- Email: [email protected]
Raising the quality and output of medical research in India
Current Medicine Research and Practice 6 (2016) 175–176
Contents lists available at ScienceDirect
Current Medicine Research and Practice journal homepage: www.elsevier.com/locate/cmrp
Letter to the Editor Raising the quality and output of medical research in India
1. The way out 1.1. Resources
Scarce research output of Indian medical institutions has been a matter of grave concern. Ray et al.1 have provided voluminous evidence to show that research is being conducted in only a handful of institutions. Interestingly, most research has come out of those institutes which have heavy patient load. This fact belies the oft-cited argument that overwhelming clinical responsibilities do not allow the faculty with any time for research. Earlier, Deo2 had pointed out the potential for research among undergraduate medical students through the scholarship schemes launched by ICMR and MCI, suggesting that our students are capable of conducting quality research, given the orientation and resources. Why lament over lack of research when there is hardly any provision for training in research methodology in the medical curriculum? The mindset of medical students and the faculty, by and large, treats research as ‘‘unnecessary imposition’’. Cultivation of clinical skills is considered to be the primary objective in the training of doctors. As such, there is no motivation for undertaking research.
A little bit of investment by way of infrastructure (hardware and software), material resources and manpower will go a long way to boost research output? Creating facilities for research would bring about an enabling environment. With the computerization of patient data, researchers are in a position of advantage these days. Retrieval of information and access to the data needed for research has been made much easier through appropriate programming. Computerization also comes handy even in the case of research involving experiments requiring randomization and controls. 1.2. Quality assurance in research Research capability assumes possession of know-how about the process of research which starts with problem identification followed by collection of relevant evidence, analysis, results, and finally putting the parts together in the form of a document which
http://dx.doi.org/10.1016/j.cmrp.2016.05.011 2352-0817/ß 2016 Published by Elsevier, a division of Reed Elsevier India, Pvt. Ltd on behalf of Sir Ganga Ram Hospital.
176
Letter to the Editor / Current Medicine Research and Practice 6 (2016) 175–176
stands the scrutiny of not only the readers but also of publishers. Emphasis here is on quality in the whole process indicated by acceptability of the work by professional fraternity, paving the way for its dissemination through print media or any other platform of knowledge delivery. 1.3. Imparting research competence Not every medical professional is supposed to do research. Yet, even a practicing MBBS doctor needs to remain updated on the new developments in diagnosis, treatment and prevention reported in professional journals. Without a basic understanding of the language of research, they will be at a loss to understand or correctly interpret the studies appearing in medical journals. Knowledge of research methods at a rudimentary level during MBBS course will be adequate in their case, for which minor adjustments in the course offerings may have to be made. This will not put much of a burden on students. However, the postgraduate (MD) students undergoing training as Residents are required to write a research paper. They need to have strong research skills. As such, they should be equipped with the knowledge and understanding of research methods, publishing their work and interpreting published research. The purpose of this article, therefore, is to impress upon the need for preparing the Resident doctors to undertake research. A model of training for the purpose is presented below. This model is based on the experience gained by the author while working with General Practice Residents in a medical school in USA.
coordinator include instruction in Research Methods and presentations by Residents on articles published in reputed medical journals. These presentations are meant to hone their analytical and interpretative skills and provide them a platform for application of knowledge acquired through lectures. Research coordinator also facilitates the research papers of Residents, vetting them to ensure that they are of publishable quality. This hands-on model of training in Research Methods shall yield dividends in terms of raising the quality of research as well as increasing the turnout of credible research by medical institutions. The sheer satisfaction of getting published and gaining recognition thereby is an incentive strong enough for undertaking further research. Conflicts of interest The author has none to declare. References 1. Ray S, Shah I, Nundy S. The research output from Indian medical institutions between 2005 and 2014. Curr Med Res Pract. 2016;6(April (2)):49–58. 2. Deo MG. Undergraduate medical students’ research in India. J Postgrad Med. 2008;54:176–179.
