masters of medical research griffith

Master of Medical Research

Griffith university.

Type of institution: University/Higher Education Institution Level: Postgraduate CRICOS: 00233E

This degree provides graduates with the opportunity to undertake advanced study and research. You will gain a thorough training in applied scientific research and methodology and be prepared for higher degree by research studies and professional employment in the research field. The program consists of coursework (40 credit points) and a research component (80 credit point dissertation).The coursework will provide critical evaluation of research and presentation, develop the student's knowledge and understanding of statistical analyses techniques as applied to scientific research and develop an awareness of research proposal design and background. Students will have the opportunity to develop a research proposal including aims, methodology and a literature review.The dissertation involves applied research on a specific project, a seminar and thesis describing the research in detail.

• Advanced Studies in Exercise Science
• Advanced Studies in Health Sciences
• Dissertation Preparation
• Listed electives and/or Free-choice electives
• Quantitative Research
• Research Methods
• Research Thesis

Recognition

The University's Credit and Recognition of Prior Learning Policy will apply.

Study pathways

Students who successfully complete the Master of Medical Research program will be eligible to apply for entry to doctoral research programs.

Study information

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Master of Medical Research

Griffith university.

Type of institution: University/Higher Education Institution Level: Postgraduate CRICOS: 00233E

This degree provides graduates with the opportunity to undertake advanced study and research. You will gain a thorough training in applied scientific research and methodology and be prepared for higher degree by research studies and professional employment in the research field. The program consists of coursework (40 credit points) and a research component (80 credit point dissertation).The coursework will provide critical evaluation of research and presentation, develop the student's knowledge and understanding of statistical analyses techniques as applied to scientific research and develop an awareness of research proposal design and background. Students will have the opportunity to develop a research proposal including aims, methodology and a literature review.The dissertation involves applied research on a specific project, a seminar and thesis describing the research in detail.

• Advanced Studies in Exercise Science
• Advanced Studies in Health Sciences
• Dissertation Preparation
• Listed electives and/or Free-choice electives
• Quantitative Research
• Research Methods
• Research Thesis

Recognition

The University's Credit and Recognition of Prior Learning Policy will apply.

Study pathways

Students who successfully complete the Master of Medical Research program will be eligible to apply for entry to doctoral research programs.

Study information

Related courses

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Scientists discover a cause of lupus and a possible way to reverse it, two cellular defects appear to drive disease in lupus.

Northwestern Medicine and Brigham and Women’s Hospital scientists have discovered a molecular defect that promotes the pathologic immune response in systemic lupus erythematosus (known as lupus) and in a study published in Nature , show that reversing this defect may potentially reverse the disease.

Lupus affects more than 1.5 million people in the U.S. Until this new study, the causes of this disease were unclear. Lupus can result in life-threatening damage to multiple organs including the kidneys, brain and heart. Existing treatments often fail to control the disease, the study authors said, and have unintended side effects of reducing the immune system’s ability to fight infections.

“Up until this point, all therapy for lupus is a blunt instrument. It’s broad immunosuppression,” said co-corresponding author Jaehyuk Choi, MD, PhD , the Jack W. Graffin Professor, an associate professor of Dermatology and a Northwestern Medicine dermatologist. “By identifying a cause for this disease, we have found a potential cure that will not have the side effects of current therapies.”

“We’ve identified a fundamental imbalance in the immune responses that patients with lupus make, and we’ve defined specific mediators that can correct this imbalance to dampen the pathologic autoimmune response,” said co-corresponding author Deepak Rao, MD, PhD, an assistant professor of medicine at Harvard Medical School and a rheumatologist at Brigham and Women’s Hospital and co-director of its Center for Cellular Profiling. 

In the study, the scientists reported a new pathway that drives disease in lupus. There are disease-associated changes in multiple molecules in the blood of patients with lupus. Ultimately, these changes lead to insufficient activation of a pathway controlled by the aryl hydrocarbon receptor (AHR), which regulates cells’ response to environmental pollutants, bacteria or metabolites. Insufficient activation of AHR results in too many disease-promoting immune cells, called the T peripheral helper cells, that promote the production of disease-causing autoantibodies.

To show this discovery can be leveraged for treatments, the investigators returned the aryl hydrocarbon receptor-activating molecules to blood samples from lupus patients. This seemed to reprogram these lupus-causing cells into a cell called a Th22 cell that may promote wound healing from the damage caused by this autoimmune disease.

“We found that if we either activate the AHR pathway with small molecule activators or limit the pathologically excessive interferon in the blood, we can reduce the number of these disease-causing cells,” said Choi, who is also a member of the Robert H. Lurie Comprehensive Cancer Center . “If these effects are durable, this may be a potential cure.”

Choi, Rao and colleagues next want to expand their efforts into developing novel treatments for lupus patients. They are now working to find ways to deliver these molecules safely and effectively to people.

Other Northwestern authors are first author Calvin Law; Arundhati Pillai; Brandon Hancock; and Judd Hultquist, PhD , assistant professor of Medicine in the Division of Infectious Diseases . Brigham and Women’s Hospital authors include Vanessa Sue Wacleche, PhD; Ye Cao, PhD; John Sowerby, PhD; Alice Horisberger, MD; Sabrina Bracero; Ifeoluwakiisi Adejoorin; Eilish Dillon; Daimon Simmons, MD; Elena Massarotti, MD; Karen Costenbader, MD, MPH; Michael Brenner, PhD; and James Lederer, PhD.

