research topics online course

Foundations of Clinical Research

This Harvard Medical School six-month, application-based certificate program provides the essential skill sets and fundamental knowledge required to begin or expand your clinical research career.

Associated Schools

Harvard Medical School

What you'll learn.

Understand and apply the foundational concepts of biostatistics and epidemiology

Develop a research question and formulate a testable hypothesis

Design and begin to implement a clinical research study

Cultivate the skills required to present a clinical research study

Critically evaluate the research findings in medical literature

Synthesize crucial statistical analyses using Stata software

Course description

The Foundations of Clinical Research program is rooted in the belief that clinical research training is critical to professional development in health care. Clinical research training not only creates potential independent investigators, but also enables clinicians to advance their careers through a greater understanding of research evidence. Designed to provide learners with the foundational knowledge and skill sets required to produce high-quality clinical research, our program will lay the fundamental groundwork in epidemiology and biostatistics required for a multifaceted career in clinical research.

The overarching goal of the Foundations of Clinical Research program is to equip the next generation of researchers with the skill sets essential to evaluating evidence, understanding biostatistics, and beginning their clinical research careers. Our aim is to ensure that learners develop a strong foundation in the design, implementation, analysis and interpretation of clinical research studies.

During the program, our innovative active learning approach emphasizes the traditional tutorial system with weekly live video tutorials, seminars and symposia anchored by 3 live intense weekend online workshops.  The Foundations of Clinical Research program’s six-month online curriculum emphasizes real-time skill-based learning. 

Participants will be eligible for Associate Alumni status upon successful completion of the program. Early tuition and need-based tuition reductions may be available.

Course Outline

Live Workshops

The interactive workshop curriculum will focus on hands-on skill development through active learning. To that end, the intensive schedule is designed to accelerate the growth of high-yield clinical research skills via individual and team-based workshop exercises. Students will be immersed in a dynamic learning environment that encourages collaboration and collegial networking with faculty and peers. 

Essential elements of the workshop include instruction and practical exercises in the core concepts of biostatistics, epidemiology and research question development, as well as critical assessment of the medical literature and practical training in statistical software using real-life datasets. In addition to providing training in mentorship, academic career development and leadership, we create a supportive and active learning environment where opportunities for knowledge retention and networking abound.

Live Symposia, Tutorials and Seminars

Symposia, tutorials and seminars are mandatory and will be delivered live online and organized according to eight specific clinical research topics. 

Eight 3-Hour Symposia

• Instruction on a specific clinical research topic (e.g., cohort study design and interpretation)
• In-depth discussion on a related epidemiology concept (e.g., odds ratio)
• Hands-on guidance for implementing the related analysis with statistical programming in Stata

Eight 1-Hour Tutorials

• Interpret and report on papers related to the specific clinical research topic

Eight 1-Hour Special-Topic Seminars

• The biostatistical and epidemiological concepts to specific clinical research topics with concrete examples

Assignments

All students will be expected to complete all assignments by the due dates. Assignments will be graded as either “pass” or “fail.”

Individual Assignment 1

Individual Research Question and Study Design

• Generate a novel research question in the evidence-based PICO format
• Receive expert faculty review

Individual Assignment 2

Design, Implement and Present an Original Abstract

• Design and implement a clinical research study based on a publicly available dataset
• Analyze and create data visualizations via a user-friendly R Shiny web app
• Write a formal 350-word abstract suitable for submission to an international conference
• Present a digital poster to faculty at Workshop 3

Online Lectures

Research Study Introduction 

• Designing a Clinical Research Study I–III
• Introduction to Evidence-Based Medicine, Systematic Review and Meta-Analysis
• Study Design 1 – Observational
• Study Design 2 – Randomized Controlled Trials
• Study Design 3 – Quasi-Experimental Studies
• Introduction to Biostatistics
• An Investigator’s Responsibility for Protection of Research Subjects
• How to Search PubMed
• Overview of Evidence-Based Medicine

Statistical Programming in Stata

• Loading Data
• Basic Programming Commands
• Data Cleansing
• Data Analytics I – Central Tendency
• Data Analytics II – Statistical Testing
• Data Analytics III – Regression Testing

Instructors

Jamie Robertson

Djøra Soeteman

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1000+ FREE Research Topics & Title Ideas

Select your area of interest to view a collection of potential research topics and ideas.

Or grab the full list 📋 (for free)

PS – You can also check out our free topic ideation webinar for more ideas

How To Find A Research Topic

If you’re struggling to get started, this step-by-step video tutorial will help you find the perfect research topic.

Research Topic FAQs

What (exactly) is a research topic.

A research topic is the subject of a research project or study – for example, a dissertation or thesis. A research topic typically takes the form of a problem to be solved, or a question to be answered.

A good research topic should be specific enough to allow for focused research and analysis. For example, if you are interested in studying the effects of climate change on agriculture, your research topic could focus on how rising temperatures have impacted crop yields in certain regions over time.

To learn more about the basics of developing a research topic, consider our free research topic ideation webinar.

What constitutes a good research topic?

A strong research topic comprises three important qualities : originality, value and feasibility.

• Originality – a good topic explores an original area or takes a novel angle on an existing area of study.
• Value – a strong research topic provides value and makes a contribution, either academically or practically.
• Feasibility – a good research topic needs to be practical and manageable, given the resource constraints you face.

To learn more about what makes for a high-quality research topic, check out this post .

What's the difference between a research topic and research problem?

A research topic and a research problem are two distinct concepts that are often confused. A research topic is a broader label that indicates the focus of the study , while a research problem is an issue or gap in knowledge within the broader field that needs to be addressed.

To illustrate this distinction, consider a student who has chosen “teenage pregnancy in the United Kingdom” as their research topic. This research topic could encompass any number of issues related to teenage pregnancy such as causes, prevention strategies, health outcomes for mothers and babies, etc.

Within this broad category (the research topic) lies potential areas of inquiry that can be explored further – these become the research problems . For example:

• What factors contribute to higher rates of teenage pregnancy in certain communities?
• How do different types of parenting styles affect teen pregnancy rates?
• What interventions have been successful in reducing teenage pregnancies?

Simply put, a key difference between a research topic and a research problem is scope ; the research topic provides an umbrella under which multiple questions can be asked, while the research problem focuses on one specific question or set of questions within that larger context.

How can I find potential research topics for my project?

There are many steps involved in the process of finding and choosing a high-quality research topic for a dissertation or thesis. We cover these steps in detail in this video (also accessible below).

How can I find quality sources for my research topic?

Finding quality sources is an essential step in the topic ideation process. To do this, you should start by researching scholarly journals, books, and other academic publications related to your topic. These sources can provide reliable information on a wide range of topics. Additionally, they may contain data or statistics that can help support your argument or conclusions.

Identifying Relevant Sources

When searching for relevant sources, it’s important to look beyond just published material; try using online databases such as Google Scholar or JSTOR to find articles from reputable journals that have been peer-reviewed by experts in the field.

You can also use search engines like Google or Bing to locate websites with useful information about your topic. However, be sure to evaluate any website before citing it as a source—look for evidence of authorship (such as an “About Us” page) and make sure the content is up-to-date and accurate before relying on it.

Evaluating Sources

Once you’ve identified potential sources for your research project, take some time to evaluate them thoroughly before deciding which ones will best serve your purpose. Consider factors such as author credibility (are they an expert in their field?), publication date (is the source current?), objectivity (does the author present both sides of an issue?) and relevance (how closely does this source relate to my specific topic?).

By researching the current literature on your topic, you can identify potential sources that will help to provide quality information. Once you’ve identified these sources, it’s time to look for a gap in the research and determine what new knowledge could be gained from further study.

How can I find a good research gap?

