly, informed consent needs to be spelt out quite clearly and should be devoid of incomplete information or concealment of vital health related information. It is now mandatory that all research proposals be vetted by institutional ethical committee prior to submission to the university.[ 13 - 15 ]

Conformation with national health policy

Young medical professionals can contribute immensely by their research designs and valuable inputs in ratifying existing health-related measures or to suggest further refinements. This concept must always be kept in mind while formulating any research designs. Researchers of today are planners for tomorrow and their work is reflection of their goal toward health of the nation. In a comprehensive report, it was found that merely 0.5% of the 4230 thesis citations were quoted in policy decision.[ 16 ] The figures may be even lower for this country. The figures are abysmal compared to the magnitude of the research undertaken in centers of higher learning. The success of National Iodine Deficiency Disorder Control Program in India owes credit to sound scientific inquiries beginning in 1956. Despite stiff opposition and cultural bias, the program gained strength and helped in significantly reducing burden of iodine deficiency disorders.[ 17 ] The findings led to significant policy change and legislation supporting sale of only iodized salt in the country.

Scope for publication

Any research work is considered futile if it does not reach the stage of publication in a reputed journal. A genuine research must eventually translate into a research article. It has become increasingly difficult to translate thesis into a scientific publication in an indexed journal due to stringent standards and peer review. In a retrospective analysis of 85 theses, it was found that the conversion rate to peer-reviewed publication was 32.5%. The most common reasons for not publishing were a lack of originality and poor design. The authors further encouraged publication of full length articles as it helped residents in long term.[ 18 ] Originality of research, sound methodology, and analysis of data besides cogency in manuscript writing have been defining factors that promote acceptance of an article in a reputed journal.[ 19 ] Lure of quick publishing in a predatory journal can be damaging in the long run. Young and inexperienced authors publishing in a predatory journal must be aware of the damage of their reputation, of inadequate peer-review processes and that these journals might get closed any time for variety of reasons. Such publishing harms the scientific community in the long run, and hence such an approach is best avoided.[ 20 ] It is prudent practice to check whether an intended journal is predatory or not from the https://predatoryjournals.com/journals/or Beall’s list (https://beallslist.net/). Similarly, increasing the score by “salami” publication is unethical and should be avoided.

Familiarization with research methodology

Imagine you are gifted a do-it-yourself kit to build a plane which can fly. It is meant for an age group of 18 years or more and should take 1 h to assemble. It has all the wheels, gears, levers, motors, wires, motherboard, etc., required to assemble it into a functioning plane. The kit also has a manual. How long should it take to assemble? 60 min? Now imagine trying to assemble without the manual. It may be extremely difficult if not impossible to assemble the plane and is surely bound to take much longer. Research methodology is exactly like a manual for research. A major confounding factor in medical research is student’s conceptual understanding and comfort level with research methodology.[ 21 ] Findings indicate that there were noticeable differences in perspectives regarding what constitutes research methodology and its utility at least during the first year of residency.[ 21 ] Familiarizing with basic research methods is now mandated for all the medical postgraduates before they submit their research proposals, and free certificate online courses are available on their website. Writing a thesis during MD/MS and DNB courses, without having a correct research methodology planning, is practically impossible. Some of the prominent causes of rejection of submitted manuscripts are poor methodology, small sample size, and poor statistical analysis.[ 22 ] Furthermore, postgraduate students choose research methodology based on a number of factors such as familiarity with a method, methodological orientation of the primary supervisor, the domain of study, and the nature of research problems pursued. Participants reported key challenges that they faced in understanding research methodology include framing research questions, understanding the theory or literature and its role in shaping research outcomes, and difficulties in performing data analysis.[ 23 ]

Motivation level of the researcher

Dr APJ Abdul Kalam, former president of India, quoted that “Dream is not that you see in sleep but it is something that doesn’t let you sleep.” No research work will reach its logical conclusion till the time a researcher has strong motivation to pursue it. Another factor that defines sustained interest in thesis topic is motivation. As described by David Langford, there exists a continuum from extrinsic to intrinsic motivation.[ 24 ] Extrinsic motivation basically refers to a situation wherein the students are ordered (to study). As we move along this continuum, the quality of learning improves consistently with the maturing of the relationship between teacher and student. The culmination of the relationship occurs when the teacher becomes an enabler while the student becomes an active self-learner (intrinsic motivation). The process involves a definitive element of mentorship. In traditional Indian context, Gurukul envisages a firm and enduring relationship between “Guru” (teacher) and “Shishya” (student). Vedas in ancient times were combined with prepared commentaries in the form of “Upanisads.” The term upanisad refers to “Sitting down near a teacher in order to learn.” Though many students have inherent intrinsic motivation, a dynamic “Guru” can really shape the “Shishya.” Though the concept is old, it still remains relevant in modern times because learning medical practice is both art and science and best habits are still passed on to the next generation by trained and experienced teachers.[ 25 ]

WHAT CAN HELP POSTGRADUATE THESIS SELECTION?