The research was supported by the National Institute of Arthritis and Musculoskeletal and Skin Diseases grants K08 AR072791, P30 AR070253, R01 AR078769 and P30 AR075049; National Institute of Allergy and Infectious Diseases grants R01 AI176599, P30 AI117943, R01 AI165236 and U54 AI170792; National Cancer Institute grants F31 CA268839 and CA060553, all of the National Institutes of Health (NIH); and NIH Director’s New Innovator Grant 1DP2AI136599-01, and grants from Lupus Research Alliance, Burroughs Wellcome Fund, Bakewell Foundation, Leukemia and Lymphoma Society and American Cancer Society.

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Assistant Director for Research and Data Education Position Open at Ruth Lilly Medical Library

Friday, July 12, 2024

Based in vibrant Indianapolis, IN, the IU School of Medicine's Ruth Lilly Medical Library seeks a dynamic, collaborative, and talented Assistant Director for Research and Data Education. This position oversees our research team (Scholarly Communications Librarian, Data Services Librarian, and Research Metrics Librarian) which supports and tracks research efforts across IUSM (Indiana University School of Medicine) such as assisting with grant proposals, electronic lab notebooks, scholarly communication, artificial intelligence initiatives, and data management plan requirements. This position also coordinates with Research Affairs to support research initiatives within IUSM.

This is a tenure-track faculty position that will report to the Associate Director of Public Services.

IUSM is the nation's largest medical school with nine campuses throughout Indiana. This school is one of the nation’s premiere medical schools and is an innovative leader in medical education, research, and clinical care.

IUSM is located in Indianapolis on the IU Indianapolis campus. Indianapolis is the 13th largest city in the nation and the state capital, consistently ranking as one of the cleanest and safest cities in the country. Forbes magazine recently listed Indianapolis as one of the 10 best downtowns in the country, with a cost of living below the national average. Please visit https://medicine.iu.edu/indianapolis to learn more about Indianapolis.

ONLINE INFORMATION SESSION

Learn about the position in an online information session.

We are hosting information sessions on Zoom for interested applicants in advance of the August 12, 2024 review date. Please consider joining one of these sessions to learn more about the position, ask questions, and meet the supervisor, Amy Blevins, the director, Gabe Rios, and the search committee chair, Rick Ralston.

• July 25 from 11am – noon Eastern: https://iu.zoom.us/s/87694362428
• July 29 from 3-4 pm Eastern: https://iu.zoom.us/s/87694362428

The attendee list for each Zoom session will be hidden from other attendees, and those asking questions may do so anonymously. Live captioning will be provided.

QUALIFICATIONS

• ALA-accredited master's degree or advanced degree in relevant field.
• At least two years of professional experience in a health or sciences library or equivalent experience.
• Ability to drive to the regional medical campus and other campuses as needed
• Ability to work in a collegial, collaborative work environment and maintain positive professional working relationships with faculty members, supervisor, and peers.
• Demonstrated record of designing projects and concluding them in a timely fashion.
• Record of scholarship, teaching, and/or active membership in a professional organization.
• Excellent communication, presentation, and interpersonal skills.
• Strong customer service skills and an enthusiastic public services orientation.
• Experience with supervising staff and/or students in a library setting
• Evidence of increasing leadership and supervisory responsibilities.
• Ability to maintain knowledge on a broad range of research topics, such as: data management practices, data policies, bibliometrics, scholarly communication, and similar topics.
• Additional degree in health-related or sciences discipline.
• Experience working directly with biomedical researchers and/or within a research laboratory.
• Experience with conducting expert searching and/or systematic reviews or other evidence syntheses.
• Experience teaching critical appraisal/evidence-based practice

Please visit https://indiana.peopleadmin.com/postings/24756 to view the full job description.

Application materials (cover letter and CV) should be sent to the Search Committee: https://indiana.peopleadmin.com/postings/24756

Applications will be reviewed beginning August 12, 2024. Position is open until filled.

Expected Start Date: December 1, 2024 Minimum salary: $80,000 Indiana University School of Medicine is an EEO/AA Employer, M/F/D/V

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UC San Diego School of Medicine Recognized Among 2024 Best Medical Schools

San Diego’s only medical school earns the highest tier rating among research-intensive medical schools in the nation.

• Stephanie Healey - [email protected]

Published Date

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University of California San Diego School of Medicine received a Tier 1 rating according to the U.S. News & World Report rankings of 2024 Best Medical Schools: Research . Only 16% of medical schools that qualified for the research ranking were rated in the Tier 1 classification.

"UC San Diego’s recognition as a leading institution highlights our strengths in advancing medical innovation and preparing future health care leaders," said Chancellor Pradeep K. Khosla. "This accolade reflects our commitment to nurturing a culture of excellence, where groundbreaking research and high-quality medical education and care are integral to serving our communities and creating a healthier world."

U.S. News analyzed data from 102 medical and osteopathic schools fully accredited by the Liaison Committee on Medical Education for the list of research-intensive medical schools. New for 2024, a tiered ranking system replaces the ordinal ranking system used in previous years. Tiers were calculated based on data related to research activity, student selectivity and faculty resources.

A research powerhouse

Researchers at UC San Diego School of Medicine are conducting groundbreaking basic, translational and clinical research that is advancing biomedical sciences knowledge and enhancing patient care delivery.

Artificial intelligence is a growing area of research at the medical school and across the university. Earlier this year, researchers developed a machine learning algorithm to predict when cancer will resist chemotherapy. In the field of neurosciences, new biomarkers in the brain were identified that can be used to predict whether or not neurons will regenerate after an injury. In addition, new studies on existing pharmaceuticals are showing the potential for treatment for diseases outside of their FDA-approved use. A recent phase III clinical trial showed that the diabetes drug tirzepatide has potential to be the first drug therapy for obstructive sleep apnea .

