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The Ultimate Guide to Medical Thesis Writing

Understanding the basics of medical thesis writing

Before we dive into the intricacies of medical thesis writing, let's first define what a medical thesis actually is . A medical thesis is a research paper that presents an original argument or an analysis of a medical topic. It provides an opportunity for medical students and researchers to contribute new knowledge, enhance medical practice, and influence future research.

When delving into the realm of medical thesis writing, it is essential to grasp the significance of this academic endeavour . Not only does it showcase a student's depth of knowledge in a specific medical field, but it also serves as a platform to showcase their research skills and ability to critically analyse complex medical issues.

Defining a medical thesis

In simple terms, a medical thesis is a comprehensive written document that demonstrates a student's understanding of a specific medical subject and their ability to apply scientific research methods. It explores a well-defined research question or problem and incorporates evidence-based findings to support a particular conclusion.

Furthermore, a medical thesis is not just a mere academic exercise; it is a testament to the writer's dedication to advancing medical knowledge and improving healthcare practices. By conducting thorough research and presenting well-supported arguments, a medical thesis contributes to the ongoing dialogue within the medical community.

The importance of a well-written medical thesis

A well-written medical thesis holds significant importance in the medical field. It contributes to the existing body of knowledge, adds value to medical literature, and influences medical practice and policies. Moreover, a high-quality medical thesis reflects the writer's analytical thinking, critical reasoning, and research skills, which are vital for any aspiring healthcare professional.

It is worth noting that a meticulously crafted medical thesis not only benefits the individual student but also has the potential to shape the future of healthcare by presenting innovative ideas and solutions to current medical challenges. Therefore, the process of writing a medical thesis goes beyond academic requirements; it is a gateway to making a meaningful impact on the medical community at large.

Choosing your medical thesis topic

Now that we have a grasp of the basics, let's discuss the first crucial step in writing your medical thesis - choosing an appropriate topic. Selecting a compelling and relevant topic not only sets the tone for your entire research but also ensures that you stay engaged and motivated throughout the writing process.

Embarking on the journey of selecting a medical thesis topic is akin to setting sail on a voyage of discovery and knowledge. The topic you choose will not only shape your academic pursuits but also contribute to the broader landscape of medical research and practice.

Factors to consider when selecting a topic

When choosing a medical thesis topic, it is essential to consider a few key factors. Firstly, think about your personal interest and passion. Select a topic that genuinely captivates you and aligns with your career goals. Additionally, assess the feasibility and accessibility of resources to conduct research on your chosen topic. Furthermore, delve into the historical context of the topic to understand its evolution within the medical field and how it has influenced current practices.

Moreover, ponder upon the ethical implications of your chosen topic and how it aligns with the principles of medical ethics and patient welfare. Consider the interdisciplinary aspects of the topic and how it intersects with other fields such as technology, sociology, or public health. By exploring these dimensions, you can enrich the depth and breadth of your research.

Brainstorming your thesis topic

Brainstorming is an effective technique to generate ideas for your medical thesis topic. Start by identifying broad areas of interest within the medical field. Then, narrow down your choices by considering specific research questions, healthcare issues, or medical advancements that intrigue you. Engage in discussions with your mentors, professors, or other healthcare professionals to gain valuable insights and refine your topic further.

Furthermore, immerse yourself in the current literature surrounding your potential topics to understand the existing gaps in knowledge and areas for further exploration. Attend conferences, seminars, and workshops to stay abreast of the latest developments in the medical field and identify emerging trends that could inspire your research. By actively participating in the academic discourse, you can refine your thesis topic and ensure its relevance and timeliness in the ever-evolving landscape of healthcare.

Conducting comprehensive research

Once you have chosen your medical thesis topic, it's time to embark on the research phase. Conducting comprehensive research is the backbone of any excellent medical thesis. It involves gathering relevant information, critically evaluating existing literature, and identifying knowledge gaps that your research aims to address.

Undertaking thorough research in the medical field is a meticulous process that requires attention to detail and a discerning eye for quality sources. It is essential to delve deep into the subject matter, exploring various perspectives and theories to form a well-rounded understanding of the topic at hand. By immersing yourself in the existing body of knowledge, you can uncover valuable insights that will enrich your thesis and contribute to the advancement of medical science.

Identifying reliable sources

It is crucial to ensure that your research is based on reliable and credible sources. Utilize academic databases, scholarly journals, medical textbooks, and reputable online resources to gather information. Make sure to critically evaluate the information for accuracy, relevance, and reliability before incorporating it into your thesis.

Moreover, engaging with experts in the field through interviews or consultations can provide firsthand knowledge and unique perspectives that may not be found in traditional sources. Building relationships with professionals in the medical community can offer invaluable insights and strengthen the academic rigour of your research.

Organising your research effectively

Organizing your research is key to maintaining clarity and coherence throughout your writing process. Create a structured system to collate and organize your research materials. Consider using note-taking tools, citation management software, or organizing your findings into different folders. This will not only save you time but also make it easier to refer back to specific sources when you start writing your thesis.

Furthermore, establishing a clear timeline for your research activities and setting achievable milestones can help you stay on track and ensure that you cover all necessary aspects of your chosen topic. By implementing effective organisational strategies, you can streamline the research process and enhance the overall quality of your medical thesis.

Crafting your thesis statement

With a strong foundation in place, it's time to craft your thesis statement. A thesis statement is the core argument or main idea of your research paper. It provides a roadmap for your readers and encapsulates the essence of your research findings.