Finding a strong gap in the literature is an essential step when looking for potential research topics. We explain what research gaps are and how to find them in this post.

How should I evaluate potential research topics/ideas?

When evaluating potential research topics, it is important to consider the factors that make for a strong topic (we discussed these earlier). Specifically:

• Originality
• Feasibility

So, when you have a list of potential topics or ideas, assess each of them in terms of these three criteria. A good topic should take a unique angle, provide value (either to academia or practitioners), and be practical enough for you to pull off, given your limited resources.

Finally, you should also assess whether this project could lead to potential career opportunities such as internships or job offers down the line. Make sure that you are researching something that is relevant enough so that it can benefit your professional development in some way. Additionally, consider how each research topic aligns with your career goals and interests; researching something that you are passionate about can help keep motivation high throughout the process.

How can I assess the feasibility of a research topic?

When evaluating the feasibility and practicality of a research topic, it is important to consider several factors.

First, you should assess whether or not the research topic is within your area of competence. Of course, when you start out, you are not expected to be the world’s leading expert, but do should at least have some foundational knowledge.

Time commitment

When considering a research topic, you should think about how much time will be required for completion. Depending on your field of study, some topics may require more time than others due to their complexity or scope.

Additionally, if you plan on collaborating with other researchers or institutions in order to complete your project, additional considerations must be taken into account such as coordinating schedules and ensuring that all parties involved have adequate resources available.

Resources needed

It’s also critically important to consider what type of resources are necessary in order to conduct the research successfully. This includes physical materials such as lab equipment and chemicals but can also include intangible items like access to certain databases or software programs which may be necessary depending on the nature of your work. Additionally, if there are costs associated with obtaining these materials then this must also be factored into your evaluation process.

Potential risks

It’s important to consider the inherent potential risks for each potential research topic. These can include ethical risks (challenges getting ethical approval), data risks (not being able to access the data you’ll need), technical risks relating to the equipment you’ll use and funding risks (not securing the necessary financial back to undertake the research).

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Online and remote research, online & remote research opportunities .

Ground-breaking research is being done everywhere across the world, with much of the work being done from remote locations. Many academic departments offer both in-person and remote research opportunities for undergraduates either through working directly with faculty in a mentored project, through  Vertically Integrated Projects (VIPs), or through  Course-based Undergraduate Research Experiences (CUREs). As the university and faculty members adapt to an increasingly flexible workplace, online and remote research opportunities continue to increase. This page provides resources for undergraduate students seeking to find and be involved in remote and online research experiences during both the school year and the summer. 

Where do I find online and remote research?

The sections below share different avenues to find online, virtual, and remote research experiences for both the academic year and over the summer. These opportunities are available for any undergraduate student interested in remote research.

Check out Handshake , which can be used to find research positions, internships, employment opportunities, and networking events that are currently accepting applications!

What is Handshake?

• Handshake is a free-to-use online platform that undergraduates can use to find on-campus and/or off-campus workshops, jobs, internships, research experiences, and events.
• Students must use their UA NetID to create and log into your Handshake account.
• For more tips and tricks on how to utilize Handshake in your research journey, please visit here .

How can I use Handshake to find online and remote opportunities? 

• Log in Handshake  with your UA NetID in order to access the main home page.
• On the left-hand side bar, click on  Jobs .
• Go to  All Filters  and scroll down to the bottom until you see the heading  Labeled by your school .
• In the search bar that is below the Labeled by your school  heading, search  undergraduate research  in order to see the research opportunities that the URA staff has tagged.
• On the top bar, go to the  on-site/remote drop-down heading and filter by  remote - work from home.

ura online work.png

The UA Researchers Database  is   an online list of UA faculty from every academic department that welcome undergraduates students into their research projects. The database is updated regularly with new faculty who are interested in welcoming undergraduate students into their research projects on- or off-campus. Faculty can now indicate their ability to offer remote and online opportunities.

We recommend using our Faculty Profiles resource in conjunction with the UA Researchers Database. While the UA Researcher Database provides brief descriptions of current projects, profiles.arizona.edu  provides a convenient and extensive platform for learning more about a faculty member's research interest, current and past projects, publications, classes, and much more. 

How do I use the UA Researchers Database to find online and remote research?

• Go to our UA Researchers Database , which can be found under our  Find Research  drop-down heading.
• You will be able to set your preferences at the top of the database list, such as your preferred College ,  Department , and  Types of Opportunities  (e.g. for course credit, paid, volunteer, and/or not given). 
• You can also type a certain research interest you may have in the Keyword Search  area.
• You can also set your preferred location! In the  Research Location  menu, choose the  Online  option. This option was recently added to the database, so not many researchers have responded yet. Please Check again regularly for more online opportunities!
• Click the Apply option   when you have set all your preferences to see the list of faculty that best fits with your own interests and preferences!

How do I use the Faculty Profiles resource to find online and remote research?

There are two ways that you can use the profiles.arizona.edu to find online and remote research opportunities; we will be showing you both!

In Conjunction with the UA Researchers Database:

• Once you have found a faculty member that you are interested in from the UA Researchers Database, type their name name in the search bar below the  Search UA Faculty, Educators, Scholars, and Researchers  heading. Sometimes, it takes a long time for the profile to load, so please be patient!
• After the page has loaded, the faculty member's profile will appear below the search bar. Feel free to explore this informtion, which will include their  Biography , Interests  in teaching and research,  Courses , and  Scholarly Contributions , which includes their journals and publications.
• Before reaching out to the faculty member, we encourage you to read through their research interests as well as explore their publications , such as reading the abstract of their publication, in order to gain a better understanding of their research. If you need help in emailing and reaching out to faculty about research opportunities, please go to this helpful resource .

Only Using the Faculty Profiles:

• In the search bar below the  Search UA Faculty, Educators, Scholars, and Researchers  heading, you can search up certain key words that will lead you to faculty profiles that best matches it!
• Try searching up  online  and/or  remote  in the search bar to find faculty profiles that either teach courses or conduct research remotely and/or offer research opportunities that can be done remotely.

There are many online, remote, and virtual research programs available for undergraduate students across a broad variety of research interests. These programs can be summer or academic year and are offered by a number of universities. Please read each program carefully for their description, application requirements, and program dates. This section will be updated regularly as more online programs become available for the summer.

Online Programs for 2024-25

For other online summer research programs, please visit the AAMC's list of Summer Undergraduate Research and the NSF's list of Research Experiences for Undergraduates (REUs) .

Stanford Center for Asian Health Research and Education (CARE) Scholars

Description :   The Stanford Center for Asian Health Research and Education (CARE) offers an immersive online course in Asian Health for undergraduate and graduate students, featuring a 9-week summer focus on Data Science and Vulnerable Populations. The program trains scholars in population science research, equipping them with skills in database analysis, healthcare research, and problem-solving in vulnerable populations. It emphasizes collaboration with various stakeholders and covers topics like Asian health, medical technology, AI, global health, research essentials, innovation, leadership, scholarship, presentation skills, and career development. Students will also be able to build valuable connections within Stanford CARE's global network and present their research at the annual Stanford's CARE Summer Research Symposium .

Application Requirements :   $75 application fee

Deadline :   January 14th, 2024

Program Dates : June 2024-August 2024

Texas A&M University Department of Material Sciences & Engineering Online Research Experience for Undergraduates (O-REU)

Description : The Texas A&M University is pleased to offer an online REU (O-REU) program in partnership with  Los Alamos National Laboratory . During the summer, students are expected to participate ( 40 hours/week ) and are remunerated $5000 for the summer. All activities are carried out fully remotely: there are no in-person meetings and no residency requirement. Travel support for one site visit will also be made available. O-REU is open to US citizens and permanent residents currently pursuing bachelor's degrees.