“UC San Diego School of Medicine is a recognized leader in innovation and excellence in research, driven by our talented faculty, students, and staff who are passionate about advancing human health and well-being,” said Interim Dean Steven R. Garfin, M.D. “Our institution's commitment to interdisciplinary collaboration and cutting-edge research has earned us a reputation as a leader in biomedical science, and we're proud to be at the forefront of discoveries that are transforming the future of medicine and health care delivery.”

During fiscal year 2023, the school secured $743 million in sponsored research funding, representing more than 40% of the university’s $1.76 billion in sponsored research. School of Medicine was also ranked No. 5 among public institutions and No. 13 overall in this year’s Blue Ridge Institute for Medical Research rankings, which examines funding from the National Institutes of Health.

Training for tomorrow

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The mission of medical education at UC San Diego is to educate and inspire physicians to provide innovative, compassionate, and equitable care that will advance the health of patients, families and communities. The medical school reached several important milestones in service of that mission during the last academic year.

• The school admitted its 55 th class of medical students in Fall 2023 — the most diverse class in the school’s history — with one-third of the class underrepresented in medicine and 18% of students being first-generation college students.
• A new medical student curriculum, COAST: Caring Original Advocates Share and Thrive , was introduced last fall with the arrival of the new class. The curricular content and programming shifts away from treating disease and focuses on promoting health in a manner that is creative, human-centered and kind. The new curriculum includes flagship courses in compassion, in partnership with the Sanford Institute of Empathy and Compassion, and equity and systems science; five new concentration opportunities; enhanced assessment and feedback processes; and a life-coaching program.
• The school also expanded its medical education offerings with the launch the Atkinson Physician Assistant Education Program in June 2024.

“As I reflect on the past year, I am so proud of our School of Medicine community. Our students continue to demonstrate a deep commitment to becoming compassionate caregivers, leaders and advocates for health equity and social justice,” said Michelle Daniel, M.D., vice dean for medical education. “Our faculty and staff have dedicated countless hours to support our students’ growth and development. Together, we are shaping the future of medicine and improving the lives of the communities we serve.”

Health care excellence

School of Medicine’s top rankings are among many examples of health care excellence at the university. UC San Diego Health, the health system where School of Medicine’s learners complete clinical training, once again received a No. 1 ranking in San Diego and a Honor Roll designation from U.S. News in the 2024-2025 Best Hospitals survey.  In addition, UC San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences was ranked No. 12 on the U.S. News list of 2024 Best Graduate Schools: Pharmacy , the school’s highest ranking since its founding in 2002.

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New app aims to improve care for concussion patients

The national collaborative effort, led by Curtin University, brings together clinicians and healthcare providers from around Australia, who partnered with researchers and people with lived experience, to design the AUS-mTBI concussion app.

The AUS-mTBI study seeks to discover why some people experience long-term, sometimes debilitating symptoms when it comes to concussions.

It involves more than 100 concussion experts and their organisations around Australia and is recruiting thousands of people from across the country, to help build a clearer picture of concussion recovery.

A concussion, also known as mild traumatic brain injury, occurs because of a physical injury to the head or body that results in the transmission of force to the brain.

While it is estimated around 180,000 cases occur in Australia annually, the figure is likely to be much higher as most people do not seek medical treatment following an incident.

“As an emergency nurse, every day I see patients coming to the emergency department with concussion, whether it be from a fall, sports injury, workplace or road injury, or assault,” said chief investigator Kate Curtis , Professor of Emergency and Trauma Nursing at the University of Sydney Susan Wakil School of Nursing and Midwifery.

“Thankfully, concussion symptoms normally resolve within a few days, however, for a small proportion of people, they can continue for weeks, if not months or years, and have long-lasting, negative impacts on individuals, their families, and society.”

“The challenge is that we don’t understand what it is about a person and their injury that predicts whether they will recover normally or if their symptoms will continue. AUS-mTBI is designed to answer that question,” said lead investigator Melinda Fitzgerald, John Curtin Distinguished Professor at Curtin University and Head of Neurotrauma Research at the Perron Institute.

“By confidentially gathering information about the person, their injury, their pre-injury health, and the treatment they have received, our research aims to identify what leads to poorer outcomes in some people who experience a concussion.”

Participants can track and manage their own symptoms over a 12-month period on the HeadCheck app or until their symptoms resolve while gaining access to information and resources to help their recovery to return to normal daily activities such as study, work, sports or recreation.

“We are excited to be a key partner in this national consortium, which is using a novel approach to online health data collection and interpretation to understand the experience of over 5,000 people who have had a recent concussion — participants are reporting their symptoms online via a new specially-designed app and at the same time are receiving support for their recovery,” Professor Curtis said.

“Through the collection of various information, we are establishing an integrated, nationally representative dataset, which will ultimately lead to improvements in care and recovery for people throughout Australia.”

The AUS-mTBI project is a partnership between leading Australian universities, institutes and organisations including the University of Sydney, Curtin University, Murdoch Children’s Research Institute, Monash University, Edith Cowan University, The Queensland Brain Institute, Griffith University, Deakin University, the National Imaging Facility, brain injury organisation Synapse Australia Limited, and software company Curve Tomorrow. It is funded by the Australian Government Medical Research Future Fund, Mission for Traumatic Brain Injury.

The app (HeadCheck) and study can be downloaded for free from the App Store or Google Play or accessed via the web-based platform . More information is also available here . 

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Reading books aloud isn’t just for kids

Michael griffith speaks to wvxu on why it's important to read aloud as an adult.

WVXU host Lucy May interviewed Michael Griffith, a University of Cincinnati professor of English, for a radio segment on how reading aloud benefits adults. 