The authors of this article put their minds together to devise a questionnaire that can act as a checklist for the residents before they actually submit their draft proposal for submission [ Table 1 ]. The checklist contains 10 questions and the responses can be marked from strongly disagree to strongly agree on a five-point likert scale. The checklist can be self-administered and the responses will give an insight into the lacunae. The residents can gradually work on these lacunae so that they feel at ease during the fantastic journey of scientific research and publication.

Postgraduate thesis topic selection questionnaire

Note: Rate your responses after regular intervals while preparing your research proposal and work on areas that feel difficult

Choosing thesis topic and submitting the protocols is an important milestone in the career of a postgraduate resident. However, its importance cannot be undermined from the fact that it is usually the first scientific pursuit of a medical graduate. Challenges and hurdles are expected but can be overcome with sustained and systematic effort. The authors of this article reviewed the literature concerning this topic and found some key areas which a resident must familiarize with before finalizing their research topic. The postgraduate thesis selection questionnaire can further act as a checklist to facilitate the process.

Financial support and sponsorship

Minds United for Health Sciences & Humanity Trust, IToP STEPS program grant.

Conflicts of interest

There are no conflicts of interest.

Acknowledgment

Minds United for Health Sciences & Humanity Trust, IToP STEPS program grant for financial support and motivation.

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EliScholar > Medicine > Medicine Thesis Digital Library

Yale Medicine Thesis Digital Library

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

Theses/Dissertations from 2024 2024

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

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

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

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

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

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

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

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

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

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

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

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

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

Genetic Contributions To Thoracic Aortic Disease , Ellelan Arega Degife

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

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

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

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

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

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

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

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

The Human Claustrum Tracks Slow Waves During Sleep , Brett Gu

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Regulation And Payment Of New Medical Technologies , Osman Waseem Moneer

Permanent Pacemaker Implantation After Tricuspid Valve Repair Surgery , Alyssa Morrison

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Theses/Dissertations from 2023 2023

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

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

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

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

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

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

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

Improving Delivery Of Immunomodulator Mpla With Biodegradable Nanoparticles , Jungsoo Chang

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

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

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

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

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

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

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

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

Associations Of Atopic Dermatitis With Neuropsychiatric Comorbidities , Ryan Fan

International Academic Partnerships In Orthopaedic Surgery , Michael Jesse Flores

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

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

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

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Dissertation, Thesis Or Research Project

I f you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

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

Below, we’ve included a selection of education-related research projects 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.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

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If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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71 Comments

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Special education

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You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

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parental involvement and students academic performance

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Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Research Defense for students in senior high

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

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request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

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In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

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Important Topics in Medical Education

Joseph E. Kerschner, MD

WMJ . 2019;118(4):201-202.

Download full text pdf .

Medical education is intrinsically connected to our state and nation’s health. Currently, as we consider the education of our nation’s physicians, we must include a discussion on student well-being, transition from medical school to residency, and the number of residency positions available to train the next generation of physicians – which are important areas and in need of improvement.

Here in Wisconsin, we are privileged to have two outstanding schools of medicine: the Medical College of Wisconsin (MCW) and the University of Wisconsin School of Medicine and Public Health (UWSMPH). These two institutions train the vast majority of physicians who practice in hospitals, clinics, health systems, medical groups, and private practice throughout the state. The fact that Wisconsin is consistently ranked at or near the top among the national leaders in overall quality of health care is a testament to the excellence of medical education in our state.¹

However, we know that we have a crisis in health care – both within Wisconsin and elsewhere – as it relates to the well-being of our students, residents, and ultimately the physician workforce. More than 50% of US physicians report significant symptoms of burnout, which can have serious, wide-ranging consequences, from reduced job performance and high turnover rates to medical error and clinician suicide. Recent reports note that the prevalence of physician burnout has reached critical levels.²

Clinician well-being is essential for safe, high-quality patient care. Supporting clinician well-being requires sustained attention and action at organizational, state, and national levels. The Association of American Medical Colleges (AAMC) supports a culture in academic medicine that values the well-being of learners, faculty, and staff, including a robust well-being website for medical students.³ In my national role as the recently elected chair of the board of the AAMC, among other endeavors, I am helping to facilitate ongoing discussions related to how medical students can best transition to the role of resident physician.