Application Requirements :   1 page resume, recent electronic transcript, list of preferred mentors (please consult the faculty interests list), and contact information (name, professional affiliation, email address) of two professional references

Deadline : Friday, April 28th, 2024 at 5:00 PM CST

Program Dates : May 24 to August 4, 2024

Please email the application required materials and/or any inquiries to  Ms. Isabel Cantu .

Neoscholar CIS Online Research Program

Description : The CIS online research program is offered throughout the year. A CIS program course usually hosts fifteen students, who are divided into small research groups. The program is generally 24 hours with our professors across ten weeks , including 2 hours of lectures in each of the first six weeks and 3 hours of research seminars in each of the last four weeks. Each course will be assigned an experienced instructor to provide academic instruction sessions and research guidance to students. 

Application Requirements : Please access the application form  and be able to answer its secondary questions.

Deadline : N/A

Program Dates : N/A

Please email any questions or request a brochure from [email protected] .

Description : CrowdMath is an online, open project that gives all college students the opportunity to collaborate on a large research project with top-tier research mentors and an exceptional peer group. MIT PRIMES and Art of Problem Solving are working together to create a place for students to experience research mathematics and discover ideas that did not exist before.

Application Requirements : Please create a free account to participate.

Please email any questions to  [email protected] .

Pembroke College of Cambridge Online Summer Research Programme

Description :  The Online Summer Research Programme offers you the unique opportunity to experience the renowned Cambridge style of teaching from anywhere in the world. It’s a real opportunity to challenge yourself academically and develop deep subject knowledge, working one-to-one with an expert in the field. From cyber warfare to the economic viability of Obamacare, we almost cover it all on our Subject Stream and for everything we don’t, you’re able to propose your own research topics on our Open Stream. Outside of supervisions, you’ll also connect and make friendships with other students on the programme through online networking events.  

Application Requirements : Have a cumulative GPA of at least 3.2, have finished your first-year of college, and have high level of English Fluency. Please visit the application site to see what other application materials are required (e.g. transcript, project form).

Deadline : TBA

Program Dates : July 1st-28th, 2024

Please email any questions to  [email protected].

BeMo ®  4-Month & 1-Year Research Programs

Description :   BeMo ® offers many different types of online research projects   for all undergraduate students that will best prepare them for their application to medical school.

• Online Independent Research Program : You can get research experience that makes your application stand out from the comfort of your home and have weekly meetings online via video conference with your team of research committee members. You can choose between the 4-months or the 1-year research program to conduct a literature review research project on a high impact topic hand selected by the PhDs.
• Step-by-Step Guided Research : The BeMo® team of research experts will help you each step of the way from choosing the best research topic to scientific research methodology to presentation and publication. Each week you'll meet for private one-on-one consultations to go over your research and get specific guidance and feedback as your progress.
• High-Impact Research Projects : You can research high-impact topics, such as Psychiatric, COVID-19, Substance-abuse, Vaccines, COPD, Heart Disease, Diabetes, Ulcerative Colitis, Stroke, Heart Attack, Asthma, Obesity, Women’s Health, Cancer, and more.
• Master Scientific Research Methodology : You will attend 6 guided workshops and complete 5 exercises to learn research methodology, literature search, data analysis, scientific communication, research manuscript creation, and research presentation. In the 4-months program you'll attend 15 sessions and in the 1-year program you'll receive 48 sessions to guide you at every step of the way.
• Gain Experience Writing Research Papers:  BeMo®  team of research experts will help you complete a research summary paper on your research topic to help you learn the essential principles of scientific inquiry and publication. Your research summary will be published on the BeMo®  website, so you can use it as a reference on your applications and CV.

Application Requirements :  You can schedule a free 15-minute initial consultation , where you will be able to talk about what option of research is the best fit for you. Prices for these research projects are listed on their website .

Program Dates: N/A

The University of Arizona Library  is available online for all UA undergraduate students. Students will be able to find wide variety of online resources, such as research journals, course guides, tutorials for library research, and much more. This section will provide a brief overview of resources that are available and important for online and remote researchers. Please also explore the UA Library Online & Distance Students site , which provides information on research resources, on how to develop your research skill. 

How can I find online research resources?

There are many different ways on how to find online research through the UA Library site. You will be able to access these online resources for free with your NetID and password.

• Use the library search engine to find both print and online content, including articles, books, ebooks, films, and more. You can type any keywords that may aid you in your search in the search bar at the top of the screen.
• You can also search through the online A-Z database  to find a specific resource based on subject, database type, vendor/provider, and keyword (e.g. description or title). 
• If you are unable to find what you need through the website, you can also receive a free library card at your local library, such as at Pima County Public Library , if you are a local resident.
• Finally, you can search for academic resources that are tailored to your discipline . This site features many guides that are categorized by course number (e.g. ENG 101), subject (e.g. General Chemistry), and topic (e.g. AI literacy). You can also search for a specific guide using the search bar near the bottom of the webpage. 

How can I learn and/or improve my research skills?

The UA Library has made quick video tutorials, articles, and quizzes that can teach you skills on how to be a better researcher, through both academics and research. These videos are meant to build your foundation in research, such as how to cite empirical articles, how to evaluate online information, how to find a research interest/topic, etc! Please explore the Learn with Tutorials webpage from the UA Library in order to delve deeper into the resources our online library has to offer! The UA Library also offer support for any researchers , such as funding & networking opportunities, research proposal plans, management of citations, publishing opportunities, and much more!

Not sure how to find an online research opportunity that suits your interests? Need help reaching out to faculty?

The Undergraduate Research Ambassador (URA) Team is here to support you on any step of your research journey. The URA Team URAs are able to provide one-on-one support to students who would like individualized help in exploring possibilities, communicating with a research mentor, sharing their research ideas, or preparing an application for a research program.

How can I individually meet with an URA?

There are many ways for undergraduate students, who are online and/or remote, to receive  one-and-one support  from URAs at any step of their research journey:

• Sign up for a 1:1 meeting!  Schedule your appointment through  Handshake . Meetings are available through zoom and usually last 30 minutes! Appointments can be made throughout the week, including weekends!
• Send an email!  Write any questions, thoughts, or concerns to  [email protected] . You can also send us email drafts, research program applications, resumes, etc for us to review for you!
• Check out other SECD resources!  The  Student Engagement & Career Development (SECD)  also provides individualized support on preparing your resume, CV, or cover letter for any applications through  Lifelab , which appointments can also be made through Handshake  with a  Career Educator  or  Career Peer Coach . 

What academic departments at the UA offer online and remote research?

Each academic department manages their own undergraduate research program and may have specific steps for how to become involved, even for online and remote research opportunities. The list below will provide links and information on the different types of online research, such as VIPs, CUREs, research teams, or faculty projects that are unique to the academic department or college. The full list of all of the academic departments and colleges, with links to their websites, can be found here . 

This sections lists online Course-based Undergraduate Research Experiences (CUREs) for the  academic year of 2023-24  and other online research opportunities by online UA Faculty . This site will be updated regularly, so check in with us!

Online Course-Based Research Experiences for Fall 2024

APCV361: Data Analysis and Visualization

Description :   Data Analysis and Visualization will lay a foundation for students to understand how to process, analyze, and visualize data.  Topics include data collection and integration, exploratory data analysis, statistical inference and modeling, machine learning, and data visualization.  The emphasis of the course topics will be placed on integration and synthesis of concepts and their application to solving problems.  Students will explore these topics using software tools.