“For children it’s a way to get introduced to language, but for adults it gives an emphasis on community,” Griffith told listeners.   

May explained how research shows reading aloud is brain beneficial for adults and expounded with conversation around the rise in audio books since 2020.

“During the pandemic we were force to un-isolate ourselves,” and adults did that in many ways to include listening to the radio more and using audio books, says Griffith.

Griffith says he likes to compare reading aloud to the slow food movement, which invites the diner to take time to relish the dish: “Reading aloud allows you to live in the work…invites us to slow down in a world that’s all about hustle, hustle, hustle.”  

Today, he says adults tend to take in media passively, whereas being read to or reading aloud gives license to slow down and be introspective.

Listen to the interview.   

Feature photo at top: iStock Photo/Porta

Impact Lives Here

The University of Cincinnati is leading public urban universities into a new era of innovation and impact. Our faculty, staff and students are saving lives, changing outcomes and bending the future in our city's direction. Next Lives Here.

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Research has revealed that reading aloud involves several operations that activate a region of the brain associated with episodic memory, making the practice an effective memory tool. Michael Griffith, a UC professor of English, expounds on the benefits of reading aloud for adults.

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Psychedelics such as LSD, psilocybin and MDMA are gaining increasing attention in scientific and medical circles because of the potential they hold for treating anxiety disorders and emotional trauma. UC's Nese Devenot explains why psychedelics are seeing a research renaissance.

Greece honors two UC Classics researchers with ‘Order of Phoenix’

April 19, 2021

The president of Greece honored University of Cincinnati Classics researchers Jack Davis and Sharon Stocker by bestowing upon them one of the country’s most prestigious awards, Commander of the Order of the Phoenix. The two made several groundbreaking archaeological discoveries in Pylos that are shaping our understanding of ancient Greece.

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Biden-Harris Administration Announces More Than $68 Million to Improve Access to HIV Care for Women, Infants, Children and Youth

Announcement Made at Morgan State University in Baltimore at the Latest Stop on HRSA’s Enhancing Maternal Health Initiative Tour; Morgan State Recently Became the HRSA Coordinating Center for Research on Maternal Mortality Disparities

Today, the U.S. Department of Health and Human Services (HHS), through the Health Resources and Services Administration (HRSA), announced more than $68 million in Ryan White HIV/AIDS Program funding to provide family-centered medical care and essential support services for women with low incomes, infants, children, and youth with HIV. This announcement supports and advances the Biden-Harris Administration’s National HIV/AIDs Strategy .

HRSA Administrator Carole Johnson announced the awards during the latest state convening of HRSA’s Enhancing Maternal Health Initiative . Today's convening of Maryland community leaders, state and local health officials, and grant recipients, was held at Morgan State University in Baltimore, Maryland.  Last year, HRSA launched the Maternal Health Research Collaborative for Minority Serving Institutions – more than 16 universities and colleges, coordinated by Morgan State University – to improve maternal health disparities research and identification of community-based solutions. HRSA is investing $50 million over five years in the collaborative.

“HHS is committed to helping new moms and their babies stay healthy, so we are making vital health care services – including care for those living with HIV – available and accessible,” said HHS Secretary Xavier Becerra. “The funding that HRSA is announcing today will provide resources to promote the health and well-being of women, infants, and children in communities across the country.”

“We know that many women with HIV continue to face barriers accessing HIV care and treatment, including stigma and lack of social support,” said HRSA Administrator Carole Johnson. “Through this funding, community-based organizations across the country will deliver lifesaving, culturally responsive HIV care to help women with HIV access the health care they need and live long, healthy lives.”

HRSA’s Ryan White HIV/AIDS Program provides a comprehensive system of HIV primary medical care, medication, and needed support services to more than 560,000 people with HIV who have low incomes. The program focuses on tailoring approaches to best meet people with HIV and their communities where they are and addressing factors, like access to food, child care, housing, and transportation that directly affect the ability of patients to enter and stay in care.  

In 2022, more than 142,000 women received services from the Ryan White HIV/AIDS Program—representing a quarter of all clients in the Program. Additionally, 89.9% of female clients receiving Ryan White HIV/AIDS Program medical care reached viral suppression—meaning they cannot sexually transmit HIV to other people and can live long, healthy lives. The science is clear that ‘undetectable = untransmittable,’ meaning that a fully suppressed and undetectable viral load prevents the transmission of HIV to others.

Today’s funding supporting critical HIV care for women through the Ryan White HIV/AIDS Program is part of HRSA’s comprehensive work to advance maternal health outcomes. HRSA’s Enhancing Maternal Health Initiative is focused on accelerating HRSA’s maternal health work to address maternal mortality and maternal health disparities in partnership with women, grant recipients, community organizations, and state and local health officials across the country.

To date, HRSA has hosted the following state convenings:

• In January 2024, HRSA launched the Enhancing Maternal Health Initiative in Washington, DC, joined by Rep. Lauren Underwood (D-IL), co-chair of the Black Maternal Health Caucus, to strengthen, expand, and accelerate HRSA’s maternal health work to address maternal mortality and maternal health disparities in partnership with mothers, grantees, community organizations, and state and local health officials across the country.
• In April 2024, HRSA hosted state convenings in St. Louis, Missouri (April 3), and Atlanta, Georgia (April 29), announcing $105 million in Healthy Start funding to support more than 100 community-based organizations in communities with high disparities to improve maternal and infant health outcomes.
• In June 2024, HRSA hosted state convenings in Flagstaff, Arizona (June 3) announcing $15 million to address maternal health needs and disparities in rural communities , and Bozeman, Montana (June 11), announcing the state’s eligibility this year for $5.4 million in federal funding for the HRSA Maternal, Infant, and Early Childhood Home Visiting program , an evidence-based initiative providing direct in-home services to expectant families and families with young children. Later in the month, HRSA awarded more than $11 million to 15 organizations to establish new residency programs in rural communities , including the first obstetrics and gynecology Rural Track Program.
• In September 2023, HRSA hosted a state convening in Raleigh, North Carolina, announcing nearly $90 million in awards to combat maternal mortality and improve maternal health, particularly in underserved communities.