We know that one of the most important items impacting student well-being is the pressure that exists in single “high-stakes“ examinations such as  the US Medical Licensure Examination (USMLE) process (especially Step 1), which is governed through the Federation of State Medical Boards and the National Board of Medical Examiners. The AAMC is helping to convene conversations related to the Step examination processes. I have participated in numerous national conversations on this topic looking to develop possible solutions regarding how the Step 1 exam is currently utilized as a tool to evaluate medical student performance and as part of the residency Matching process. These conversations are particularly important given that this examination has demonstrated limited ability in meaningfully correlating with a physician‘s level of quality in future clinical practice. I remain optimistic that solutions to consider in this area will be forthcoming in the near future. ⁴

At MCW, although we have distance to travel to enhance our overall well-being for faculty, staff, and students, we continue to prioritize initiatives to enhance wellness. The mission of our Wellness Program is to create and maintain a workplace environment that encourages a healthy lifestyle and individual wellness for all members of the MCW family. We offer a Well-Being Index designed to evaluate fatigue, depression, burnout, anxiety/stress, and mental/physical quality of life, as well as resources to address each of these areas.  We offer an Employee Assistance Program that provides free, immediate, and confidential support with work, health, and life challenges. We offer classes, tools, and resources to help individuals create and maintain a healthy lifestyle and have incorporated the topic of wellness into our routine communications. We also provide a wellness champion for each department in the institution.

Additionally, specifically for students and residents, we offer behavioral health services and provide a single-source, all-inclusive website that contains information on services provided, common concerns, hours for appointments, general and emergency contacts, behavioral health clinic providers, information on mental health resources in the Milwaukee metro area, a Stress and Depression Questionnaire, FAQs, and more.

Speaking of the Residency Match, there is also substantive work being done nationally to examine the possibility of moving toward a system in which the Match would occur more than once a year. This would enable more flexible academic programs at medical schools to accommodate specific student needs – both educationally or personally. A more flexible Match system would allow more individualized academic progression; this has been identified as another potential enhancement in medical education to support student well-being.

In addition to the above, enhancing opportunities in the Match for those students completing their degrees would alleviate some concerns related to the recent expansion of medical students being trained in the United States. During this period of growth, comparatively fewer new residency positions were created. ⁵ Equally important to providing more opportunities to US-trained medical students is the fact that the country and Wisconsin are facing a very large physician shortage and expansion of Graduate Medical Education (GME) positions is necessary to alleviate this difficulty for the future. (In my Dean’s Corner, which was published in Volume 118, No. 2 of the WMJ , I discussed important work being done to help alleviate the projected physician shortage) Although there have been some federal initiatives to grow GME positions nationally, most notably through the Department of Veterans Affairs, these initiatives will fall far short of what is needed nationally to prevent the physician shortage – which has been well-documented for well over a decade. Fundamentally, the “cap” on GME positions supported through the Centers for Medicare & Medicaid Services (CMS) – which has been held in place since 1997 – needs to be revised so that institutions such as MCW and UWSMPH have access to additional federal dollars to expand their GME programs.

There are additional solutions to federal sponsorship of GME programs, and at MCW, we have made progress in adding new residency positions, including two new four-year psychiatry residency programs attached to our regional medical school campuses (seven residents in total per year), 18 FTE GME positions through our partners at the Clement J. Zablocki VA Medical Center, a new three-year family medicine residency program that is training six residents per year at Froedtert Community Memorial Hospital in Menomonee Falls, and a planned new three-year family medicine residency in Green Bay in conjunction with Prevea Health and Hospital Sisters Health System to train four residents per year. ⁶

By 2020, Wisconsin will have 133 more Wisconsin physician residents in the pipeline to practice in Wisconsin thanks to the GME matching grant legislation that was passed with the help of the Wisconsin Hospital Association (WHA) and bipartisan support in the Wisconsin legislature in 2013. Initial results are encouraging, and the state has improved its state rank from 25th to 18th for the number of GME residency spots compared to medical school enrollments, according to the WHA’s Wisconsin 2018 Health Care Workforce Report. 7

We are grateful to the elected officials in Wisconsin who have supported state funds for these programs. We will look to this support in the future as we work with UWSMPH to develop additional GME programs in underserved areas for the future.