Prerequisites :   College of Applied Science & Technology (CAST) student, APCV 302 and APCV 320, Prior Python programming

Credits :  3 credits

Other Information : Asynchronous online, optional weekly meetings

Instructor :   Dr. Li Xu , College of Applied Science & Technology

BAT/ENGR/CALS 102 | Data Science Heroes: An Undergraduate Research Experience in Open Data Science Practices

Description :   Despite a growing demand for data scientists, university training in science ethics, code licensing and best reproducibility practices are not generalized for undergraduates. In this Course-based Undergraduate Research Experience (CURE), students will conduct an assessment of the current landscape and the evolution of accessibility, documentation and reproducibility practices in bioinformatics. The CURE will be a two-credit course in the Department of Biosystems Engineering accessible to students from any college. Students will learn and reflect upon best practices for open science and science reproducibility. Several practical skills will also be developed such as science communication, as well as the use of computational tools for code versioning and documentation.

Prerequisites :   None

Credits : 3  credits

Other Information : Asynchronous online

Instructor : Dr. Bonnie Hurwitz , Dr. Alise Ponsero, College of Engineering

HWRS 349A&B/350 | Principles of Hydrology

Description : Students in this course will work to answer the question: “Do monsoon storms start later in the day than they did decades ago?” This question has been raised by numerous long-time Tucson citizens, who insist that monsoon storms start in the late evening (after sunset) rather than 3-5pm. While this started as a pedestrian question, it also has meteorological and practical implications if it is in fact true. The in-person class is a hands-on Collaborative Learning course, and there is a practical, applied lab with several field trips, many of which involve interaction with hydrology & atmospheric science professionals. Some examples of field trips for the lab include: Stream gaging with the US Geological Survey; A tour of the National Weather Survey office and a weather balloon launch; A tour of Biosphere2's Landscape Evolution Observatory (LEO) Project; and more! This is an excellent course to gain a broad, applied understanding of virtually every subdiscipline in hydrology!

Prerequisites :   Calculus I (MATH 113 or MATH 122A&B)

Credits : 3 Credits

Other Information : Online

Instructor : Dr. Martha Whitaker , College of Science

LING 2/3/499: Community-led Language Technology Development

Description : Students will join a community-based language technology development project, the Coeur d’Alene Online Language Resource Center (COLRC), as an example of a community lead language technology development project that focuses on the needs of a low-resource, minoritized language community. Depending on their skills and interests, participating students will enroll for 1 to 3 credits, at a course level (299, 399, 499) appropriate to their experience, and be assigned to assist in the development and deployment process. The project supports students who wish to develop skills in linguistic analysis and language activism, along with at least one of the following technical skills: coding for frontend, backend, rest interfaces, and scripting (javascript, python); database development (postgres, graphQL); and/or natural language processing (ingest, tokenization, annotation tasks using lum.ai/odinson libraries). Interested students should have at least some familiarity with and enjoyment of coding, but need not have significant experience or expertise in these areas. Students who are members of minoritized or low resource language communities will bring particularly valuable experience and expertise to this work, but any undergraduate student is welcome to participate

Credits : 1-3 credits

Other Information : Asynchronous Online

Instructor :  Amy V Fountain ,  College of Humanities

Online Course-Based Research Experiences for Spring 2024

PAH 420 | Innovation and the Human Condition: Learning How to Improve Life in the Community and Beyond

Description :   This course will equip students with the skills to use the humanities intellectual and analytical traditions to identify and pursue strategic responses to opportunities for innovation in the human condition. Over the course of the semester, students will draw on a range of humanities-based ways of seeing and doing to: 1) identify opportunities for improving the human condition at the community level and beyond; 2) analyze the cultural, political, and economic conditions that influence such opportunities; 3) design technological, industrial, and socio-cultural innovations that are directly responsive to these opportunities; and 4) develop strategic storylines that effectively convey the merits of these innovations to relevant stakeholders.

We will begin by forming small teams of student innovators. Each team will engage, experience, and internalize the course content through a series of activities and tasks that include: 1) identifying a community-based issue or opportunity that warrants an intervention; 2) analyzing the issue or opportunity through secondary research; 3) formulating an innovative strategy that is data-driven and based in the principles and concepts central to the humanities intellectual and analytical traditions; 4) refining and enhancing said innovative strategy through primary research; and 4) developing and delivering a multi-faceted presentation (visual, oral, written) of the strategy to a panel of experts.

Other Information : Asynchronous online, mandatory team weekly meetings, final research project showcase

Instructor :   TBA

HNRS 195J-101: Tasting Tomorrow: Portraying Culture and Futurity through the Culinary World

Description :   The course focuses on a few key areas that center of the relationship we all have with food: examining how food operates in defining culture and discussions around cultural heritage; how specific restaurants and figures have informed the growth of Tucson into a City of Gastronomy; and, how different modalities of food media (food writing, poetry, television, film, web content, art, etc.) shape a variety of discourses on contemporary issues ranging from food scarcity to the politics of eating meat/plants to the treatment of laborers within the broader scope of the food industry. By the end of the semester, students have read and viewed materials to foster robust in-class (or online, or both) discussions of these concerns and themes while producing several research-based small-scale projects using a variety of composing strategies and multimodal mediums (such as using Instagram, developing newsletters/web pages, and executing in-person/digital presentations).

Prerequisites :   Honors College

Credits : 1 credit

Instructor :   Joseph Nardinelli , College of Humanities

HNRS 195H-102: Speaking for Yourself: Understanding Your Linguistic Identity

Description :   We apply methods and concepts from the study of linguistics, with a focus on acoustic and articulatory phonetics for spoken and signed languages, in order to investigate the patterns of language that give each of us our own 'voice'. We share our findings with each other, and in doing so begin to develop an understanding and appreciation of the linguistic diversity around us.

Online UA Research Labs & Projects for Spring 2024

If you are interested in any of these opportunities, you will need to contact the faculty member in charge of the project. Please read our tips on  writing an email to faculty  or schedule a 1:1 Handshake appointment with an URA for personal support on drafting emails.

For other online research opportunities by UA faculty, please visit our extensive database of professors conducting online research and welcoming undergraduate students.

Dr. Dalal Alharthi - Cybersecurity and related fields

Description :   Preferred interest in Cloud Security; Penetration Testing; Incident Response; Human-Computer Interaction (HCI); Privacy; and Cybersecurity Education. I nterdisciplinary Research opportunities are available in the intersection between the area of Cybersecurity and several areas such as Computer Science; Public Administration; Business Administration; and Education.

Prerequisites : None

Types of Opportunities : Volunteer, For Credit

Commitment :  If volunteering, you should commit to 6 hours or more per week. For credit, you may enroll in an Independent Study course.

Principal Investigator :   Dr. Dalal Alharthi , Computer Science

Alicja Babst-Kostecka - Plant Environmental & Genomic Adaptation

Description : My research combines genetic, phenotypic, and environmental information in an integrated framework to study plant adaptation to changing environmental conditions. I am particularly interested in the mechanisms that allow certain plant species to colonize industrially contaminated habitats at former mining sites. These species thereby undergo rapid genetic and physiological adaptation. Specifically, they have evolved the ability to tolerate and sometimes accumulate remarkable amounts of metal trace elements – traits that I am studying in both field and controlled laboratory experiments. My interdisciplinary work sets the stage for mitigating the legacies of industrial exploitation. By advancing the molecular basis of phytoremediation and biofortification efforts, I strive to contribute to improving environmental and human health.

Types of Opportunities : Volunteer, For Credit, Paid

Commitment : N/A

Principal Investigator :   Dr. Alicja Babst-Kosetecka , Environmental Science

Mixed Augmented ViRtual eXtended Reality Laboratory - MA[VR]X

Description : The Mixed Augmented ViRtual eXtended (Reality) Laboratory in the College of Applied Science & Technology is the University of Arizona’s home for research, exploration, and development for alternative and extended reality media and training in southeastern Arizona. We take a very broad view of “extended reality” to include everything from head-mounted display Topics include: Posthuman inquiry, applied post-phenomenology, extended reality, augmented reality, virtual reality, mixed reality, Web3, metaverse, educational technology, instructional technology, human-computer interaction, cybersecurity, cyber operations, digital identity.