When embarking on the journey of formulating your thesis statement, it is crucial to delve deep into the subject matter and critically analyse the key components of your research. This process not only helps in clarifying your thoughts but also aids in establishing a solid foundation upon which your entire paper will be built.

Characteristics of a strong thesis statement

A strong thesis statement is concise, specific, and arguable. It clearly defines the scope and purpose of your research while presenting a unique perspective or stance on the topic. It should be supported by evidence and serve as a central guiding point throughout your thesis.

An effective thesis statement not only acts as a beacon for your readers, guiding them through the intricate web of your research, but also sets the tone for the intellectual discourse that is to follow. It is a declaration of intent, a bold assertion that demands attention and invites scrutiny.

Refining your thesis statement

As you progress with your research and analysis, you might need to refine your thesis statement. Refining your thesis involves revisiting your initial argument and ensuring it accurately represents your research findings. Don't be afraid to make adjustments or modifications to your thesis statement as you gain a deeper understanding of your topic.

Refinement is a natural part of the thesis-writing process, akin to the sculptor chiselling away at a block of marble to reveal the hidden masterpiece within. Embrace this iterative journey of honing your thesis statement, for it is through this process of refinement that the true essence of your research will shine forth with clarity and precision.

Outlining your medical thesis

An often overlooked but crucial step in medical thesis writing is creating a well-structured outline. An outline serves as a blueprint for your thesis, providing a clear structure and logical flow for your ideas.

Before delving into the intricate world of medical thesis writing, it is essential to understand the significance of a meticulously crafted outline. Not only does it act as a roadmap for your research journey, but it also serves as a foundation upon which the entire thesis is built. A well-structured outline not only aids in maintaining coherence and clarity but also facilitates the smooth progression of your arguments, ensuring that your thesis resonates with academic excellence.

The importance of a well-structured outline

A well-structured outline helps you stay organized and ensures that your thesis follows a logical progression. It enables you to divide your thesis into manageable sections, making it easier to write and revise. Additionally, an outline allows you to visualize the connections between different ideas and ensure coherence in your argument.

Embarking on the journey of outlining your medical thesis requires a keen eye for detail and a strategic approach. Each section of the outline should be meticulously crafted to encapsulate the essence of your research while maintaining a seamless flow of ideas. Remember, an effective outline not only guides your writing process but also acts as a tool for self-assessment, enabling you to track your progress and make necessary adjustments along the way.

Key elements of a medical thesis outline

A typical medical thesis outline consists of an introduction, literature review, methodology, results and discussion, and conclusion. Each section plays a crucial role in presenting and analyzing your research findings. Within these sections, you can further break down the chapters or subsections to provide a clear framework for your writing.

As you embark on the exhilarating journey of crafting your medical thesis, remember that attention to detail and a structured approach are key ingredients for success. By meticulously outlining your thesis, you lay the groundwork for a comprehensive and coherent research document that not only showcases your academic prowess but also contributes significantly to the field of medicine.

Writing a medical thesis requires time, dedication, and perseverance. By understanding the basics, choosing an appropriate topic, conducting comprehensive research, crafting a strong thesis statement, and outlining your thesis, you are well on your way to creating a compelling medical thesis. Remember, seek guidance from your mentors, embrace feedback, and stay focused and motivated throughout the writing process. Good luck!

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Using Specialised Terminology and Jargon in PhD Theses

Posted by Rene Tetzner | Oct 28, 2021 | PhD Success | 0 |

5.3 Specialised Terminology and Jargon

Specialised or discipline-specific terminology is often necessary in a thesis because it can communicate with a precision that other words simply cannot manage, and doctoral candidates are expected to use the current terminology associated with their fields and disciplines. It is essential, however, to understand such language fully, to use it in clear and accurate ways and to use it only when it is necessary and effective, not simply because you can. Remember that discipline-specific terminology can be incredibly exclusive, and while it can come across as learned and sophisticated when used well, if used incorrectly, it creates a very different effect, so it should always be used thoughtfully and with great care. Your supervisor, committee members and external examiner will most likely be familiar with the specialised terminology associated with your discipline and topic, but not always and not with all terms, and your thesis may ultimately reach readers who will not understand all the specialised terminology associated with your discipline.

As a sound and common scholarly practice, then, any technical or specialised terms used in a thesis should be presented clearly and defined at least briefly on first use. It can also be helpful to explain the ideas behind any specialised terminology with precision and as thoroughly as necessary to allow readers to understand the significance of that terminology in relation to the methodology of your study and the argument of your thesis. The title and abstract in particular should be as accessible as possible even to general readers, because these parts of a thesis will ultimately be available in search engines (see Sections 1.1.1, 1.1.2, 3.5.1 and 4.2, and see also Section 6.1). Any abbreviations of specialised terminology should be used with the same precision as the original terms (see Section 6.3), and if a list or table is used to define terms or outline categories of any kind, special care should be taken to ensure that those terms and categories appear in exactly the same forms elsewhere in the thesis: readers will tend to return to such lists and tables for help if anything does prove confusing, so it is essential that the information in lists and tables provides clarity and resolution in relation to the terms and categories used in the thesis (see Section 4.4.1 and Section 5.5.2).

It is imperative that you do not use specialised terminology of any kind – technical or theoretical terms, for example – as a substitute for explaining ideas clearly and developing a logical argument. No matter how specialised or descriptive, the terminology will not do the work on its own, so in the harshest definition, such an approach is simply unsound scholarship and it is certainly unacceptable in scholarly writing. Some students may think that all the obscure terminology they have acquired will appear learned and lend that appearance to their theses, but more often such use of terminology will lead to an assumption among readers that an author does not know how to construct a true argument and also does not fully understand the language he or she is using.