• Wahlberg D. Wisconsin has best health care quality in the nation, federal agency says. Wisconsin State Journal . August 23, 2017. https://madison.com/wsj/news/local/health-med-fit/wisconsin-has-best-health-care-quality-in-the-nation-federal/article_d194bcd9-5c4b-5b74-a42e-000a2d20ce5b.html . Accessed December 1, 2019.
• Jha A, Iliff A, Chaoui A, Defosez S, Bombaugh M, Miller Y, for the Massachusetts Medical Society, Massachusetts, Health and Hospital Association, Harvard T.H. Chan School of Public Health, and Harvard Global Health Institute. A crisis in health care: A call to action on physician burnout. Waltham, MA: Massachusetts Medical Society. https://cdn1.sph.harvard.edu/wp-content/uploads/sites/21/2019/01/PhysicianBurnoutReport2018FINAL.pdf . Published January 30, 2019. Accessed December 2, 2019.
• Medical Student Well-Being. Association of American Medical Colleges website. https://students-residents.aamc.org/attending-medical-school/medical-school-survival-tips/medical-student-well-being/ . Accessed December 1, 2019.
• Cooper K, Brownell S. Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology. Adv Physiol Educ . 2018;42(2):200-208. doi:10.1152/advan.00085.2017
• Averting physician shortage now depends on more slots for residency training [press release]. Washington, DC: Association of American Medical Colleges; July 25, 2019. https://www.aamc.org/news-insights/press-releases/us-medical-school-enrollment-surpasses-expansion-goal . Accessed December 2, 2019.
• Kerschner J. Helping to alleviate the projected physician shortage. WMJ . 2019;118(20):103-104.
• Wisconsin 2018 Health Care Workforce Report. Madison, WI: Wisconsin Hospital Association. https://www.wha.org/WisconsinHospitalAssociation/media/WHA-Reports/2018_Workforce_Report.pdf . Published December 13, 2018. Accessed December 2, 2019.

Author Affiliation: Doctor Kerschner is dean, School of Medicine, and provost and executive vice president, Medical College of Wisconsin, Milwaukee, Wis.

Best Nursing Research Topics for Students

What is a nursing research paper.

• What They Include
• Choosing a Topic
• Best Nursing Research Topics
• Research Paper Writing Tips

Writing a research paper is a massive task that involves careful organization, critical analysis, and a lot of time. Some nursing students are natural writers, while others struggle to select a nursing research topic, let alone write about it.

If you're a nursing student who dreads writing research papers, this article may help ease your anxiety. We'll cover everything you need to know about writing nursing school research papers and the top topics for nursing research.  

Continue reading to make your paper-writing jitters a thing of the past.

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A nursing research paper is a work of academic writing composed by a nurse or nursing student. The paper may present information on a specific topic or answer a question.

During LPN/LVN and RN programs, most papers you write focus on learning to use research databases, evaluate appropriate resources, and format your writing with APA style. You'll then synthesize your research information to answer a question or analyze a topic.

BSN , MSN , Ph.D., and DNP programs also write nursing research papers. Students in these programs may also participate in conducting original research studies.

Writing papers during your academic program improves and develops many skills, including the ability to:

• Select nursing topics for research
• Conduct effective research
• Analyze published academic literature
• Format and cite sources
• Synthesize data
• Organize and articulate findings

About Nursing Research Papers

When do nursing students write research papers.

You may need to write a research paper for any of the nursing courses you take. Research papers help develop critical thinking and communication skills. They allow you to learn how to conduct research and critically review publications.

That said, not every class will require in-depth, 10-20-page papers. The more advanced your degree path, the more you can expect to write and conduct research. If you're in an associate or bachelor's program, you'll probably write a few papers each semester or term.

Do Nursing Students Conduct Original Research?

Most of the time, you won't be designing, conducting, and evaluating new research. Instead, your projects will focus on learning the research process and the scientific method. You'll achieve these objectives by evaluating existing nursing literature and sources and defending a thesis.

However, many nursing faculty members do conduct original research. So, you may get opportunities to participate in, and publish, research articles.

Example Research Project Scenario:

In your maternal child nursing class, the professor assigns the class a research paper regarding developmentally appropriate nursing interventions for the pediatric population. While that may sound specific, you have almost endless opportunities to narrow down the focus of your writing. 

You could choose pain intervention measures in toddlers. Conversely, you can research the effects of prolonged hospitalization on adolescents' social-emotional development.

What Does a Nursing Research Paper Include?

Your professor should provide a thorough guideline of the scope of the paper. In general, an undergraduate nursing research paper will consist of:

Introduction : A brief overview of the research question/thesis statement your paper will discuss. You can include why the topic is relevant.

Body : This section presents your research findings and allows you to synthesize the information and data you collected. You'll have a chance to articulate your evaluation and answer your research question. The length of this section depends on your assignment.

Conclusion : A brief review of the information and analysis you presented throughout the body of the paper. This section is a recap of your paper and another chance to reassert your thesis.

The best advice is to follow your instructor's rubric and guidelines. Remember to ask for help whenever needed, and avoid overcomplicating the assignment!

How to Choose a Nursing Research Topic

The sheer volume of prospective nursing research topics can become overwhelming for students. Additionally, you may get the misconception that all the 'good' research ideas are exhausted. However, a personal approach may help you narrow down a research topic and find a unique angle.