Prerequisites : Preferred interested in extended reality and comfortable with fully remote research. Enrollment in APCV 399 (1-3 credit hours) required.

Types of Opportunities : For Credit

Commitment : 3-9 Hours per week

Principal Investigator :   Dr. Ryan Straight ,  College of Applied Sciences & Technology

Purnima Madhivanan   - Public Health & Health Promotional Sciences

Description : Purnima Madhivananis an Associate Professor in Health Promotion Sciences at the Mel & Enid College of Public Health at University of Arizona. A physician by training from Government Medical College in Mysore, she has a MPH and PhD in Epidemiology from the University of California, Berkeley, USA. She completed her post-doctoral training in 2010. She is the Director of Public Health Research Institute of India (PHRII) and is also the Director of the Global Health Equity Scholars (GHES) Training Program in collaboration with Stanford, Yale and University of California, Berkeley. For the past 20 years, her work has focused on disadvantaged populations, elucidating the dynamics of poverty, gender, and the environmental determinants of health, in particular the impact on women and children living in rural communities. She established a clinic in Mysore, India in 2005 while completing her PhD dissertation. For over a decade, the PHRII/Prerana Women’s Health Initiative has delivered low-cost, high-quality reproductive health services to 44,000 low-income women living in Mysore District. Offering a full-service clinic, molecular laboratory and active affiliations with several major tertiary care hospitals, the site is recognized as a research and training site for Global Health. The Saving Children Improving Lives Program focused on increasing integrated antenatal care and HIV testing services for women in rural and tribal communities using mobile clinics with the help of women’s self-help groups to mobilize and follow-up women. This program model was then adapted to provide cervical cancer screening services in the community in India, which is the only community based cervical cancer screening program in India. Dr. Madhivanan’s work focuses on addressing the systemic inequities that put India’s tribal and rural women at-risk for poor health and birth outcomes. Her current work is at the intersection of infectious and chronic diseases with a special focus on cancer. Dr. Madhivanan serves as an advisor to a number of state departments of Public Health, non-profit as well as governmental research organizations. In 2007, she received the prestigious International Leadership Award from the Elizabeth Glaser Pediatric AIDS Foundation for her work on HIV prevention. She has received several awards and honors for mentoring. Dr. Madhivanan’s global health credentials and clinical service has brought unique opportunities for collaboration; most recently benefiting students and faculty interested in learning about Global Health and service in a developing world setting.

Prerequisites : Proficient in Social Media, Website, Technology, MS Office

Types of Opportunities : Volunteer, For Credit

Principal Investigator :   Dr. Purmina Madhivanan ,  Public Health

Noshene Ranjbar - Cultural & Trauma Psychiatry

Description : Interested in integrative medicine; integrative psychiatry; culturally-sensitive and trauma-informed work with underserved, particularly American Indian community and refugees; mind-body medicine; physician wellness and burnout; medical student wellness and burnout; integration of indigenous and modern medicine and healing practices; PTSD and trauma-spectrum disorders

Prerequisites : Pre-Med

Types of Opportunities : Volunteer, For Credit, Paid

Principal Investigator :   Dr. Noshene Ranjbar ,  Integrative Psychiatry Program

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• > Journals
• > Journal of Clinical and Translational Science
• > Volume 6 Issue 1
• > Research 101: An online course introducing medical...

Article contents

• Introduction:
• Conclusions:

Introduction

Disclosures, research 101: an online course introducing medical students to research.

Published online by Cambridge University Press:  01 August 2022

Research is an important aspect of many medical students’ training. However, many medical students are not required to complete a scholarly project, and formal research training is often fragmented across the medical school curriculum. Thus, we developed an online, structured, asynchronous set of modules to introduce trainees to multiple topics relevant to the conduct of research.

Research 101 was piloted by 27 first-year medical students at the University of Cincinnati College of Medicine. Students’ knowledge, confidence, and satisfaction were assessed using a final quiz and pre- and post-module surveys with five-point Likert-scaled questions and open-ended text responses.

Pre-module survey results showed that learners felt most confident in Conducting a literature search and least confident in Submitting an Institutional Review Board (IRB) protocol at UC . Post-module mean scores were significantly increased compared to pre-module results for all modules and questions ( P < 0.05). The response to “The content of this module met my needs” was high across all modules with 236 (84.0%) “yes” responses. Thematic analysis of open-ended text responses from post-module surveys identified several improvements to individual modules and to the overall structure of Research 101 . A final quiz of 25 multiple choice questions covering content from all required modules was required. The median score was 21.

Comparison of post-module to pre-module survey scores provided clear evidence of improved learning across all topics. The modules developed were responsive to the students’ needs, and students provided additional improvements for subsequent iterations of Research 101 .

Research and scholarly pursuits are an important aspect of any medical student’s training. A meta-analysis of medical student research found that 72% of medical students were interested in performing research, and 31% of medical students were interested in a career that involved research [ Reference Amgad, Man Kin Tsui, Liptrott and Shash 1 ]. Students who participated in research projects during medical school were 3.55 times more likely to report an interest in research as part of their future careers [ Reference Amgad, Man Kin Tsui, Liptrott and Shash 1 ]. The 2018 Association of American Medical Colleges (AAMC) Medical School Graduation Questionnaire reported that 78.8% of medical school graduates participated in a research project with a faculty member compared to 69.3% in 2014 [ 2 ]. Overall, 50.5% of medical school graduates authored a peer-reviewed publication, and 44.4% wanted to be significantly involved in research in the future.

Medical students may conduct scholarly activity at any time during their training, including summer research electives, mandatory curricular activities, non-required/extracurricular research activities, and/or longitudinal research experiences. AAMC core competencies for entering medical students include thinking and reasoning competencies such as critical thinking, quantitative reasoning, scientific inquiry, and written communication [ 3 ]. Agmad et al . found that career advancement is a major motivation for performing research during medical school [ Reference Amgad, Man Kin Tsui, Liptrott and Shash 1 ]. While there is a common student perception that research in medical school is necessary for a successful application to residency, Green et al. reported that program directors ranked research experience low among all selection criteria when all specialties were grouped together [ Reference Green, Jones and Thomas 4 ]. However, research experience was ranked highly among competitive specialties such as radiation oncology, plastic surgery, neurosurgery, and dermatology. Others suggest that rigorous training in the scientific method may increase student confidence in their clinical decision-making skills and enhance patient care [ Reference DeFranco and Sowa 5 ]. Unfortunately, formal research training – when present – is often fragmented across the medical school curriculum. For example, Stone et al . reported that many medical schools did not incorporate research training or have an adequate focus on research, while others had no research curriculum at all or it was buried – not obvious – within the existing curriculum [ Reference Stone, Dogbey, Klenzak, Van Fossen, Tan and Brannan 6 ].

To reinforce basic research skills and fill gaps within the existing curriculum, we developed an online, structured, asynchronous set of modules – called Research 101 – to introduce medical students to multiple topics that are relevant to the conduct of research. The objective of this report is to describe the Research 101 curriculum and evaluate its effectiveness in a pilot study.