For a full list of fiscal year 2024 Ryan White HIV/AIDS Program Part D award recipients, visit: https://ryanwhite.hrsa.gov/about/parts-and-initiatives/part-d-swic/fy-2024-grant-awards .

For more information about HRSA’s Ryan White HIV/AIDS Program, visit http://ryanwhite.hrsa.gov .

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A retrospective descriptive review of community-engaged research projects addressing rural health priorities

• Bushra Farah Nasir 1 , 2 ,
• Bruce Chater 1 ,
• Matthew McGrail 3 &
• Srinivas Kondalsamy-Chennakesavan 2  

BMC Medical Education volume  24 , Article number:  805 ( 2024 ) Cite this article

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Most rural populations experience significant health disadvantage. Community-engaged research can facilitate research activities towards addressing health issues of priority to local communities. Connecting scholars with community based frontline practices that are addressing local health and medical needs helps establish a robust pipeline for research that can inform gaps in health provision. Rural Health Projects (RHPs) are conducted as part of the Doctor of Medicine program at the University of Queensland. This study aims to describe the geographic coverage of RHPs, the health topic areas covered and the different types of RHP research activities conducted. It also provides meaningful insight of the health priorities for local rural communities in Queensland, Australia.

This study conducted a retrospective review of RHPs conducted between 2011 and 2021 in rural and remote Australian communities. Descriptive analyses were used to describe RHP locations by their geographical classification and disease/research categorisation using the International Classification of Diseases and Related Health Problems – 10th Revision (ICD-10) codes and the Human Research Classification System (HRCS) categories.

There were a total of 2806 eligible RHPs conducted between 2011 and 2021, predominantly in Queensland ( n  = 2728, 97·2%). These were mostly conducted in small rural towns (under 5,000 population, n  = 1044, 37·2%) or other rural towns up to 15,000 population ( n  = 842, 30·0%). Projects mostly addressed individual care needs ( n  = 1233, 43·9%) according to HRCS categories, or were related to factors influencing health status and contact with health services ( n  = 1012, 36·1%) according to ICD-10 classification.

Conclusions

Conducting community focused RHPs demonstrates a valuable method to address community-specific rural health priorities by engaging medical students in research projects while simultaneously enhancing their research skills.

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People living in rural regions experience a greater burden of health disparities and disadvantages across most health and wellbeing domains [ 1 , 2 ]. Despite clear inequities existing between rural and urban populations, there have been limited research-based strategies focused on addressing community-level health and medical priorities [ 3 ]. To achieve a better understanding of health issues impacting rural communities, innovative research to identify the health issues directly impacting people living in rural areas can result in community-focused strategies to address these challenges.

In Australia, immense inequities in research funding targeting rural health strongly diminish the capacity for rural health research supported by an integrated academic infrastructure [ 4 ]. A large portion of the research being conducted in rural communities depends upon busy clinician researchers, who work within the local health and medical workforce [ 5 ]. Improving sustainability of rural focused researchers and clinician academics thus requires a focused approach to providing critical skills development and community-centred research opportunities that are integrated within the medical curriculum. Rural and remote research involves high levels of community engagement, rural-based immersion opportunities and positive learning experiences that result in ‘socially accountable’ research activities [ 5 ]. A tailored, community-engaged approach also significantly impacts future rural practice intent [ 6 , 7 ], which is a critical government agenda that aims to sustain a rural workforce that is committed to work in underserved rural communities. For anyone intending to practice in a rural or remote location, the importance of developing research and analytical skills is more significant, given the complex nature of rural environments [ 6 ].

Preparing medical students for a rural career in evidence-based medicine requires sufficient research training and experiences to develop both their ability to appraise clinical evidence and their analytical skills required in medical practice [ 8 ]. A recent review of Australian medical students confirmed that the inclusion of scholarly activities to support the development of basic research skills and critical evaluation is not universally embedded within medical degree programs [ 9 , 10 ]. Similarly, a study exploring attitudes and participation in research activities by medical students in Australia found that only 45% of the 704 survey respondents had participated in a research project [ 11 ]. To instil scholarly research skills development, the University of Queensland (UQ) in Australia incorporates various units that are aimed to develop research skills as part of their medical training. In year three of the four-year MD program, all domestic students undertake a Rural and Remote Medicine (RRM) placement under the Mayne Academy of Rural and Remote Medicine clinical unit. Alongside clinical teaching and training, a Rural Health Project (RHP) forms part of the RRM placement during which students complete a small research project with an emphasis on identifying and addressing local community priorities.

The RHPs are developed through a local iterative process that balances the needs of the rural communities, the advice of the locally based supervisors, and student skills and interests, using the community-engaged research conceptual framework principles [ 12 ]. RHPs are conducted within rural hospitals, general/family practice, or a combination of both, as well as some projects being undertaken within the community but outside of a clinical setting. An example is that of a former mining engineer doing medicine arranged an underground gold mine rescue scenario that was filmed as part of the RHP. The video was used for training purposes, providing an output beneficial to the local community. As a result, students hone their research skills and involve themselves in multidisciplinary practice and participatory research in the context and culture of a rural community.