Writing your research paper about a topic you value or connect with makes the task easier. Additionally, you should consider the material's breadth. Topics with plenty of existing literature will make developing a research question and thesis smoother.

Finally, feel free to shift gears if necessary, especially if you're still early in the research process. If you start down one path and have trouble finding published information, ask your professor if you can choose another topic.

The Best Research Topics for Nursing Students

You have endless subject choices for nursing research papers. This non-exhaustive list just scratches the surface of some of the best nursing research topics.

1. Clinical Nursing Research Topics

• Analyze the use of telehealth/virtual nursing to reduce inpatient nurse duties.
• Discuss the impact of evidence-based respiratory interventions on patient outcomes in critical care settings.
• Explore the effectiveness of pain management protocols in pediatric patients.

2. Community Health Nursing Research Topics

• Assess the impact of nurse-led diabetes education in Type II Diabetics.
• Analyze the relationship between socioeconomic status and access to healthcare services.

3. Nurse Education Research Topics

• Review the effectiveness of simulation-based learning to improve nursing students' clinical skills.
• Identify methods that best prepare pre-licensure students for clinical practice.
• Investigate factors that influence nurses to pursue advanced degrees.
• Evaluate education methods that enhance cultural competence among nurses.
• Describe the role of mindfulness interventions in reducing stress and burnout among nurses.

4. Mental Health Nursing Research Topics

• Explore patient outcomes related to nurse staffing levels in acute behavioral health settings.
• Assess the effectiveness of mental health education among emergency room nurses .
• Explore de-escalation techniques that result in improved patient outcomes.
• Review the effectiveness of therapeutic communication in improving patient outcomes.

5. Pediatric Nursing Research Topics

• Assess the impact of parental involvement in pediatric asthma treatment adherence.
• Explore challenges related to chronic illness management in pediatric patients.
• Review the role of play therapy and other therapeutic interventions that alleviate anxiety among hospitalized children.

6. The Nursing Profession Research Topics

• Analyze the effects of short staffing on nurse burnout .
• Evaluate factors that facilitate resiliency among nursing professionals.
• Examine predictors of nurse dissatisfaction and burnout.
• Posit how nursing theories influence modern nursing practice.

Tips for Writing a Nursing Research Paper

The best nursing research advice we can provide is to follow your professor's rubric and instructions. However, here are a few study tips for nursing students to make paper writing less painful:

Avoid procrastination: Everyone says it, but few follow this advice. You can significantly lower your stress levels if you avoid procrastinating and start working on your project immediately.

Plan Ahead: Break down the writing process into smaller sections, especially if it seems overwhelming. Give yourself time for each step in the process.

Research: Use your resources and ask for help from the librarian or instructor. The rest should come together quickly once you find high-quality studies to analyze.

Outline: Create an outline to help you organize your thoughts. Then, you can plug in information throughout the research process. 

Clear Language: Use plain language as much as possible to get your point across. Jargon is inevitable when writing academic nursing papers, but keep it to a minimum.

Cite Properly: Accurately cite all sources using the appropriate citation style. Nursing research papers will almost always implement APA style. Check out the resources below for some excellent reference management options.

Revise and Edit: Once you finish your first draft, put it away for one to two hours or, preferably, a whole day. Once you've placed some space between you and your paper, read through and edit for clarity, coherence, and grammatical errors. Reading your essay out loud is an excellent way to check for the 'flow' of the paper.

Helpful Nursing Research Writing Resources:

Purdue OWL (Online writing lab) has a robust APA guide covering everything you need about APA style and rules.

Grammarly helps you edit grammar, spelling, and punctuation. Upgrading to a paid plan will get you plagiarism detection, formatting, and engagement suggestions. This tool is excellent to help you simplify complicated sentences.

Mendeley is a free reference management software. It stores, organizes, and cites references. It has a Microsoft plug-in that inserts and correctly formats APA citations.

Don't let nursing research papers scare you away from starting nursing school or furthering your education. Their purpose is to develop skills you'll need to be an effective nurse: critical thinking, communication, and the ability to review published information critically.

Choose a great topic and follow your teacher's instructions; you'll finish that paper in no time.

Joleen Sams is a certified Family Nurse Practitioner based in the Kansas City metro area. During her 10-year RN career, Joleen worked in NICU, inpatient pediatrics, and regulatory compliance. Since graduating with her MSN-FNP in 2019, she has worked in urgent care and nursing administration. Connect with Joleen on LinkedIn or see more of her writing on her website.

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Research topics and trends in medical education by social network analysis

Affiliations.