To create Research 101 , the primary author developed an initial list of topics based on experiences with research trainees at a variety of levels. These topics were then discussed with administrators, faculty, and staff working within the Center for Clinical and Translational Science and Training (CCTST), the Office of Student Affairs, the Office of Research, the Office of Medical Education, and the Office of Graduate Education at the University of Cincinnati College of Medicine (UCCOM). The overall course format and individual topics were also discussed with student members of the Research and Industry Relations Committee during the development process to ensure a student-centered approach. Final topics included: 1) getting started with Research 101 , 2) introduction to research, 3) aligning expectations, 4) identifying a research mentor and a research project, 5) introduction to human subjects research and protections, 6) submitting an Institutional Review Board (IRB) protocol at UC, 7) conducting a literature search, 8) effective writing for publication, 9) transparency, rigor, and reproducibility in research, 10) study design and data analysis basics, 11) presenting your summer research, and 12) evaluating the literature and presenting a journal club. Additional topics were considered but were excluded because they were not appropriate for a general student audience, or they were placed in a “miscellaneous” module that could be added or revised in subsequent versions of Research 101 .

Research 101 was designed as a zero-credit course through the University of Cincinnati. This option allows students to register and to receive documentation of their participation in the form of a transcript but does not require changing a degree program’s curriculum or charging students tuition. The modules were offered asynchronously through the online educational platform Canvas (Salt Lake City, UT), so that learners could participate at their own pace. The first module – Getting started with Research 101 – provided a brief introduction to the course and its content, including how to log into Canvas, where direct technical questions about the educational platform, and how to communicate with the instructor about content-specific questions. Each module consisted of several elements including learning objectives, assignments, a pre-module survey, and a post-module survey. Additional resources were also included for some modules. The assignments typically involved one or more activities including watching a prerecorded lecture, watching a YouTube video, reading the content of a website, reading a publication or report, or responding to discussion questions. Specific attention was given to utilizing existing resources such as websites, previously developed case studies, and/or existing videos so that the content would not be specific to one learner type or a single institution. Hyperlinks were utilized extensively throughout the modules to provide direct access to publicly available resources. Figure  1 shows all content for the Aligning expectations module to illustrate the overall structure of an individual module within Canvas. By clicking on the arrow to the left of the module title, participants can view all content within a particular module. For example, the Aligning expectations module included pre- and post-module surveys, learning objectives, seven assignments labeled with the module title and the assignment number, as well as additional resources. Learning objectives for all modules are provided in Table  1 .

Fig. 1. Content for the Aligning expectations module.

Table 1. Learning objectives for the Research 101 modules

To complete a module, participants performed three tasks. Task #1 was located at the beginning of each module and was labeled as the pre-module survey. This pre-module survey was completed before reviewing any of the assignments within a module. Task #2 was to complete all assignments within a module. At the conclusion of each module – after completing all required assignments – Task #3 was to complete the post-module survey. With the exception of Getting started with Research 101 , each module included a pre-module survey and a post-module survey as required elements. As shown in Fig.  2 , the pre-module survey included questions based on the learning objectives with responses provided on a five-point Likert scale. For instance, “I am confident in my ability to … identify my skills as a mentee/trainee” (which corresponds to learning objective #1 for the Aligning Expectations module) or “I am confident in my ability to … describe possible barriers to an effective mentor-mentee relationship” (learning objective #4). As shown in Fig.  3 , the post-module survey included the same questions based on the learning objectives as the pre-module survey, as well as additional open-ended text field questions: 1) The content of this module met my needs ; 2) What did you like most about this module? ; 3) What did you like least about this module?; 4) If you could change one thing about this module, what would it be? ; and 5) Would you recommend this module to a friend if it was not a requirement? .

Fig. 2. Pre-module survey for the Aligning expectations module.

Fig. 3. Post-module survey for the Aligning expectations module.

Survey data were collected and managed using REDCap electronic data capture tools hosted at the University of Cincinnati. REDCap – Research Electronic Data Capture – is a secure, web-based software platform designed to support data capture for research studies, providing: 1) an intuitive interface for validated data capture; 2) audit trails for tracking data manipulation and export procedures; 3) automated export procedures for seamless data downloads to common statistical packages; and 4) procedures for data integration and interoperability with external sources [ Reference Harris, Taylor, Thielke, Payne, Gonzalez and Conde 7 ]. The qualitative dataset was analyzed using an inductive content analysis approach that offers a systematic and objective method for classifying words and phrases into meaningful categories, a process which then allows the analysts to distill key ideas from a larger body of text [ Reference Elo and Kyngäs 8 ].

Paired t-tests were conducted in SAS 9.4 to analyze quantitative changes in Likert scale responses by testing whether the mean change from the pre- and post-module surveys were significantly different than zero.

Once an operational draft of the Research 101 series was available in Canvas, the overall format and module contents were discussed during multiple online meetings with the CCTST Translational Workforce Development team, as well as leadership of the Medical Student Summer Research Program (MSSRP) and the Summer Medical Student Respiratory Research Fellowship (SMURRF) program. Additionally, interested faculty and staff were registered for Research 101 so that they could review the modules and provide input.

Research 101 was piloted during the summer of 2021 with first-year medical students participating in two NIH T35-funded medical student training programs – MSSRP and SMURRF – at the UCCOM. MSSRP and SMURRF students were required to complete all modules with the exception the Submitting an Institutional Review Board (IRB) protocol at UC module which was not required for non-UCCOM students. A final quiz was required that consisted of 25 multiple choice questions covering the materials from all required modules. There was no time limit for the quiz, and participants had access to all Research 101 content during the quiz. Feedback on correct responses was provided. The final quiz was not used as a grade; rather, the final quiz score was utilized for reporting purposes only and to assist in refinement of module content.

The University of Cincinnati Institutional Review Board reviewed the study and determined the research qualified as minimal risk to participants and was exempt from most of the requirements of the Federal Policy for the Protection of Human Subjects.

During a 6-week period in the summer of 2021, 27 first-year medical students – including 15 in the MSSRP and 12 in the SMURRF programs – were required to complete all elements of Research 101 . Twenty students were from the UCCOM, while seven were non-UCCOM students.

Pre-module survey results are shown in Table  2 . As assessed by mean survey responses, prior to completing the modules, learners were most confident with the Conducting a literature search module (3.88–4.04) and least confident with the Submitting an Institutional Review Board (IRB) protocol at UC module (1.88–2.38). Mean responses ranged from 2.94 to 4.08 for all other modules and questions. Overall, post-module mean scores were significantly increased compared to pre-module scores ( P < 0.05) for all modules and questions. The response to “The content of this module met my needs” was high across all modules with 236 (84.0%) “yes” responses, 12 (4.3%) “no” responses, and 33 (11.7%) “unsure.” “No”/“unsure” responses were highest for the Submitting an Institutional Review Board (IRB) protocol at UC (7 of 22) and Study design and data analysis basics (6 of 22) modules. The mean response to “Would you recommend this module to a friend if it was not a requirement?” was lower with 138 (49.8%) “yes” responses, 57 (20.6%) “no” responses, and 82 (29.6%) “unsure.” “No”/“unsure” responses were highest for the Introduction to research (20 of 26), the Identifying a research mentor and a research project (17 of 26), and the Submitting an Institutional Review Board (IRB) protocol at UC (17 of 21) modules.

Table 2. Pre-module and post-module survey results for the Research 101 modules

Content analysis of the qualitative data generated by open-ended text responses from the post-module surveys revealed overall themes in student responses to the Research 101 modules. For the What did you like most about this module question, these included 1) shorter videos that present information in an easily understood and visual manner, 2) ability to self-pace, 3) case studies, and 4) practical, relevant examples (e.g., IRB, UC Radiation study, and research misconduct) and activities (e.g., finding an article). For the What did you like least about this module and the If you could change one thing about this module, what would it be questions, themes included 1) technical issues (e.g., audio problems, links that did not work/videos would not load), 2) general course organization (e.g., clear directions to accompany website links; better flow of module materials; too much movement between course activities, and changes to the discussion board requirement), 3) timing of the modules (e.g., many felt they could have used this information before starting their summer programs, some of the modules felt redundant), and 4) course materials (e.g., more specific examples, case studies, activities rather than passive knowledge transmission, shorter videos, bulleted information sheets to summarize major points of each module).

