How to Succeed in Medical Research. Robert Foley Andrew

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Foreword

       P. Ronan O’Connell

      It is a great pleasure to write a foreword for a book written by one’s former students, even more so when the theme is How to Succeed in Medical Research: A Practical Guide. The authors kindly acknowledge the support and mentorship they have received. While such guidance is helpful, it is the authors themselves who are to be congratulated for their enthusiasm, altruism, and ambition. They have brought together their collective and varied experiences in a series of monographs that will prove invaluable to any trainee with an impulse to ask a question, enquire more deeply, or challenge perceived wisdom.

      The authors have set out the sequential processes of defining a research question, obtaining requisite permissions, collecting and analysing data, presenting results, and synthesising conclusions, all essential steps for those embarking on a research project. The importance of a detailed literature review and critical appraisal before embarking on a project is invaluable advice. Indeed, many would consider the words of an Irish proverb ‘a good start is half the work’ apply as readily to research as to any other endeavour.

      Such complexities are not for the fainthearted. Collaboratives such as STARSurg offer medical students opportunities to become involved in an established project. As the authors attest, the opportunity to participate in a research project is often the stimulus to continue and to develop lifelong interest. For the busy clinician, regional, national, and international collaborative and multicentre clinical trails can answer research questions beyond the ability of individual units.

      Scientific writing requires discipline and the ability to distil the subject matter to its essence. While social media provide boundless opportunities for collaboration, information exchange, and public engagement, peer review publication remains the benchmark. Remember one good paper in a prestigious journal is worth many lesser publications. Rejection is common and upsetting, but the reader should take heart. All of us have been there, thus the importance of resilience as set out in the last chapter.

For those embarking on a project, do not be afraid to start, and enjoy the satisfaction of answering the questions you have asked.

       P. Ronan O’Connell, MD, FRCSI, FRCPS (Glas), FRCS (Edin), FRCS (Eng), FCSHK

       President Royal College of Surgeons in Ireland

       Emeritus Professor of Surgery, University College Dublin

Preface

      Over the last few decades, there has been a push towards evidence‐based medicine, with the medical fraternity recognising and embracing the improved outcomes brought about by this approach. Central to this is the ability of healthcare professionals across all levels to be able to understand and undertake scientifically sound efforts to gather and learn from this evidence. This can be on a local level, for example, departmental audits, or on a national or international level, as is the case with large randomised controlled trials. Unfortunately, although academic medicine topics such as research and teaching are often discussed and taught at medical schools – many of which are at the forefront of international research efforts – medical students and junior doctors rarely get the chance to participate in any real‐world studies, or indeed critique any practice changing studies in a meaningful way for themselves. The situation in regard to teaching is similar. Peer‐to‐peer teaching opportunities may be limited to self‐arranged sessions with little to no guidance or formal training in how to do this key task, which will be crucial for the rest of one's career.

      This is despite these activities being recognised as essential by undergraduate and postgraduate educators. In fact, they are a key part of selection for postgraduate employment. Candidates who demonstrate awareness of and proficiency with research and other academic activities such as teaching are highly sought after. However, many candidates, particularly those who don't take time out of their undergraduate programmes or pursue a higher degree, tend not to have had the exposure and opportunities to engage with these academic activities as students and junior healthcare professionals. Many will have never undertaken any formal research or teaching during this time. Furthermore, we have found that many students with an interest in medical research don't have the skills and experience required to get started, and they may lack mentors and senior colleagues with the time, interest, or experience to help them.

We were fortunate that, at an early stage in our training, either as students or junior doctors, we had access to high‐quality research units with experienced mentors. This nurtured our interest, and we have since sought higher research degrees that have allowed us to explore this further. We have written this book for those who do not get this opportunity. This book is a guide to help at each step of the research process, providing personal examples to help you get started in medical research and to solve many of the challenges that you may encounter during this process.

      This book will also be useful for any individual seeking to improve his or her knowledge and skills in medical research for personal use and for interview and examination preparation purposes. We have written this in a very practical manner, with real‐life examples, with the hope that you will embrace the process and carry out meaningful research and teaching that is of interest to you and of benefit to the medical community.

       Robert FoleyRobert MaweniShahram ShiraziHussein Jaafar

About the Companion Website

      This book is accompanied by a website at:

      www.wiley.com/go/foley/succeed

      Scan the QR code:

      The website includes:

       Gantt chart

       Sample consent form, Sample information leaflet, Sample proposal

       Sample posters and presentations

Chapter 1 How to get involved in research

      1.1 Why do research?

      Research involves logical and systematic investigation of a topic in order to reach new conclusions and to gain greater understanding. Research also fundamentally involves the recording of one's findings and the dissemination of the results to others, allowing for the research to be replicated. At its core, research is about finding the answer to meaningful questions. Research represents the backbone of progress within medicine. Becoming involved in research as a medical student, junior doctor, or healthcare professional is an incredibly valuable and rewarding tool to have in one's arsenal. The benefits offered by performing quality research are many; for example, research

       Demonstrates your interest in a topic.

       Allows you to build up your own knowledge base.

       Offers a stimulating reason to learn more about a topic.

       Can often keep you interested in your work.

       Allows you to become a better, more well‐informed healthcare provider.

       May lead to improvements in your ability to provide patient care.

       Provides a great chance to improve your CV.

      This book aims to offer a how to guide to starting your research career, whether you have any experience with research