• 1 Biomedical Knowledge Engineering Laboratory, Seoul National University, Seoul, Republic of Korea.
• 2 National Center of Excellence in Software, Chungnam National University, Daejeon, Republic of Korea.
• 3 Center for Innovative in Dental Education, Seoul National University, Seoul, Republic of Korea.
• 4 College of Nursing, Keimyung University, 1095 Dalgubeol-daero, Dalseo-Gu, Daegu, 42601, Republic of Korea. [email protected].
• PMID: 30249248
• PMCID: PMC6154904
• DOI: 10.1186/s12909-018-1323-y

Background: As studies analyzing the networks and relational structures of research topics in academic fields emerge, studies that apply methods of network and relationship analysis, such as social network analysis (SNA), are drawing more attention. The purpose of this study is to explore the interaction of medical education subjects in the framework of complex systems theory using SNA and to analyze the trends in medical education.

Methods: The authors extracted keywords using Medical Subject Headings terms from 9,379 research articles (162,866 keywords) published in 1963-2015 in PubMed. They generated an occurrence frequency matrix, calculated relatedness using Weighted Jaccard Similarity, and analyzed and visualized the networks with Gephi software.

Results: Newly emerging topics by period units were identified as historical trends, and 20 global-level topic clusters were obtained through network analysis. A time-series analysis led to the definition of five historical periods: the waking phase (1963-1975), the birth phase (1976-1990), the growth phase (1991-1996), the maturity phase (1997-2005), and the expansion phase (2006-2015).

Conclusions: The study analyzed the trends in medical education research using SNA and analyzed their meaning using complex systems theory. During the 53-year period studied, medical education research has been subdivided and has expanded, improved, and changed along with shifts in society's needs. By analyzing the trends in medical education using the conceptual framework of complex systems theory, the research team determined that medical education is forming a sense of the voluntary order within the field of medicine by interacting with social studies, philosophy, etc., and establishing legitimacy and originality.

Keywords: Complex systems theory; Medical education; Research topics; Research trends; Social network analysis.

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The authors declare that they have no competing interests.

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Phase-setting by similarity

Top20 new keywords for each…

Top20 new keywords for each phase

Topic clusters in medical education

SNA of each historical phase…

SNA of each historical phase of medical education

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Medical Education Dissertation Topics for the Best Dissertations!

Medical Education dissertations are comparatively hard. A lot of students struggle with coming up with interesting and suitable  Medical Education dissertation topics for themselves due to many reasons. Sometimes students get overwhelmed by a number of interesting topics and choose one that is very vague to research. These topics may seem interesting but in the end, they don’t turn very great.

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Before going over the list of amazing topics for Medical Education dissertation. Our leading industry experts are going to give their own Medical Education dissertation ideas that you can use to create your own custom topics. These topics can help you score better because you will be able to create your own topics according to your interests, likings, and instructions and guidelines provided by the supervisor(s) or professor(s).

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• Healthcare Professions: You can do an in-depth analysis of the healthcare profession of your choice. You can compare between different healthcare professions and the study processes. You can also further evaluate the professions and the rate of people belonging to each profession from a specific area like a region, state, city, or country. You can also research the teaching methods for the healthcare studies of your choice and come up with a conclusion of how it can be made better for future students and teachers.
• Medical Technology: This dissertation idea revolves around extensive research on any tool or machine used for medical purposes and comparing their significance observing how medical education has improved the awareness of it. You can compare multiple tools or machines or equipment and see which one is used for medical education . You can also discuss the importance of different medical equipment regarding their application on different teaching methods.

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Medical Education Dissertation Topics to Ace Your Dissertation!

Here are a few Medical Education dissertation topics that you can use as they are or even modify them according to your preferences. Make sure that whatever topic you select, it should have enough research and study material present for you to easily conduct your research on the selected topic!

You can use the Medical Education dissertation topics below for free as they are or modify them to create custom topics to suit your interests and guidelines provided to you by your supervisor or your department head.

Aim of the study The aim of the study will be “To analyse indigenous health agenda in medical education in the UK”. Objectives of the study The objectives of the study will be;

• To understand the significance and scope of obtaining medical education from the institutes in the UK.
• To critically analyse the indigenous health agenda in the medical education of the developing countries.
• To critically analyse and review the agenda of indigenous health in medical education in developed countries.
• To compare the agenda of health in medical education in the developed as well as developing countries.
• To review the public health agenda for traditional, complementary, and alternative medicine.
• To understand the impacts of the indigenous health agenda in medical education particularly in the UK.
• To explore the hidden curriculum involved in the influence of medical education on the health of indigenous people.
• To analyse the social determinants of indigenous health.
• To critically review the commitments of medical schools in the UK to the indigenous health agenda and find out how these commitments are currently being enacted and can best be realised in the future.