Every thesis must present and develop an argument, no matter how simple or complex, and the best scholarly writing demonstrates not just a proficiency in using specialised terminology to communicate rather than obfuscate, but also a deep understanding of the ideas behind the terminology and an ability to explain those ideas effectively for readers while taking them (both ideas and readers) in new directions. It can be difficult, however, to determine when and where your terminology is supporting or conversely undermining your writing, especially if you are working in a discipline in which a large number of specialised terms, symbols, abbreviations and the like are absolutely necessary. Your supervisor and other committee members should be able to help you with striking the right balance with discipline-specific language, and if you are unsure of your usage and find that you receive no commentary on it, it is always better to ask and ensure you are on the right track than assume that all is well. Fellow students in your area and/or a professional academic or scientific proofreader might also prove helpful in this regard.

Closely related to specialised terminology is the jargon peculiar to a profession, field of study or context. Such jargon often includes specialised vocabulary, but also tends to use convoluted syntax or awkward word order and can prove to be unintelligible (or very nearly so) to readers. For instance, ‘a low young voter turnout election’ is simply poor English and not nearly as effective for communicating the author’s meaning as ‘an election with a low turnout of young voters.’ Jargon-rich language often arises when authors are so immersed in their respective fields of study (as is the case when working on a thesis) that they are unaware of their failure to communicate clearly in plain English, even to many in their own fields, so do keep your eyes attuned to this possibility as you proofread your chapters. Occasionally, jargon appears to be used deliberately to create an impression of learnedness or mystique. If you find yourself tempted to use jargon in this way, it is worth reflecting on the fact that the word ‘jargon’ is often defined in dictionaries as ‘meaningless writing,’ ‘vague language’ or ‘gibberish,’ and a doctoral candidate should have none of these forms of language in his or her thesis.

If readers do not understand what they are reading, any impression of the author’s learning that might be achieved through the use of jargon (and it seems doubtful to me that jargon could have this effect in any case) becomes frustrating instead of impressive, and while mystique certainly has its proper place, it is not in a carefully written doctoral thesis. It is therefore essential to avoid jargon or keep it to a bare minimum, and, if some jargon does prove necessary, to ensure that it is presented in as accessible a manner as possible with the meaning defined or explained on first use. Another kind of jargon is that used for social networking and other informal online communication: such abbreviated and often incorrect language is never appropriate for a thesis, so unless you are directly quoting and discussing such material, it should be strictly avoided.

Although words and phrases from foreign languages are not exactly specialised terminology, they do tend to be used in discipline-specific ways (in biological nomenclature, for example, and textual studies) and should be treated in special ways. For one, unless the words and phrases are already naturalised in the English language or are directly quoted and thus enclosed in quotation marks, they should appear in italic font. Like specialised terminology, words and phrases in foreign languages should be defined if not obvious so that readers will be able to follow the argument effectively, and this means translating them into English. Translations can vary significantly from the most literal to the most creative depending on exactly what you want your readers to understand when the word or phrase is used, and variant translations along with discussions of their significance may also be included in a thesis. The formatting used to provide words and phrases in foreign languages along with English translations should be both effective and consistent. When the foreign word or phrase appears in italics, for instance, the translation can be set either in quotation marks or parentheses, and when the original word or phrase appears in quotation marks, italics or parentheses might be used for the translation.

The following four examples demonstrate these different techniques, and notice that the translation in parentheses in the final example can be included inside or outside the quotation marks:

sed noli modo , meaning ‘but not now’
sed noli modo (but not now)
‘sed noli modo,’ meaning but not now
‘sed noli modo’ (but not now) or ‘sed noli modo (but not now)’

Whatever method you adopt for presenting foreign terms and their translations, it is essential to maintain consistency throughout your thesis. For further advice on using and formatting foreign languages in English writing, see Sections 6.2, 7.3.4 and 8.4 below; for more detailed information, see Butcher et al. (2006, Section 6.6, pp.246–247 and Appendices 5, 7, 9 and 10), the Chicago Manual of Style (2003, Chapter 10) and Ritter (2005, Chapter 12).

PRS Tip: Attending to the numerous details involved in using British or American spelling, effective hyphenation and specialised terminology correctly and consistently while simultaneously presenting complex content accurately and maintaining a sophisticated argument can be more than a handful even for experienced scholars who have mastered the writing of scholarly English. For doctoral candidates who are composing their first lengthy piece of academic or scientific work, it can be overwhelming. Fortunately, PRS uses professional proofreaders trained in a wide variety of disciplines and well versed in all the technicalities of scholarly writing. They can check, correct and generally improve these elements of your proposal and thesis chapters, ensuring that your spelling adheres to British or American English (and is simply correct throughout your work), that your use of hyphens expresses your meaning (and reflects acceptable usage more generally) and that your use of discipline-specific terminology (indeed of all terminology) enhances your meaning and communicates clearly and effectively with an educated reader. It is always wise to resolve any problems associated with such elements of your prose early in the thesis process so that you can practise correct usage patterns when drafting later chapters and save yourself extensive revisions (and a great deal of time and effort) further down the road. Perhaps you have drafted an early chapter that is causing you particular worry because you are just not sure whether you are using discipline-specific terminology effectively or conforming to British or American English consistently. If so, do not hesitate to send your chapter to PRS along with any guidelines you are following – there is no time like the present to benefit from the expert advice of a professional scholarly proofreader.