The RHP is integrated with the flow of phase one pre-clinical programs and fits in with other RRM assessments and practical experiences. They are designed to be carried out within a Quality Improvement framework that aims to develop an understanding of rural health service delivery, while learning to work collaboratively in gaining an understanding of health status and issues of priority for local rural communities in which the students are placed. The RHP pedagogical approach is underpinned by a sociocultural theory [ 13 , 14 , 15 ]. Students work under interactive guidance and supervision regarding the cognitive and experiential aspects of their activities, with intensive immersion in the tasks being carried out, relying on self-motivation, initiative and problem-solving. During the RHPs, students learn how to critically analyse a clinical topic, engage with community members and clinicians, and collaborate as required. Students are also responsible for planning and conduct of the project and producing practical resources or an end-product that is then presented in a written academic report. The key elements of the RHPs are to harness the opportunity of placement at a rural site by identifying a health service need or locally relevant knowledge gap to be addressed in consultation and engagement with the community.

More than 270 RHPs are conducted every year within UQ as part of the RRM unit spread over 50 smaller rural and remote communities. The overarching goal for each student’s RHP is to develop a long-term, solution-orientated plan of benefit to the local community.

This study aimed to describe the geographic coverage of RHPs, the health topic areas covered and the different types of RHP research activities conducted. It also provides meaningful insight of the health priorities for local rural communities in Queensland, Australia.

This study is a retrospective analysis of all RHPs conducted by medical students as part of their RRM unit, during Year 3 of their medical training at UQ. Specific data available for each RHP were the project title, the year it was conducted, and the location, each of which was collected as part of standard administrative procedures by the RHP coordinators. No identifying information about the students were collected, thus no other linkage was possible such as to student characteristics. Each RHP is conducted by one medical student.

Location information was coded by the researchers (BN, SKC, MM) using the Modified Monash Model [ 16 ] categories. Using descriptive information from the RHP title, researchers also coded the RHPs using the International Classification of Diseases and Related Health Problems – 10th Revision (ICD-10) codes and the Human Research Classification System (HRCS) categories. The primary researchers involved in data setup (SKC and BN) conducted the categorisation and coding of the data, followed by a researcher (MM) reviewing and confirming accurate categorisation and coding. A descriptive analysis of the RHPs was conducted to explore ICD-10 codes and HRCS categories according to rural, remote, and regional locations using the Modified Monash Model (MMM) [ 16 ] Classification system.

A total of 2974 projects were reviewed in this study. After coding and removing projects with missing key information, and projects that were conducted outside of Australia, a total of 2806 RHPs remained.

The distribution of RHPs within each state based on regional location is described in Table  1 . A majority of RHPs were conducted in Queensland ( n  = 2728, 97·2%). Due to the small number of RHPs within Victoria, New South Wales, the Northern Territory and Western Australia, these states were combined into a single category (other). According to the MMM categories, most RHPs were conducted in small rural towns (MMM-5, n  = 1044, 37·2%), or medium rural towns (MMM-4, n  = 842, 30·0%). Additionally, nearly 17% of RHPs were conducted in Australia’s remote areas (MMM-6 and MMM-7, n  = 468). A small number of projects ( n  = 195, 7·0%) were conducted in areas not targeted under the RRM program (MMM-1 and MMM-2). These RHP locations were used by students mainly because of administration related factors, including students not being able to travel to a suitable location during COVID-19 related restrictions.

The frequency of the RHPs according to HRCS categories, and the ICD-10 codes are illustrated in Tables  2 and 3 respectively. Analysis was limited to each HRCS category or ICD-10 code having at least 20 RHPs. The most frequent MMM category within each HRCS category and ICD-10 code illustrate the regional distribution within each research topic area. According to the HRCS categories, RHPs most frequently addressed Individual care needs ( n  = 1233, 43·9%) and were conducted in MMM-5 locations ( n  = 487, 37·1%). Similarly, according to the ICD-10 codes, RHPs most frequently explored Factors influencing health status and contact with health services ( n  = 1012, 36·1%) and were conducted in MMM-5 locations ( n  = 347, 34·2%).

Examples of RHPs conducted in HRCS Research Activity codes and ICD-10 codes (Table  4 ) highlight some of the key health research topics that the RHPs have addressed.

This study demonstrates the approach of immersive rural health research projects, conducted as part of medical curriculum in Australia. They describe how research activities conducted within rural communities can help address rural health priorities specific to each community, while also providing a practical approach for medical students to become involved in community-engaged research projects. The review also highlights the diverse nature of RHP topics that are community-identified issues relevant to the local communities. Communities undertake a collaborative process with the supervisor and student, to identify areas of focus that meets their needs. The resulting research activities conducted as part of the RHPs provide practical resources for immediate translation or direct evidence to support future interventions targeting improved rural health outcomes. A similar but smaller scale research initiative in Australia highlights that as part of a graduate medical program conducted during a 12-month GP placement in a rural, regional, or remote community in New South Wales, an increased understanding of local health issues in regional, rural and remote communities, and increased engagement with and acceptance of medical students in these communities was seen [ 17 ].