Aim of the study The aim of the study will be “To review the role of using simulators Nurse Educators' perceptions in the USA”. Objectives of the study The objectives of the study will be;

• To understand the nurse faculty perceptions of simulation use in nursing education.
• To review the practices and the nursing faculty perceptions of the implementation of simulation in schools of nursing across the USA.
• To evaluate the impacts of using simulators Nurse Educators' perceptions in the USA.
• To analyse and review the involved barriers and enablers to the use of high-fidelity patient simulation manikins in nurse education.
• To find out the process of the Incorporation of scenario-based simulation into a hospital nursing education program.
• To explore the future challenges for nursing education in the USA.
• To find out the high-fidelity nursing simulation and its impacts on student self-confidence and clinical competence.
• To prepare a review on the use of simulation in the nursing fundamentals.
• To explore the perceptions of new graduate nurses about the impacts of clinical simulation on their critical thinking, learning, and confidence.
• To understand the virtual reality simulation and the use of three-dimensional technology for the learning of nursing students in the USA.

Aim of the study The aim of the study will be “Comparable effects of the use of a computer-assisted, facilitative teaching approach to a traditional, lecture teaching approach on college students' learning about and subsequent use of alcohol”. Objectives of the study The objectives of the study will be;

• To find out the effectiveness of traditional lecture teaching approaches to the learning of the students.
• To examine the impacts of new technology-based teaching approaches on the learning of college students.
• To compare the impacts of both past and current teaching approaches in enhancing the learning of college students.
• To prepare a review on recognizing the past and present teaching approaches for delivering knowledge to the students.
• To explore the computer-assisted instruction versus traditional lecture instruction in developmental studies in a rural mid-south community college.
• To evaluate the impacts of computer-assisted instruction in teaching reading to adult basic education students.
• To find out the effectiveness of traditional lecture teaching approaches to the learning of the students and the use of alcohol.
• To examine the impacts of new technology-based teaching approaches on the learning of college students and addiction to alcohol.

Aim of the study The aim of the study will be “Evaluating a telephone-delivered cholesterol education program measuring stages of change and self-efficacy in adults”. Objectives of the study The objectives of the study will be;

• To analyse the significance of cholesterol education program associated with a health point of view.
• To evaluate the efficacy of electronic support programs in increasing the education of the people in the developing as well as developed countries.
• To find out the impacts of delivering telephone-delivered cholesterol education program measuring stages of change and self-efficacy in adults.
• To explore the modes use for delivering electronic education to the people related to the increase of health awareness.
• To find out the implementation rate of these telephone-based programs in the developing as well as developed countries.
• To explore the efficacy of the participants either they move to a higher level or a lower level.
• To explore the impacts before the telephone-delivered intervention in comparison with after the telephone-delivered intervention in their reported dietary behaviors.
• To examine and assess the phone-based motivational interviewing to increase self-efficacy in individuals.
• To prepare a review study on analyzing the past and previous studies on telephone-based intervention in improving health education among the people.

Aim of the study The aim of the study will be “To assess the readiness of King Fahad Medical City, Saudi Arabia, in adopting effective online staff development programs”. Objectives of the study The objectives of the study will be;

• To find out the efficacy of online staff development programs for the college and university sector.
• To analyse the economic budget required for governmental universities to start developing strategies and guidelines for online education.
• To assure the quality of medical services provided to the medical and administrative employees with continuous staff development programs using traditional methods of education.
• To find out the effectiveness of online education programs to be efficient and provides comparable outcomes as compared to traditional methods.
• To examine the measures adopted by the King Fahad Medical City, Saudi Arabia, in adopting effective online staff development programs”.
• To evaluate the employee's access to technology, technical skills, motivation to e-learn, and attitudes towards online education using The Online Learner Readiness Self-assessment Survey.
• To analyse the instructor’s and administrator’s access to technology, attitudes, and beliefs about online education using The Faculty and Administrator Survey.

Aim of the study The aim of the study will be “To do the In-depth analysis of the evaluation of capacity development: application of the Capacity Development Evaluation Framework in France”. Objectives of the study The objectives of the study will be;

• To do the in-depth study related to the examination and evaluation of capacity development.
• To explore the applications of the capacity development Evaluation Framework in France.
• To evaluate the development of health systems research capacities in different countries.
• To analyse the implementation of Capacity development in higher education institutions in developing
• To examine the operationalization of capacity development with the association of the urban infrastructure projects in France.
• To find out the information and evaluation of the tools required for the implantation of the Capacity Development.
• To examine the independent evaluation of capacity development efforts in France.
• To examine the guide used to evaluate the outcomes of capacity development frameworks.
• To examine the key factors involved in the planning and development of the capacity development framework.
• To analyse the factors associated with the development of employees in the framework.