Why PhD Success?

To Graduate Successfully

This article is part of a book called "PhD Success" which focuses on the writing process of a phd thesis, with its aim being to provide sound practices and principles for reporting and formatting in text the methods, results and discussion of even the most innovative and unique research in ways that are clear, correct, professional and persuasive.

The assumption of the book is that the doctoral candidate reading it is both eager to write and more than capable of doing so, but nonetheless requires information and guidance on exactly what he or she should be writing and how best to approach the task. The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples.

The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples. PhD Success provides guidance for students familiar with English and the procedures of English universities, but it also acknowledges that many theses in the English language are now written by candidates whose first language is not English, so it carefully explains the scholarly styles, conventions and standards expected of a successful doctoral thesis in the English language.

Individual chapters of this book address reflective and critical writing early in the thesis process; working successfully with thesis supervisors and benefiting from commentary and criticism; drafting and revising effective thesis chapters and developing an academic or scientific argument; writing and formatting a thesis in clear and correct scholarly English; citing, quoting and documenting sources thoroughly and accurately; and preparing for and excelling in thesis meetings and examinations.

Completing a doctoral thesis successfully requires long and penetrating thought, intellectual rigour and creativity, original research and sound methods (whether established or innovative), precision in recording detail and a wide-ranging thoroughness, as much perseverance and mental toughness as insight and brilliance, and, no matter how many helpful writing guides are consulted, a great deal of hard work over a significant period of time. Writing a thesis can be an enjoyable as well as a challenging experience, however, and even if it is not always so, the personal and professional rewards of achieving such an enormous goal are considerable, as all doctoral candidates no doubt realise, and will last a great deal longer than any problems that may be encountered during the process.

Interested in Proofreading your PhD Thesis? Get in Touch with us

If you are interested in proofreading your PhD thesis or dissertation, please explore our expert dissertation proofreading services.

Rene Tetzner

Rene Tetzner's blog posts dedicated to academic writing. Although the focus is on How To Write a Doctoral Thesis, many other important aspects of research-based writing, editing and publishing are addressed in helpful detail.

PhD Success – How To Write a Doctoral Thesis

October 1, 2021

Table of Contents – PhD Success

October 2, 2021

The Essential – Preliminary Matter

October 3, 2021

The Main Body of the Thesis

October 4, 2021

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

Basics zur medizinischen dissertation: analyse eines kursangebots für promovierende in der medizin, sophia griegel, michael kühl, achim schneider, susanne j kühl.

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*To whom correspondence should be addressed: Susanne J. Kühl, University of Ulm, Medical Faculty, Institute for Biochemistry and Molecular Biology, Albert-Einstein-Allee 11, D-89081 Ulm, Germany, E-mail: [email protected]

Received 2021 Sep 21; Accepted 2022 Feb 9; Revised 2021 Dec 2; Collection date 2022.

This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at http://creativecommons.org/licenses/by/4.0/ .

Background:

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

Methodology:

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

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

Conclusion:

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

Keywords: dissertation, doctoral thesis, scientific curriculum, doctoral supervision, scientific competency development, online teaching

Zusammenfassung

Hintergrund:.

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

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

Ergebnisse:

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

Schlussfolgerung:

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

1. Introduction

1.1. the problem.

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

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

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

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

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

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

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

This raises the following questions:

Is the Basics MED course with its three modules I-III accepted by students obtaining a doctorate in medicine?

Can the participation in MED I (module I) result in an acquisition of knowledge by students obtaining a doctorate in medicine?

How do students obtaining a doctorate in medicine rate the support provided and the scientific content learned during the three modules MED I-III?

2.1. Course concept

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

2.1.1. Participation information

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

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

2.1.2. MED I (module I)

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

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

Figure 1. Point A-C: Course concepts with analyses of MED I-III (Module I-III).

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

2.1.3. MED II (module II)

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

2.1.4. MED III (module III)

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

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

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

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

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

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

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

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

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

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

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

Figure 2. Results from the student evaluations of MED I (Module I).

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

Figure 3. Results from the student evaluations of MED II (Module II).

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

Figure 4. Results from the student evaluations of MED III (Module III).

2.3. Data analysis and statistics

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

2.4. Ethics

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

3.1. Participation figures

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

Table 1. Sociodemographic data from student evaluations of MED I-III in mean +/- standard deviation or in percent %; N=number of evaluators.

3.2. Objective analysis of MED I

3.2.1. sociodemographic data of the course and control groups.

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

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

3.2.2. Results from the knowledge test

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

Figure 5. Results from the knowledge test of MED I (Module I) in a boxplot diagram, comparison of test results (pre-test and post-test) of the control group and the course group from three test cycles (June 2020 - October 2020), maximum total score=32 points, negative results possible as well due to a point deduction for wrong answers. Abbreviations: N=subjects of the control group/course group, p-value ***p=0.001; n.s., not significant.

3.3. Subjective analyses of MED I-III

3.3.1. sociodemographic data.

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

3.3.2. Subjective evaluation results

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

3.3.3. Evaluation results for module I

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

Table 2. Exemplary free texts for the question: “Criticism/praise/suggestion for improvement” from the student evaluations of MED I-III, N=overall number of free texts, n=number of specific comments (praise/criticism/suggestion for improvement).