Unsurprisingly given that they are part of the UQ curriculum, most RHPs were conducted within Queensland. These were most commonly situated within small and medium sized rural towns and/or inner-regional locations, focused on Individual care needs. The HRCS category addressing Individual care needs explores several aspects of patients and service user care needs including quality of life, management of symptoms, disease management, prevention, and health service needs [ 18 ]. These issues correlate with multiple reports that continue to highlight the ongoing issue of access to primary health care services and higher levels of disease that impacts health outcomes within rural locations [ 19 , 20 , 21 ]. Similarly, according to the ICD-10 codes, RHPs most commonly explored factors influencing health status and contact with health services. Additionally, factors influencing primary health care access and the service needs of rural and remote communities is an ongoing concern [ 20 ]. The category of mental, behavioural, and neurodevelopment disorders was the second highest coded research project, highlighting its importance to these communities. A 2019 report by the Royal Australian College of General Practitioners corresponds with this finding, as it reported psychological issues as the most commonly managed health issue by General Practitioners (65%) [ 20 ].

Literature acknowledges challenges surrounding research activity during medical education. Time constraints ( n  = 460; 65·3%) and uncertainty surrounding how to find research opportunities ( n  = 449; 63·8%) are common barriers to research [ 11 ]. Other studies also highlight the lack of time (77·4%), and lack of formal research activity within the curriculum (76%), as well as lack of mentorship (70·1%) [ 22 ]. Solutions include protected research time, financial and other academic support that would help facilitate and improve participation in research projects [ 23 ]. By providing an integrated research project that is assessed and embedded within the medical curriculum of the MD degree, this study highlights how these challenges can potentially be mitigated. The importance of providing medical students the opportunity to learn and conduct research during their medical education is essential to prepare future rural clinician researchers [ 10 ].

A significant strength of this study is the diversity and volume of rural health projects conducted. Additionally, a greater understanding of the health priorities were identified for rural communities. The strength of this study also highlights the number of successfully completed RHPs, whereby students gained valuable advantage to understand the process of gathering and synthesising data and developing important outcomes or resources relevant to their rural placement communities. There are however several limitations to this study. Although the ICD-10 and HRCS coding systems can categorise medical health related research activity, they are limited in their design to adequately classify rural health research projects relating to geographical factors. This limitation may restrict the generalisability of findings from this study. Another limitation is that this study relied on administrative data, which did not include other valuable information such as student characteristics or placement contexts within each of the locations. Additionally, the outcomes of each RHP were also not available. The categorisation process was also based on the understanding of the researchers, however, to overcome this bias, a systematic approach to categorisation was used, whereby all researchers checked and verified consensus on the categorisation of each RHP.

The integration of research projects focused on both understanding rural health disadvantages and suitable interventions as part of a medical students training and learning experience is an innovative method to address rural health challenges, while encouraging medical students to enhance their research skills. Students address topics of local priority through their RHPs, increase their involvement with the rural communities and other health professionals and develop an increased understanding of local health issues in rural and remote communities. Furthermore, advancing opportunities to undertake integrated rural health research activities within a medical student’s degree can progress a student’s scholarship, encouraging future academic endeavours. Such community-engaged, locally based rural health projects also allow us to better understand the unique factors associated with health and health care within rural communities, as well as the underlying factors explaining rural versus urban differences. These research focused activities ultimately not only benefit the local communities in which such projects are conducted, but also provide an educational model that achieves academic outcomes benefitting the medical student.

Data availability

The datasets used and/or analysed during the current study available from the corresponding author on reasonable request.

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Acknowledgements

The authors wish to acknowledge Dr John Ridler (Academic Coordinator , Mayne Academy of Rural and Remote Medicine) and Dr Lynette Hodgson (Academic Coordinator Rural Health Projects , Mayne Academy of Rural and Remote Medicine) for their continued involvement and contributions to this study.

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BN was responsible for conception, analysis, drafting and revising the manuscript. BC was responsible for conception, critical review of the manuscript, and revising the manuscript. MM was responsible for critical review of the manuscript and revising the manuscript. SKC was responsible for conception, critical review of the manuscript, and revising the manuscript. All authors have approved the submitted manuscript and agree to be accountable for all aspects of the work.

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Correspondence to Bushra Farah Nasir .

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The University of Queensland Human Research Ethics Committee approved this research study (2022/HE000394). Data were available for RHPs conducted between 2011 and 2021. The study used retrospective administrative data; no participants were involved in this study directly and therefore a waiver of consent was granted.

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Nasir, B.F., Chater, B., McGrail, M. et al. A retrospective descriptive review of community-engaged research projects addressing rural health priorities. BMC Med Educ 24 , 805 (2024). https://doi.org/10.1186/s12909-024-05791-7

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• 18002102030

• Master of Medical Research at Griffith University
• Griffith University

Southport, Australia Duration : 1 Year 6 Months

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• Exam Accepted

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Home > Research > Griffith Graduate Research School > Preparing your thesis > Formatting

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Formatting your thesis

Candidates are responsible for the formatting of their thesis, in consultation with their supervisor. Some elements provide more detailed guidelines for particular fields of study. Candidates must seek the approval of the Dean, Griffith Graduate Research School if they believe that thesis preparation demands a major departure from these guidelines. The request must be supported by the candidate's supervisors and endorsed by the Dean (Research).

A major consideration in the presentation of the thesis is the ease with which an examiner can undertake the task of examination. To this end, the following factors should be taken into account when preparing the thesis.

Length of thesis

A thesis is intended, among other things, to demonstrate a candidate's capacity to report on the research in a clear and succinct manner. It is recognised that the length of a thesis may vary according to the topic and the discipline (e.g., a PhD thesis is normally between 70,000 - 80,000 words). There is some variation in international standards regarding the length of a doctoral thesis and candidates should consult their supervisors regarding appropriate word limits in their disciplines. A very short thesis may suggest a lack of scope in a project while a very long thesis may suggest a failure in judgment through inclusion of material that could be left out.