The median final quiz score was 21 out of a possible 25 and ranged from 16 to 24.

Research training is important for learners at many different levels, and resources to provide this training in a comprehensive, student-centered manner are highly desirable. The pilot data demonstrate significant learning resulting from completion of Research 101 , as post-module mean scores were significantly higher than pre-module results for all modules and questions. Final quiz scores were good but also highlighted opportunity for additional student learning.

We estimate that this pilot of Research 101 required ∼10–12 h to complete. While students did not express any concerns in the surveys about this time commitment, the current scope of Research 101 has been limited to avoid additional student time for completion, since this has been structured as a zero-credit option outside of the regular medical school curriculum. For the instructor, once the content and framework of Research 101 have been established, additional time is needed each year to 1) revise module(s) content based on participant feedback and the availability of online educational materials or the creation of new materials, 2) fix technical issues with external hyperlinks and/or survey administration, 3) monitor participant progress in real time if needed, and 4) discuss Research 101 content and access to program directors that may be interested in utilizing it in the future.

Qualitative and quantitative responses provide several additional opportunities for future iterations of Research 101 . For summer 2022, Research 101 has been expanded to include another medical student scholarly research program that will engage additional students. Other changes made to Research 101 include streamlining the assignments for each module, queueing the pre- and post-module surveys to limit the number of clicks required to complete each module, creation of a Table of Contents to enhance user accessibility, and addition of a new module entitled Race and racism in research and medicine .

The academic medical community has been concerned about the reluctance of young physicians to prepare for and undertake careers in research for several decades now [ Reference Bartels, Lebowitz and Reynolds III 9 – Reference Hall 11 ]. Houlden et al . found that after completion of a mandatory research elective in the second year of medical school, there was a significant increase in students interested in pursuing research careers [ Reference Houlden, Raja, Collier, Clark and Waugh 12 ]. However, previous research has identified significant barriers to students pursuing research training during medical school, such as lack of institutional incentives to conduct research, lack of infrastructure, insufficient access to faculty mentors, lack of awareness of research opportunities occurring locally, and the absence of a research office or coordinator of training [ Reference de Oliveira, Luz, Saraiva and Alves 13 , Reference Chakraborti, Bourgeois, Gleeson and Gunderson 14 ]. In a survey of US medical students, only 19.4% reported having a mandatory course on research methods, while 28.7% reported that an elective research course was available at their institution [ Reference Chakraborti, Bourgeois, Gleeson and Gunderson 14 ]. Research 101 offers an important solution to some of the known barriers to effective medical student research education in that it provides a structured introduction to key research topics in a highly accessible format. Additionally, it offers a basic training infrastructure that unifies student research training in a coherent and sequential framework that is flexible enough to be adapted to unique program or student needs.

This study has several limitations to consider. First, Research 101 was piloted initially with a relatively small number of medical students. However, we intend to continuously evaluate Research 101 over time as it is expanded to enroll larger numbers of programs and students, including research staff and clinical research professionals as well. Second, there may be selection bias among the students who completed this pilot. Since the pilot focused on students who had already chosen to pursue summer research experiences, these students might be more naturally inclined to have research interests or had previous research experience prior to starting Research 101 . Despite this potential bias, the breadth of evaluation data collected proved helpful to improving the methods and materials included in Research 101 for future audiences that may not have a predisposition to or background in research. Third, learners had to complete the preceding module before moving to the next module. However, optional modules are easily accommodated by Canvas, as are modules that certain groups of learners – but not all learners – must complete. For instance, medical students may be required to complete modules that are not required for graduate students, or one section of Research 101 may include additional modules that are program-specific and not required for students enrolled in other sections of Research 101 . Fourth, due to the extensive use of existing resources (e.g., websites, case studies, and videos), these links and resources must be re-evaluated each time Research 101 is offered. Finally, some topics may require more direct interaction with students. Research 101 is not designed to replace direct, in-person interactions, but rather to provide an additional option for students to learn given distinct learning styles, limited space for new content within the existing medical school curriculum, and the varying interests of students.

If we, as medical educators, wish to increase and improve the training that medical students receive on biomedical research methods and processes, understanding the obstacles that prevent them from pursuing such training is a critical first step. Training that is asynchronous and widely available, but also organized within a learning management system where students can engage with the material on their own time and complete course milestones in a logical, cumulative order can help overcome some of the obstacles students have reported in the literature. Research 101 is a comprehensive overview of important topics that are intended to compliment the learning environment for students who are preparing for or already conducting research projects and not a substitute for a hands-on research experience. Based on this pilot experience, we believe the Research 101 series is a valuable addition to the summer medical student research experience which can also be adopted and adapted by other medical student programs in other institutions.

Acknowledgments

This work was supported by the University of Cincinnati Center for Clinical and Translational Science and Training through grants KL2TR001426 and UL1TR001425 and a short-term medical student training grant (T35 DK060444) to JTB and T35 HL113229 to WH.

The authors have no conflicts of interest to declare.

Dr. James (Jim) Heubi passed away on August 4, 2021. This manuscript is dedicated in his memory and devotion to medical student training and education.

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• Volume 6, Issue 1
• Jason T. Blackard (a1) (a2) , Jacqueline M. Knapke (a2) , Patrick H. Ryan (a2) (a3) (a4) , Stephanie Schuckman (a2) , Jennifer Veevers (a2) , William D. Hardie (a4) and James E. Heubi (a2) (a4)
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Free Online Research Methods Courses

These free online research methods courses will teach you about different methods which researchers can use for the collection of data. Broadly, all varieties of research methodologies can be categorised as one of four types: observational, experimental, simulational, and derived. If you need to learn about the efficient and rigorous collection of data, check out this page for more.... …Read More These free online research methods courses will teach you about different methods which researchers can use for the collection of data. Broadly, all varieties of research methodologies can be categorised as one of four types: observational, experimental, simulational, and derived. If you need to learn about the efficient and rigorous collection of data, check out this page for more. Read Less

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Frequently asked questions.

Research methods can differ across fields, industries and subject matter. But there are some principles that should always be present to ensure an objective and accurate result.

Essentials of Research Methodology

This course is vital as it breaks down everything you need to know about conducting basic scientific research, including selecting samples, writing proposals, formulating your research question and - most important of all - how to collect and analyse data.

Genealogy Research and Family History

 Humans have moved around the world for millennia but it’s only recently that ordinary people could trace their heritage using historical records. This course shows you how to chart your family background, an often moving experience. For specific guidance on researching your Irish ancestors, enrol in An Introduction to Irish Family History.

Market Research Essentials

Before you see a new product, service or ad, a lot of behind-the-scenes research went into seeing if there was a need for it, who the customers would be and what price could be charged. ‘Market research’ is used by big and small companies around the world.

Research is the specific study of a defined topic and a vast number of careers use it - here are just a fraction:

Documentary makers

Conservationists

Investigative journalists

Manufacturers

Policymakers

No, not at all! While it is true that pure research is mostly done at academic institutions, a lot of research is gathered by non-academics. If you do want to go into a more academic field, then the following courses are very beneficial:

How to Write Citations, References and Bibliographies

From your first year all the way to your postgrad work, knowing the correct way to do citations, references and bibliographies in your written work is non-negotiable, especially if you want to be published in academic journals in your field.

Mastering the Academic Research Paper

Again, this course contains useful tips on how to produce a thesis that is professional, well written and topical. Complete this course to improve your work, to get better marks, secure grants and possibly even get published.