3.3.4. Evaluation results for module II

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

3.3.5. Evaluation results for module III

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

4. Discussion

Our study shows that

all modules of the Basics MED course are accepted by students obtaining a doctorate in medicine.

participation in MED I (module I) leads to a knowledge acquisition by the students obtaining a doctorate in medicine.

students obtaining a doctorate in medicine highly rate the support and learning success of scientific content provided in the course modules MED I-III.

4.1. Basics MED courses accepted by doctoral students in medicine

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

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

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

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

4.3. Doctoral students rate the support and learning success highly

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

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

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

4.4. Limitations

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

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

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

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

5. Summary and outlook

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

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

Competing interests

The authors declare that they have no competing interests.

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Glossary in a Dissertation – A Comprehensive Guide

Published by Owen Ingram at August 26th, 2021 , Revised On September 20, 2023

A list of glossary contains all those terms used in your dissertation, but the meanings of which may not be evident to the readers. Here is all you need to know about the glossary in a dissertation.

Basically, any term you use in your dissertation that you know, without a doubt, is not going to be common knowledge to readers outside of your field, is included in a list called glossary. And since every field has its unique, technical jargon, a glossary list can contain many terms some readers might not have even heard of before.

A typical glossary in a dissertation may look something like this:

Do you Even Need Glossary in your Dissertation to Begin with?

You may or may not be required to have a separate list of glossaries in your dissertation . The decision whether to have a list of glossaries in a dissertation depends on whether it will improve the readability of your paper.

For example , if you are writing a dissertation for an engineering degree and have used several technical terms that readers—especially laymen—may not be familiar with, \ it is advised to add a glossary in a dissertation.

Listing Terms in a Glossary

A recommended practice of adding a glossary in a dissertation is to sort the terms alphabetically and provide a definition or explanations for each of those terms. Having the terms listed in alphabetical order will help the readers to easily locate the information they are interested in.

Location of a Glossary List in a Dissertation

The glossary list is generally placed at the beginning of the dissertation paper, just after the list of tables and figures or the list of abbreviations. However, if your paper does not have a list of abbreviations or a list of tables and figures, you can place the glossary right after the table of contents .

This gives readers the opportunity to understand the meanings of key terms they are not familiar with even before they start to read the main content of the paper.

However, if you haven’t used a lot of technical terms in your dissertation, you can choose to provide an explanation and meanings of the few terms that you have used in the form of footnotes .

Difference Between Abbreviations and Glossary

It is important not to confuse the glossary in the dissertation with the abbreviations, which are put in the list of abbreviations.

A list of abbreviations contains all the terms that have abbreviations. For instance, if you have used terms like NASA , UNICEF , UNESCO , UN , NIH , etc., such terms along with what they stand for will come under the list of abbreviations.

Note, however, that only their full forms, and not their meanings, are mentioned in that list. That is what’s mentioned in a glossary list, though: meanings. Definitions of terms, terms that were used in the dissertation. The terms themselves aren’t abbreviation.

For instance, in a linguistics’ dissertation, you might end up creating a glossary list containing terms like phenomenology, code-switching, diglossia, etc. Notice how these are complete terms , not abbreviations.

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Example of a Glossary in Dissertation

If you haven’t created a list of glossaries before then you will find the below example of a glossary in a dissertation particularly useful:

Other Lists you can have in your Dissertation

You might also want to have a list of tables and figures as well as a list of abbreviations in your dissertation particularly if you are writing a master’s or PhD dissertation. However, make sure to keep the following order:

Table of contents
Lists of figures and tables
List of abbreviations

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FAQs About Glossary in a Dissertation

What is a glossary.

It’s a list of special terms—single words, phrases, etc.—that are not commonly known to the ‘average’ reader or to a reader who isn’t an expert in that field.

What is included in a glossary?

Ideally, words are included in a glossary. However, in some cases—depending on the topic— abbreviations , phrases etc. might also be mentioned within the list of glossary in a dissertation. Sometimes, it might also include a brief definition of how to pronounce a certain word/phrase.

What is the best way to create a glossary?

Keep in mind two things while creating a glossary list: keep the language of the definition simple so that every kind of reader can understand it. That’s why a glossary is given, to begin with, to simplify technical jargon and inform laymen. Secondly, arrange the terms inside it alphabetically.

How many times can I include the same term in a glossary list?

No matter how many times a word or a phrase appears in your dissertation , include it and define it only once in your glossary. There should be no duplicate entries in a glossary list.

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Writing A Medicine Dissertation: Tips And Tricks

Writing a dissertation can be an intimidating and challenging task for those in the medical field. It requires careful planning, research and dedication to ensure that the paper meets all of the required criteria.

This article provides tips and tricks to help make the process easier by providing guidance on topics such as structure, content, research methods and sources of reference materials.

The writing process can be daunting but with the right approach it can be a rewarding experience. By following the advice provided in this article, medical students can take steps to ensure they are successful in completing their dissertation.

With this information at hand, students will have a better understanding of what is expected of them and how to go about writing a quality dissertation.

A dissertation is a long-form piece of writing that requires extensive research on a particular topic. In the field of medicine, dissertations typically focus on an area of medical research or discuss ethical issues related to patient care, clinical trials, and drug development.

All dissertations must follow a specific format and include a literature review, methodology section, findings section, and conclusion.

When writing a medical dissertation, it is important to consider medical ethics when discussing controversial topics such as patient autonomy or informed consent. Students should also ensure they are following the guidelines of their university or institution when conducting research and writing their dissertation. Additionally, it is essential to cite any sources used throughout the paper in order to avoid plagiarism.