Griffith University sets upper limits on the length of a higher degree research thesis, not including bibliography, appendices or footnotes:

These upper limits may be exceeded only in exceptional cases where approval has been given by the Dean, Griffith Graduate Research School on application from the candidate and with the support of the principal supervisor and Dean (Research).

Text layout

• The lines of text should be in 1.5 or double spacing
• Each page should have a left and right hand margin of at least 3 cm, and a top and bottom margin of at least 2 cm
• The pages should be numbered sequentially
• Depending on the referencing system used, references/footnotes may appear in the body of the text, at the bottom of each page, at the end of each chapter, or at the end of the thesis
• The text must be legible as the clarity of the thesis depends in part on its presentation.

Thesis structure

The contents of the thesis must take the following order:

1. Title page

Must contain:

• The full thesis title
• The full name and academic qualifications of the candidate
• The element and group in which the candidature was pursued, and the name of the University
• The degree for which the thesis is submitted including the words, 'Submitted in fulfilment of the requirements of the degree of Doctor of Philosophy/Master of Philosophy/named professional doctorate'
• The date (month and year) of submission of the thesis.

Refer to this sample title page ( PDF , 20k) for a visual example.

2. Synopsis or abstract (approximately 700 words)

3. Signed statement of originality

The statement of originality ( DOCX , 17k) must include the words:

"This work has not previously been submitted for a degree or diploma in any university. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself." 

The signature can either be a scanned copy of a physically signed statement of originality, or it can be a digital signature applied directly to the PDF copy of the thesis.

4. A table of contents, a list of all diagrams and illustrations, and a list of supplementary material , if any.

5. A statement acknowledging the extent and nature of any assistance received in the pursuit of the research and preparation of the thesis

This should include a list of any work published in the course of the research that is included in whole or in major part in the thesis itself, editorial assistance and so on.

6. An acknowledgement of published papers included in the thesis*

* This acknowledgement is relevant only for submitting candidates who choose to include full copies of published papers in chapters of their thesis, rather than write the full thesis in standard thesis style with reference to published papers or inserting the papers as appendices. To establish which statement is required, refer to our published papers requirements diagram ( PDF , 72k) . Please choose one of the below statement types:

• All included published papers are sole-authored by the student ( DOCX , 22k)
• Published papers are a mix of sole-authored and co-authored papers ( DOCX , 22k)
• All included published papers are co-authored ( DOCX , 22k) .

7. The main text

This is where the hard work of the thesis is reflected. For candidates wishing to include papers within the body of their thesis, please also check if there are any group and discipline requirements outlined within the requirement for inclusion of papers within the thesis drop-down .

8. A statement of contribution to co-authored published papers included in the thesis**

** This statement is relevant only for candidates submitting full copies of co-authored papers in chapters of their thesis. To establish if a statement is required, please see the published papers requirements diagram (PDF 72k).

If required, this statement must be included at the beginning of each relevant chapter. If the chapter includes more than one published paper, the statement and set of signatures should be included for each paper.

• Download statement of contribution to co-authored published paper ( DOCX , 22k )

9. Appendices (including a confidential appendix, where appropriate)

10. Bibliography

11. Other material separate from the body of the thesis and submitted as part, or in support of the thesis

Supplementary material, diagrams and tables

• Small diagrams, photographic images and tables should be incorporated into the text
• Full page diagrams should be inserted on a page immediately facing the text describing it
• Digital deposit of the thesis may not be possible (and exemption from such deposit allowed) where significant supplementary materials are unable to be digitised.

Referencing and bibliographic details

Candidates should pay careful attention to the referencing and bibliographic requirements of advanced research. Training in the use of bibliographic software packages such as EndNote is available through Griffith University Learning Services and should be completed at an early stage of candidature.

A fundamental requirement of research practice is the acknowledgement of the work of others. Failure to acknowledge the work of others may constitute plagiarism and is regarded by Griffith University as academic misconduct ( PDF , 297k) , for which penalties (including exclusion from a program) may be imposed. The strict requirements of an academic thesis for referencing and bibliographic records need to be understood in this context.

Candidates must acknowledge other researchers upon whose work or publications they have drawn. Adequate documentation of sources is expected and relied upon by the thesis examiners who may wish to consult sources quoted in a thesis.

Only recognised referencing styles should be employed, and candidates should consult with their supervisors on the most appropriate form of referencing for the field in which they are working. It is essential that the style of referencing adopted be followed consistently. See the Griffith University referencing guidelines for more detailed advice.

All books and articles mentioned in the body of the thesis must appear in the bibliography or reference list as appropriate. In some fields, the bibliography or reference list contains a record of works consulted, even if not actually cited in the text.

For further resources on referencing articles in the thesis, please see Articles in thesis .

It is expected that the thesis will be written in English, however a candidate may make a case to the Dean, Griffith Graduate Research School that a thesis would be more appropriately written in a language other than English. In considering a request, the Dean, GGRS will take into account the candidate's research topic, the capacity of the host element to provide continuity of linguistic expertise in the supervisory team, the extent to which the thesis is intimately associated with the study of that language, the availability of expert examiners able to read the thesis in the nominated language, and whether its presentation in English would impair the quality of the thesis. A candidate's lack of proficiency with the English language is not an appropriate reason for seeking to write the thesis in a language other than English.

A thesis that is written in a language other than English must have an Abstract in English as well as in the language in which it is written. Approval to write a thesis in a language other than English does not absolve the candidate from meeting Griffith University's English language proficiency requirements at admission to candidature.

This provision does not prevent the reproduction of texts in the original language where there are no adequate English translations available, or where the use of the original text is important to the understanding of the thesis as a whole.

In general, gender inclusive language should be used.

Copyright matters

Find out more

Ready to submit your thesis?

Submission and examination

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