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Although participating in research during medical school is not an academic requirement, personal involvement in a research project at this stage of career development has high educational value. Designing a project, collecting and analyzing data, and presenting the conclusions allows the student to apply prospective scientific thought processes, more fully appreciate evidence based medicine, and experience the practical difficulties inherent in carrying a project to completion. This type of experience will also teach students to more carefully evaluate published articles in deciding whether to incorporate new findings into their clinical practice. Further, research experience may expand students' future career opportunities in the choice of residencies or careers in academic medicine. Motivation to engage in a student research project may come from several sources. A student may simply want limited exposure to research in order to better understand the research process. Some students may welcome the opportunity to work with a specific faculty member or in an area of personal interest. Students may wish to pursue career development in basic or clinical research. A medical student interested in research should first contact a faculty member who is interested in being a faculty mentor to discuss his or her interest in conducting a research project. Alternatively, students can contact the Associate Dean for Research and Faculty Affairs to be matched with a sponsoring faculty member whose research expertise is compatible with the students interest. Students may become involved in research at several levels.


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Although participating in research during medical school is not an academic requirement, personal involvement in a research project at this stage of career development has high educational value. Designing a project, collecting and analyzing data, and presenting the conclusions allows the student to apply prospective scientific thought processes, more fully appreciate evidence based medicine, and experience the practical difficulties inherent in carrying a project to completion. This type of experience will also teach students to more carefully evaluate published articles in deciding whether to incorporate new findings into their clinical practice. Further, research experience may expand students' future career opportunities in the choice of residencies or careers in academic medicine. Motivation to engage in a student research project may come from several sources. A student may simply want limited exposure to research in order to better understand the research process. Some students may welcome the opportunity to work with a specific faculty member or in an area of personal interest. Students may wish to pursue career development in basic or clinical research. A medical student interested in research should first contact a faculty member who is interested in being a faculty mentor to discuss his or her interest in conducting a research project. Alternatively, students can contact the Associate Dean for Research and Faculty Affairs to be matched with a sponsoring faculty member whose research expertise is compatible with the students interest. Students may become involved in research at several levels.



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Maridelle, actually I've learned more of the hidden curriculum when I read your ideas, especially when you cited an example on its effect on weighing social strata. With that in mind, I think that this would be the point where choice of an individual takes into action. Whether it would be taken negatively or positively will depend on how one views a certain situation like that of the athletic trophies. Others may think of it as a way to motivate themselves, while some may take it as challenge. In the end, it will just be ones attitude towards the hidden curriculum. Chosen article on Hidden Curriculum:". Research on the hidden curriculum has been concentrated mainly in school learning but the concept is equally important in the field of higher education. According to Benson Snyder 1973 the classic in the field students in the university learn similar strategies of action and survival as do students in other school settings. Behind the curtains of official university practices lurks a vast unofficial and tacit system which on its part steers the functioning of the whole university Bergenhenegouwen 1987; Gerholm 1990. To survive and succeed in the university requires not only scientific aptitude and abilities but also picking up the hidden norms and the rules of the university game. This usually happens through trial and error but those wh possess enough cultural capital and have a suitable habitus are much more able to navigate in the field of higher education than the less equipped Bourdieu 1988; Palme 1989.



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Rather than having a long list of different goals, make quitting smoking your number one top priority. By focusing on quitting smoking as your most important goal, you increase your chances of success. 2. Keep the end result in mind. Focus on how much better your life will be as a non smoker. Think about how you'll be able to breathe better and your energy level will increase.

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