Creating an outline can help break up the dissertation into manageable sections and ensure that all relevant information is included. It is also beneficial to establish a timeline for each section and commit to completing certain tasks each day until the project is completed.

Finally, students should take advantage of available resources such as online tutorials or peer review groups to help them stay on track and complete their dissertation in time for their deadline.

Choosing A Topic

When writing a medicine dissertation, choosing the right topic is essential. It is important to consider the ethics considerations and ethical implications of any topic you decide to pursue. Additionally, you should think about the data gathering methods and variety of sources available for your research. When selecting your dissertation topic, it is also important to identify any research limitations that you may encounter.

It can be helpful to consult with an academic advisor or mentor when choosing your dissertation topic. They can provide guidance in narrowing down potential topics and can help you develop a clear research plan for your project. Additionally, they can point out resources that could be beneficial for data collection or further investigation into a chosen topic.

In addition to consulting with an advisor, it is important to do independent research on potential dissertation topics. Review journal articles and other literature related to the field of study in which you are interested; look at what has already been done in order to identify areas where more research is needed.

Consider if there are any practical applications or implications of researching a particular topic; ask yourself if this knowledge could lead to improvements in current health care practices or treatments?

Finally, consider how passionate you are about the subject matter before making a final decision on your dissertation topic. Writing a lengthy thesis requires dedication and hard work; if you have enthusiasm for the material, it will make the process much smoother and more enjoyable!

Research Planning

When it comes to researching for your dissertation, planning ahead can be a great advantage. It is important to familiarize yourself with the process of examining case studies, selecting research methods, avoiding plagiarism, citing sources and creating outlines. By doing so, you will gain a better understanding of the scope of your project and have an easier time organizing your thoughts.

When it comes to examining case studies, there are several things to consider. First, you should try to identify any potential biases in the study. This includes looking at the sample size and determining if there are any demographic patterns in the data. Additionally, you should also consider the research methods used in the study and determine whether they are suitable for your project or not.

Effective research requires that you properly cite all sources used in your dissertation. Not only does this help ensure accuracy, but it also helps show that you are taking ownership of your work by giving credit where credit is due.

Furthermore, it is important to avoid plagiarism when conducting research as this can lead to serious consequences such as being expelled from university or having your degree revoked.

Finally, creating an outline can be helpful for staying organized during research. This will allow you to easily organize all of your information into sections and subsections that make sense for the flow of your dissertation. Additionally, this will provide a roadmap for how your paper should progress throughout its entirety which can save valuable time in the long run by reducing the need for major revisions later on down the line.

Grammar & Style

Accurate grammar and style are integral parts of any academic writing, and they can make a big difference to the quality of your dissertation. When it comes to grammar, punctuation rules, academic conventions, and formatting styles should be followed.

This will ensure that the readers have an easier time understanding your writing which will help you communicate your ideas more effectively.

For improved writing clarity, it is important to make sure that paragraphs are well-structured, sentences are clear and concise, words are chosen carefully, and any jargon or technical language is explained.

Additionally, referencing guidelines should be followed accurately so as to avoid plagiarism. Here are some key points to keep in mind:

Ensure that all sources used in your work are properly cited with accurate references.

Double-check that all quotations have been accurately reproduced from the original source.

Make sure all references follow the accepted style set by your university or department.

It is also important to remember that good grammar and style not only helps you present your ideas more effectively but also adds value to them by showcasing your professionalism as a writer and researcher.

As such, take the time to review the content of your dissertation before submitting so that it meets all the requirements for accuracy and clarity of expression.

Literature Review

Selecting reliable sources is an important step to ensure the quality of the literature review. Evaluating existing research is necessary in order to gain a comprehensive understanding of the topics being discussed in the literature review.

Selecting Reliable Sources

When conducting a literature review for a medicine dissertation, it is important to identify reliable sources.

This can be done by locating a wide range of sources, evaluating the accuracy of information provided and identifying any potential bias.

An online tutor can help you with this process; they will be able to provide guidance on how to locate sources from trusted academic journals or websites, evaluate whether the information is up-to-date and accurate and look out for any signs of bias in the research that has been conducted.

By taking these steps, you will be able to build an evidence base for your research that is both reliable and valid.

In conclusion, selecting reliable sources for your literature review requires careful consideration but with guidance from an online tutor, it is achievable.

Evaluating Existing Research

Once the sources have been identified, it is important to evaluate existing research to assess its effectiveness.

This involves considering ethical considerations, such as whether the research was conducted ethically and fairly, as well as looking for alternative methods that could be used in future studies.

When evaluating existing research, it is also important to consider any limitations or flaws in the study design.

An online tutor can provide guidance on how to analyse and interpret existing research in order to assess its accuracy and reliability.

With this knowledge, you will be able to make informed decisions about how best to use existing research within your dissertation.

Ultimately, assessing existing research is a key step in ensuring that your literature review provides a comprehensive evidence base for your dissertation.

Data Collection & Analysis

Accurate data collection and analysis is a crucial part of any successful dissertation, and can make or break the quality of your work. Gathering and analyzing data properly requires careful consideration of a variety of factors, including quantitative methods, data gathering techniques, data interpretation, ethical considerations, and academic integrity.

When it comes to quantitative methods, there are many approaches you can use to gather information for your dissertation. Common methods include surveys, interviews, experiments, or observational studies. Each method has its own advantages and disadvantages; you should consider which method will best fit your research topic.

Data collection is only half the battle – you must also be able to properly interpret the collected data in order to draw meaningful conclusions from it. This requires an understanding of statistical analysis techniques as well as an ability to synthesize information effectively.