Satish Bhalla1* Consultant in Designing Public Health Projects and Resource Generation, 4/6 Oak Road, Shipra Sun City, Indirapuram, Ghaziabad 201014, India
2. The proposed model of Resident training in research methods It is proposed that each medical institution having Residents should designate a senior member of medical faculty as Director of Residency Program and create a position of Research Coordinator who may or may not be a medical professional but be proficient in research and publishing. Director of Residency Program and Research Coordinator are the key persons in training of Residents. While Director of Residents is the link between Research Coordinator and the Residents, Research Coordinator is the mentor of Residents. Fortnightly meetings of Residents with Research
*Tel.: +91 8860208885 E-mail address: [email protected] (S. Bhalla). 1
Formerly, Professor and Research Coordinator, Department of Family Medicine, College of Medicine, Nova Southeastern University, 3200 South University Drive, Fort Lauderdale, FL 33328, USA. Tel.: +1 954 262 1499. Received 19 May 2016 Available online 12 July 2016
Contents lists available at ScienceDirect
Current Medicine Research and Practice journal homepage: www.elsevier.com/locate/cmrp
Letter to the Editor Raising the quality and output of medical research in India
1. The way out 1.1. Resources
Scarce research output of Indian medical institutions has been a matter of grave concern. Ray et al.1 have provided voluminous evidence to show that research is being conducted in only a handful of institutions. Interestingly, most research has come out of those institutes which have heavy patient load. This fact belies the oft-cited argument that overwhelming clinical responsibilities do not allow the faculty with any time for research. Earlier, Deo2 had pointed out the potential for research among undergraduate medical students through the scholarship schemes launched by ICMR and MCI, suggesting that our students are capable of conducting quality research, given the orientation and resources. Why lament over lack of research when there is hardly any provision for training in research methodology in the medical curriculum? The mindset of medical students and the faculty, by and large, treats research as ‘‘unnecessary imposition’’. Cultivation of clinical skills is considered to be the primary objective in the training of doctors. As such, there is no motivation for undertaking research.
A little bit of investment by way of infrastructure (hardware and software), material resources and manpower will go a long way to boost research output? Creating facilities for research would bring about an enabling environment. With the computerization of patient data, researchers are in a position of advantage these days. Retrieval of information and access to the data needed for research has been made much easier through appropriate programming. Computerization also comes handy even in the case of research involving experiments requiring randomization and controls. 1.2. Quality assurance in research Research capability assumes possession of know-how about the process of research which starts with problem identification followed by collection of relevant evidence, analysis, results, and finally putting the parts together in the form of a document which
http://dx.doi.org/10.1016/j.cmrp.2016.05.011 2352-0817/ß 2016 Published by Elsevier, a division of Reed Elsevier India, Pvt. Ltd on behalf of Sir Ganga Ram Hospital.
176
Letter to the Editor / Current Medicine Research and Practice 6 (2016) 175–176
stands the scrutiny of not only the readers but also of publishers. Emphasis here is on quality in the whole process indicated by acceptability of the work by professional fraternity, paving the way for its dissemination through print media or any other platform of knowledge delivery. 1.3. Imparting research competence Not every medical professional is supposed to do research. Yet, even a practicing MBBS doctor needs to remain updated on the new developments in diagnosis, treatment and prevention reported in professional journals. Without a basic understanding of the language of research, they will be at a loss to understand or correctly interpret the studies appearing in medical journals. Knowledge of research methods at a rudimentary level during MBBS course will be adequate in their case, for which minor adjustments in the course offerings may have to be made. This will not put much of a burden on students. However, the postgraduate (MD) students undergoing training as Residents are required to write a research paper. They need to have strong research skills. As such, they should be equipped with the knowledge and understanding of research methods, publishing their work and interpreting published research. The purpose of this article, therefore, is to impress upon the need for preparing the Resident doctors to undertake research. A model of training for the purpose is presented below. This model is based on the experience gained by the author while working with General Practice Residents in a medical school in USA.
coordinator include instruction in Research Methods and presentations by Residents on articles published in reputed medical journals. These presentations are meant to hone their analytical and interpretative skills and provide them a platform for application of knowledge acquired through lectures. Research coordinator also facilitates the research papers of Residents, vetting them to ensure that they are of publishable quality. This hands-on model of training in Research Methods shall yield dividends in terms of raising the quality of research as well as increasing the turnout of credible research by medical institutions. The sheer satisfaction of getting published and gaining recognition thereby is an incentive strong enough for undertaking further research. Conflicts of interest The author has none to declare. References 1. Ray S, Shah I, Nundy S. The research output from Indian medical institutions between 2005 and 2014. Curr Med Res Pract. 2016;6(April (2)):49–58. 2. Deo MG. Undergraduate medical students’ research in India. J Postgrad Med. 2008;54:176–179.
Satish Bhalla1* Consultant in Designing Public Health Projects and Resource Generation, 4/6 Oak Road, Shipra Sun City, Indirapuram, Ghaziabad 201014, India
2. The proposed model of Resident training in research methods It is proposed that each medical institution having Residents should designate a senior member of medical faculty as Director of Residency Program and create a position of Research Coordinator who may or may not be a medical professional but be proficient in research and publishing. Director of Residency Program and Research Coordinator are the key persons in training of Residents. While Director of Residents is the link between Research Coordinator and the Residents, Research Coordinator is the mentor of Residents. Fortnightly meetings of Residents with Research
*Tel.: +91 8860208885 E-mail address: [email protected] (S. Bhalla). 1
Formerly, Professor and Research Coordinator, Department of Family Medicine, College of Medicine, Nova Southeastern University, 3200 South University Drive, Fort Lauderdale, FL 33328, USA. Tel.: +1 954 262 1499. Received 19 May 2016 Available online 12 July 2016