Critical Skills in Research
Code
1091000
Academic unit
Faculdade de Ciências Médicas
Credits
5
Teacher in charge
Paulo de Carvalho Pereira
Teaching language
English
Objectives
Students are expected to learn about the functioning of the course, its major goals and future career opportunities. Students are also expected to learn and use a variety of research skills, including the generation of new ideas, translating ideas into verifiable, design of experimental approaches to verify hypothesis and critical analysis and interpretation of the results obtained. Students are also expected to present and critically discuss a scientific paper published in a biomedical journal. This includes assessing the relevance and pertinence of the study as well as its impact based on the current state of knowledge. Students are further expected to plan, write and present the main sections of a research grant addressing a specific hypothesis or a well defined scientific problem taking into consideration the main constrains and alternative approaches. A strong emphasis will be placed in the ethical aspects in a grant application. Students should recognize opportunities for knowledge mobilization including its transfer to industry and develop entrepreneurial skills. Students are also expected to make informed choices when planning the early stages of their careers in different settings.
Prerequisites
Subject matter
Critical issues in career planning and development, main constrains and alternative/unconventional career paths; Methods and means to plan, present and discuss experimental results in the form of a scientific paper; generating ideas and scientifically valid hipothesis and their translation into in well structured and organized grant application that allows its funding; main concepts, principles and regulations in bioethics and scientific integrity; practical application of these principles in a research grant; case-studies and sucess stories in science and innovation; industry and regulation and intellectual property; the peer-review process - main advantages and challenges - publishing, grant assessment and recruitment of researchers; scientific literacy and knowledge mobilization in life and health sciences.
Bibliography
The main bibliography or other relevant learning resources will be provided by the various scientists that participate in the teaching activities. Whenever applicable, the bibliography should consist in scientific papers that are available as open access or in dedicated repositories accessible bu the students. In each edition of the course the most updated and current bibliography will be provided. Students are encouraged to share notes and other relevant information concerning the UC in virtual blackboards.
Teaching method
The main teaching approach for the entire course is one that is research-led (seminars) research based (practical and workshops) and student-centered. This will ensure that the students acquire the necessary core and transversal skills that allow to pursue a career in biomedical research while not neglecting alternative career paths. At the beginning of the course, students will learn about the main goals of the UC and will also be given the opportunity to share experiences with students form past editions of the course (or similar courses for the first editions). Whenever required experts external to the NMS - FCT are invited to teach and/or discuss specific topics. This resort to external experts should not be interpretated as a means to overcome gaps or deficiences in the academic staff of NMS but rather ensure that for each topic the best possible expert is invited irrespective of his/her affiliation. This will ensure that the curriculum is always updated and that the students are offered the most current state of the art thinking in each topic. Basing most of the teaching in case-studies and success stories it is expected that the students may find the necessary inspiration and motivation to begin a post-graduation that may lead to a career in biomedical research. Special emphasis will be given to innovation and entrepreneurship in workshops involving the participation of scientists-entrepreneurs. The approach to research-led teaching of this UC embeds research as an integral component in curriculum design and regards the student as an active researcher and participant in building knowledege. This approach where teaching reflects practical process of creating and deepening knowledge is preferred to more traditional lecture formats. Students are encouraged to participate in all activities not only by being involved in discussions but also by suggesting topics to be debated. Students will present and critically discuss scientific papers and grant applications. The coordinator of UC will ensure the coherence of the different topics bridging any gaps when necessary.
Evaluation method
The evaluation model actively engages student´s critical thinking and the mobilization and integration of the knowledge and skills aquired in the different topics. The written exam will be designed to be consistent with these goals. Evaluation will involve three components: presentation and discussion of a scientific paper (20%), planning, writing and discussing a proposal for mock application (40%) and a written exam (40%).