Additionally, when collecting and analyzing data for a dissertation project it’s important to take into consideration any ethical implications associated with the research process. Academic integrity must be maintained at all times; any deviation from this could result in serious consequences for both you and your work.

When done correctly, collecting and analyzing data can help provide valuable insight into the topic of your dissertation while ensuring that all aspects of academic integrity are upheld. Taking the time to properly consider every step of the process will help ensure your success in completing an effective dissertation project.

Structuring The Paper

After analyzing the data collected, the next step in writing a medicine dissertation is to structure the paper.

Constructing an outline is an important part of this process, as it helps to organize ideas and ensure that all necessary points are addressed.

Additionally, identifying resources for research papers such as books, journals, and other digital sources can be beneficial when writing a dissertation.

Once resources are identified and an outline is constructed, creating drafts is the next step. As you write your drafts, citing sources appropriately according to the style guide used by your institution will help make your paper appear professional and well-researched.

After completing multiple drafts and editing them accordingly, formatting your paper according to the style guide is necessary before submitting it.

Citing sources appropriately and Formatting Paper according to Style Guide are also essential steps in structuring the paper for a medicine dissertation.

This should be done with care as any errors or omissions may lead to a lower grade or even disqualification of one’s dissertation. Therefore, it is highly recommended that these final steps are given special attention when working on a medicine dissertation.

Editing & Proofreading

When editing and proofreading a medicine dissertation, it is important to pay attention to the grammar and spelling errors. This ensures that the information is conveyed accurately and the dissertation is presented in an organized manner.

Clarity and coherence are also key aspects to consider when editing and proofreading a medicine dissertation. Proper sentence structure and the use of appropriate terminology should be used throughout the dissertation to ensure that the ideas and arguments are clear and logical.

The formatting and referencing of a medicine dissertation should also be properly checked. This involves adhering to specific guidelines and ensuring the accuracy of in-text citations and bibliographic entries.

Grammar & Spelling Errors

Grammar and spelling errors are important to take note of when editing and proofreading.

Before the digital age, many words had outdated spellings that were still in use, such as ‘colour’ instead of ‘color’. It is important to be aware of these conventions while revising your work.

Additionally, you should double check that all punctuation marks are used correctly, as well as make sure there are no word choice errors such as using “affect” instead of “effect”.

Taking the time to ensure that your paper is free from grammar and spelling errors will give it a more polished look and make it easier for readers to understand.

Therefore, it is beneficial to review your paper multiple times before submitting it for feedback or publication.

Clarity & Coherence

When editing and proofreading, it is essential to ensure that your writing is clear and coherent. This means making sure that the points you are trying to get across are easily understood by the reader.

To do this, you should reference guidelines, such as formatting requirements and presentation techniques, to make sure that all of your ideas are expressed clearly. Additionally, you should pay attention to any words or phrases that could be ambiguous or confusing and revise them accordingly.

By following these steps, you can create a well-structured paper that is both clear and concise. In the end, readers will appreciate your effort since they will be able to easily understand what you wrote and take away whatever message you intended them to receive.

Formatting & Referencing

Formatting and referencing are important aspects of editing and proofreading that must be considered in order to ensure clarity and accuracy.

It is essential to adhere to the legal requirements for citing data sources, as well as any formatting guidelines that have been provided by the publisher or instructor.

Additionally, if statistical techniques are used to analyze data, those should also be referenced properly.

Knowing the correct way to format references can help ensure that all information is accurately represented and can prevent potential issues with plagiarism.

By following these steps, writers can produce a paper that is both academically sound and free of any legal implications.

Time Management

Time management is a critical skill to develop in order to successfully complete your dissertation.

It can be difficult to stay on track with such a large project, but by creating deadlines, breaking tasks into manageable chunks, and avoiding procrastination, you can make steady progress.

Technology and support systems can help you manage your time efficiently; for example, online calendars or task tracking programs are great tools for staying organized.

Additionally, enlisting the help of peers or mentors can provide much needed accountability and motivation as you work towards completing your dissertation.

Making a plan and sticking to it will ensure that you reach the end goal of submitting your dissertation on time.

Seeking Professional Assistance

Writing a dissertation can be an overwhelming task, and many students may find themselves in need of professional assistance.

Seeking external help can help make the process smoother and more efficient.

When seeking professional assistance, it is important to ensure that your sources are accurately referenced and your data is interpreted correctly.

Furthermore, having somebody who is familiar with formatting guidelines can be immensely helpful when submitting a dissertation.

In addition, having access to writing strategies from an experienced tutor can be invaluable when writing a complex paper like a dissertation.

By enlisting the help of a professional, students can gain insight into how to best approach their project and increase their chances of success.

Frequently Asked Questions

How long should a medicine dissertation be.

When writing a medicine dissertation, it is important to keep in mind the expected length of the paper.

Generally, a medical dissertation should be at least 50 pages long, excluding bibliography and other supplemental material. However, depending on the topic and research methods used, the page length may vary.

Outlining expectations prior to starting the project can help students stay on track while creating their dissertation.

Additionally, citing sources correctly and avoiding plagiarism are important components of any dissertation so that proper credit is given to those whose work was utilized in completing the project.

Additionally, proofreading content as well as researching options are important steps that should not be overlooked when writing a medicine dissertation.

What Is The Best Way To Structure The Introduction Of A Medicine Dissertation?

Structuring the introduction of a medicine dissertation is an important step that should not be overlooked.