Aim of the study The aim of the study will be “To evaluate the role of communication apprehension, information technology fluency, and Internet access as factors affecting college students' participation in in-class and online discussion among American University students”. Objectives of the study The objectives of the study will be;

• To find out the factors that affect the student’s participation in the online discussion.
• To explore the role of information technology fluency in in-class and online discussion among American University students.
• To evaluate the role of communication apprehension affecting college student’s participation in in-class and online discussion among American University students.
• To examine the role of internet access as factors affecting college students' participation in in-class and online discussion among American University students.
• To determine the relationships between specific factors affecting college student’s participation in class discussions, both in-class and through an online threaded discussion forum.
• To explore the amount of variance in students’ in-class discussion participation is explained by their apprehension of class participation.
• To identify the amount of student’s online threaded discussion participation explained by the combination of computer-mediated communication apprehension, information technology fluency, and access to the online threaded discussion forum.

Aim of the study The aim of the study will be “To examine the study of the impact of the M.S. in Agronomy Distance Education Program on student careers in the United Kingdom”. Objectives of the study The objectives of the study will be;

• To find out the significance of the distance education program in enhancing the learning of the student.
• To explore the impacts of agronomy study on learning of the students in comparison with the online and university-based programs.
• To examine whether the Master of Science in Agronomy Distance Education Program at UK universities has had an impact on students' career mobility and economic status.
• To demonstrate how a Master of Science in Agronomy Degree offered only through distance education at the UK University impacts the student’s career mobility and economic status.
• To explore the Framework for e-Learning in Agricultural Education.
• To find out the impacts of lecturer text-based immediacy on student engagement experiences and learning outcomes in distance education.
• To examine the positive impacts of S. in Agronomy distance education program on student careers in the United Kingdom.
• To check the behavior of a student in the online classroom, evaluating the impacts on student’s performance and engagement.

Aim of the study The aim of the study will be “An assessment of the computer-related Medical skills needed and possessed by county extension professionals in the United Kingdom. Objectives of the study The objectives of the study will be;

• To assess the significance of the computer-related Medical skills among the people of the United Kingdom.
• To evaluate the computer-related Medical skills possessed by the extension professionals in the United Kingdom.
• To understand the characteristics and barriers impacting the diffusion of e-extension among e Extension County agents.
• To determine the computer-related skills needed and possessed by county Extension professionals in the Mississippi State University Extension Service.
• To quantitatively prioritize computer-related skills for use in planning and designing in-service education programs for county professionals.
• To find out the in-service education strategies developed for Extension agents that encompass computer-related skills identified as a high priority using the discrepancy model.
• To evaluate the importance of computer-related skills identified to be incorporated into preservice curriculums in the College of Agriculture and Life Sciences to prepare potential extension employees better.
• To explore the impacts of the influence of teacher’s communication styles on the pupil’s self-esteem and academic achievement in the United Kingdom.

Aim of the study The aim of the study will be “To examine and evaluate the case study related to the effects of a CD-ROM game to teach school-age children about asthma in the USA”. Objectives of the study The objectives of the study will be;

• To review the case study on finding out the effects of a CD-ROM game to teach school-age children about asthma in the USA.
• To explore the strategies for improving access to care, for teaching self-management skills in schools, and for improving school personnel management skills.
• To evaluate the potential of the school-based programs to improve outcomes, competing priorities in the educational system and the associated present challenges to their implementation and emphasize the need for practical, targeted, and cost-effective strategies.
• To identify the screening tools and school-based asthma programs and discuss the benefits and limitations of screening and educational programs.
• To identify the challenges and issues that need to be addressed for the implementation of the school-based asthma programs.
• To evaluate the impacts of a CD-ROM game to teach school-age children about asthma.
• To explore the effectiveness of a family asthma program for children and parents.
• To explore the information of the case study related to the effects of a CD-ROM game to teach school-age children about asthma in the USA to further address and implementation of health programs among the school-aged children.

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This is a very common question with an infinite amount of answers depending on your subject and interests such as:

• You should choose a topic that is out-of-box but also has a lot of research material present online and offline as well.
• Your topic should be within your limits of interest so you can put your time and effort for it with f
• The topic should also be considered to be interesting from the perspective of the reader.
• Make sure the topic you choose is relevant because you can only use material and references published in the last 10 years only.
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The three research topic types are as following:

• Descriptive research topics: The topics that start with or state “How”, “What”, “When”, “Who” are known as descriptive research topics.
• Comparative research topics: The topics that analyze differences between two or more groups are known as comparative research topics
• Causal research topics: The topics that are used when there is a need to find causal relationship between 2 or more variables are known as causal relationship topics.

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