If, however, you want to be in business, that doesn’t mean you can’t learn and borrow from the academics. A lot of their skills are transferable into other fields and can be adapted to give great results. If you want to learn how to do that, then enrol in this interesting course:

Research Skills for Business Success

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Training and other resources for rigor and reproducibility.

Resources and training on many aspects of rigor and reproducibility, including sex as a biological variable, research methods, reviewer guidance and more.

Get an overview of NIH's policy, specific information on key aspects of enhancing data reproducibility, and information on incorporating sex to strengthen experimental design.

General Policy Overview

Describes the issues of rigor and transparency and why NIH developed the policy, summarizes updates to grant application instructions and review language, and identifies resources available to meet staff needs.

Module 1: General Policy Overview

Beginning with applications due on January 25, 2019 the application instructions and review criteria will be clarified to replace the term “scientific premise” with the term "rigor of the prior research". Please note that this video uses the term “scientific premise,” which should now be understood as “rigor of the prior research.” Video Transcript

NIGMS Clearinghouse for Training Modules to Enhance Data Reproducibility

Focus on integral aspects of rigor and reproducibility such as lack of transparent, blinding and randomization, biological and technical replicates and exclusion criteria

Module 1: Lack of Transparency

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Module 2: Blinding and Randomization

Module 3: Sample Size, Outliers, and Exclusion Criteria

Module 4: Biological and Technical Replicates

Focus on integral aspects of rigor and reproducibility such as lack of transparent, blinding and randomization, biological and technical replicates and exclusion criteria.

Pragmatic and Group-Randomized Trials in Public Health and Medicine Online Course

A 7-part online course developed by the NIH Office of Disease Prevention to help researchers design and analyze group-randomized trials (GRTs). It includes video presentations, slide sets, suggested reading materials, and guided activities.

Reviewer Guidance

Explore information NIH provides to scientific peer reviewers to help them evaluate rigor and transparency, including sex as a biological variable.

• SABV Decision Tree: Reviewer Guidance to Evaluate Sex as a Biological Variable (SABV) Helps determine how to acknowledge evaluating sex as a biological variable depending on study design (posted 07/20/2016)  
• Reviewer Guidance on Rigor and Transparency Provides information on the four areas of the current rigor and transparency initiative for research project grants and mentored career development applications (compiled by NIH OER, 03/21/2016)

Upcoming Events

Additional NIH information from across NIH that may be helpful in developing experimental design and understanding NIH policy.

• Research Methods Resources Helps investigators address methodological issues inherent in trials that randomize groups  
• NIH Office of Research on Women’s Health Studying Sex to Strengthen Science Provides links to NIH policy on Sex as a Biological Variable, methods and techniques for integrating sex into research, and more  
• Activity Codes Where Rigor and Transparency Does/Does Not Apply Lists the activity codes and due dates where the policy is or is not effective and for which due dates (updated 11/20/2018)  
• NIH Data Management and Sharing Activities Related to Public Access and Open Science High-level NIH webpage with reporting guidelines, meetings and workshops, funding opportunities, and more

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Online Paralegal Training

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Online Paralegal Certification Training

Get Certified as a Paralegal Online in Just 12 Months through Dillard University

You will learn how to conduct legal research, legal interviews, and legal analyses, among other important tasks. Additionally, you will receive soft skills training to enhance your workplace effectiveness, which is essential for a successful career in the legal profession.

The paralegal course concludes with a capstone project, where you will create a complete litigation file that includes a legal analysis brief, an investigative report, client interview checklist, intake memo, complaint, legal research, and interoffice memorandum of law. This project will help you showcase your skills and give you a comprehensive understanding of the paralegal’s role in the legal process.

As a bonus, you will also receive membership and access to NALA’s Certified Paralegal (CP) Exam Review courses through our partnership with the National Association of Legal Assistants (NALA). This paralegal certification course offers enrollment with or without a voucher. The voucher is prepaid access to sit for the CP exam through the NALA upon eligibility. Proctor fees may apply, which are not included.

Job Outlook for Paralegals

According to the U.S. Bureau of Labor Statistics (BLS), jobs for paralegals will grow by 4% through 2032. On average, around 38,000 jobs for paralegals are expected annually.

Salary.com reports that the average salary for a paralegal in the U.S. is between $60,300 and $121,420, depending on your law specialty and experience level.

U.S. News & World Report ranks paralegals #7 in the “Best Social Services Jobs” and #74 in the “100 Best Jobs.”

Start your Online Medical Billing and Coding Training Online at Dillard University, Louisiana’s oldest HBCU.

Program contact.

Dillard University 2601 Gentilly Boulevard New Orleans, LA 70122

Ph. (504) 283 – 8822 [email protected]

Office Hours: M-F 8 a.m. – 5 p.m.

Paralegals FAQs

What does a paralegal do?

Paralegals perform many duties that attorneys also perform themselves. Paralegals can conduct legal research; draft contracts, pleadings, and other legal documents; answer client questions and help prepare for trial.

Can paralegals specialize?

Yes. Paralegals can choose to specialize in different types of law such as criminal, family, immigration, real estate, etc.

Is a paralegal the same as a legal secretary?

No. Paralegals are responsible for performing many of the tasks an attorney would do otherwise, such as conducting legal research or preparing a case file. They are often viewed as an extension of the attorney. Legal secretaries fill a more administrative role within the law firm.

Can paralegals work in any state?

Yes. Paralegals can work in any state because unlike attorneys, paralegals are not bound to a specific state licensing board. In other words, a paralegal certification is valuable nationwide.

Can you go from being a paralegal to a lawyer?

Yes, you can go from a paralegal to a lawyer. Starting as a paralegal can provide great insight into how the legal system works. However, you will need a bachelor’s degree before you can apply for law school and pass a state bar exam.

Start your academic  journey online at Dillard University, Louisiana’s oldest HBCU. Pave your way to success!

Course objectives.

• Learn the fundamentals of the U.S. legal system
• Master how to perform legal research and interviews
• Prepare yourself to take the Certified Paralegal certification exam through the National Association of Legal Assistants (NALA)
• Understand the basics of litigation communication skills
• Soft skills for workplace effectiveness
• Learn necessary skills required to thrive within the legal industry
• Learn legal research skills with access to Westlaw

Prerequisites and Certification Requirements

There are no prerequisites to take this course. However, you will need a high school diploma or GED equivalent to start a career as a paralegal. It is also recommended that you have basic computer skills, including proficiency in the Microsoft Office suite and fundamental keyboarding skills. A strong grasp of English grammar conventions, such as spelling, punctuation, and composition, is also recommended.

To meet the eligibility requirements to sit for the NALA Certified Paralegal exam, you must meet one of the following requirements: You must have 60 semester hours, of which at least 15 hours* (225 clock hours) are from paralegal studies or hold an associate’s degree in paralegal studies, or a bachelor’s degree in any field, or have seven years of experience as a legal assistant under the supervision of a member of the Bar. Please review the exam requirements before enrolling in this course.

Certification Requirements:

If you plan to pursue the National Association of Legal Assistants (NALA) Certified Paralegal (CP) credential, you must meet one of the NALA Certification Eligibility Requirements. We recommend determining eligibility before enrolling in this course. If you do not meet the eligibility requirements, a Legal Secretary course will prepare you for an entry-level legal career that can build up to the paralegal role. Please review the certification requirements before enrolling in this course by visiting https://nala.org/certification/eligibility-requirements/ .

Instructors

Casey Thompson

Casey Thompson is a licensed attorney in Texas. Before he started teaching, his major areas of practice were business and corporate law, entertainment law, and intellectual property rights. He received his Bachelor of Business Administration from Texas Tech University and holds a law degree from the Texas A&M School of Law. Along with his online paralegal courses, Thompson also teaches in the areas of state and federal government at the college level.

Registration and Enrollment

This course is 100% online. Start anytime.

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