A well-structured introduction should include framing arguments, data collection, referencing techniques, researching techniques and evidence based on the topic at hand.

It is essential to ensure the audience knows why your research is important and what you hope to achieve through it.

Furthermore, it needs to be succinct yet comprehensive enough for the reader to understand the context of the dissertation.

An online tutor can help guide you through this process by providing guidance on how best to structure the introduction and make sure all necessary information has been included.

What Resources Are Available For Researching A Medicine Dissertation Topic?

When researching a medicine dissertation topic, it is essential to use reliable and up-to-date resources.

Searching databases such as PubMed and Medline can help in finding relevant research studies.

Additionally, time management strategies, outlining techniques, proofreading techniques, and referencing guidelines should all be taken into consideration when researching a dissertation topic.

Proper organization of the research process is key in order to ensure the most efficient results.

What Are The Most Common Mistakes Made When Writing A Medicine Dissertation?

Poor referencing, inadequate time management, inaccurate data analysis, and a lack of subject expertise are some of the most common mistakes made when writing a medicine dissertation.

While there can be many other errors that could be made, these particular ones can be easily avoided if the student takes the time to ensure their referencing is correct and up to date, they manage their time effectively, ensure that data is analysed accurately and thoroughly review literature in the field.

Furthermore, it is essential for students to have an adequate understanding of their chosen topic in order to write a successful dissertation.

Should I Use Footnotes Or Endnotes In My Medicine Dissertation?

When writing a medicine dissertation, the decision between using footnotes or endnotes may be difficult. It is important to consider the structuring of sources, proofreading techniques, quantitative analysis, time management and data interpretation when making this decision.

Generally speaking, footnotes are placed at the bottom of each page and provide additional information about the source cited; whereas endnotes are listed on a separate page at the end of the document.

Ultimately, it is up to personal preference as to which one you choose for your medicine dissertation.

The writing of a medicine dissertation can be a long and laborious task. It is important to ensure that the length of the dissertation is appropriate, as this will help to ensure that all relevant material is covered.

The introduction should be concise yet informative, setting out the main topic and providing an overview of what follows.

When researching for a medicine dissertation, it is important to use reliable academic sources such as journal articles, books and online databases. Taking notes throughout the research process will help make sure all relevant information is included in the final document.

Common mistakes made when writing a medicine dissertation include not properly referencing sources, poor grammar or punctuation, and overlooking plagiarism issues. When including references in the paper, footnotes are generally preferred over endnotes as they are easier to read and reference quickly.

Overall, writing a medicine dissertation can be challenging but with careful planning and attention to detail it can also be rewarding.

To ensure success when writing a medicine dissertation it is important to keep track of research materials, structure the paper appropriately, follow academic style guidelines and take care to avoid common errors such as plagiarism or poor grammar.

With dedication and hard work any student can produce an exceptional piece of work suitable for submission for their degree program.

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What Is a Glossary? | Definition, Templates, & Examples - Scribbr
In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. Your glossary only needs to include terms that your reader may not be familiar with, and it’s intended to enhance their understanding of your work.
How to write a Doctoral Thesis - PMC - National Center for ...
All the relevant references should be collected, and carefully preserved in the form of a card system arranged alphabetically according to themes and authors. The introduction of the thesis should be styled like a review article with a critical analysis of the work of authors in the literature.
Dissertations and Theses - Citing Medicine - NCBI Bookshelf
Citations to dissertations and theses are similar to the standard book, with the following important points: With rare exceptions, dissertations have only one author. Most master's theses also have a single author, but occasionally will have two.
A Complete Dissertation - SAGE Publications Inc
• Definition of key terminology: Some terms may be unfamiliar to readers. Additionally, the meanings of certain terms can vary depending on the context, conceptual frame - work, or field of study. Making terms explicit adds precision and ensures clarity of understanding. These terms should be oper-ationally defined or explained; that is, make
The Ultimate Guide to Medical Thesis Writing - RxComms
In simple terms, a medical thesis is a comprehensive written document that demonstrates a student's understanding of a specific medical subject and their ability to apply scientific research methods. It explores a well-defined research question or problem and incorporates evidence-based findings to support a particular conclusion.
Using Specialised Terminology and Jargon in PhD Theses
This post offers professional advises on how to use specialised terminology and jargon correctly within your academic field in a PhD thesis.
Medical dissertation basics: analysis of a course of study ...
The course offering “Medical dissertation basics: How to write scientific texts and present a doctoral thesis” (MED I-III) was developed and introduced in 2018. Module I covers scientific fundamentals and teaches the content required for a medical doctoral thesis.
Glossary in a Dissertation – A Comprehensive Guide
A recommended practice of adding a glossary in a dissertation is to sort the terms alphabetically and provide a definition or explanations for each of those terms. Having the terms listed in alphabetical order will help the readers to easily locate the information they are interested in.
How to Write a Medical Thesis (Chapter 25) - Introduction to ...
Chapter 1 Research During Specialist Medical Training; Chapter 2 Time Management When Planning and Conducting Medical Research; Chapter 3 Computer Skills Required for Medical Research; Chapter 4 Computer Skills Required for Medical Research: Social Media; Chapter 5 Finding and Using Information in Your Research
Writing A Medicine Dissertation: Tips And Tricks - Spires
Definition. A dissertation is a long-form piece of writing that requires extensive research on a particular topic. In the field of medicine, dissertations typically focus on an area of medical research or discuss ethical issues related to patient care, clinical trials, and drug development.