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This page provides information to help registrars successfully complete Module 11, Education and Scientific Enquiry.

Reproduced below are the College requirements for this module

Your main aim is to complete the formal project. Many registrars see this a just a final hurdle to complete to get their FANZCA. However a familiarity and understanding of the research process will help your professional future by having  a skill to evaluate new studies. Remember the factual information that you learn today, will be obsolete in ten years time. Some of you may actually develop an interest for further research.

The main options to complete the formal project are:

  1. Case report and literature review.
    Easy to do but not much lasting value.
  2. Participate in existing research project.
    Research is work, and it needs a team for successful completion. You can join in on an existing project. Some large research projects may be suitable as a formal project - but you will need to add you own unique contribution or insight, not just reproduce what others have done.
  3. Your own original research.
    This the most difficult, but ultimately most rewarding. Here you will learn and acquire the real skills of research.This will take at least one year but you will expect to publish a paper in a good journal.

Suggested activities, resources and information:

  1. Attend and participate in the department monthly research meeting.
    This is normally held on a Wednesday Morning in the department library. It is a good forum to work up your ideas with the benefit of the participation of other interested members of the department. Even if you do not have your own original ideas it is worth attending to learn the nuts and bolts of the research process and participate with other members of a research team
  2. The Department has a full time research nurse, Louise Cope. Louise has a wealth of experience and knowledge about the research process. Do not hesitate to ask her for helpful advice. (page number 01925)
  3. All research protocols (nearly) have to receive approval from the hospital's research committees (drug, scientific and ethics). This approval is an essential requirement from ALL medical journals for publication. All committees meet monthly. Please consult before submitting a protocol - it will save you a lot of time in avoiding delays and revisions.
  4. Suggested reading list:
    1. Statistics for Anaesthesia and Intensive Care by Tony Gin and Paul Myles. This small book is deceptive in its helpfulness. Very pragmatic. A copy in the department library. Read it
    2. Basic and Clinical Biostatistics by Beth Dawson. This a good reference book. Uses a problem based approach for real world medical problems. Copy kept in Department Library.
    3. Intuitive Biostatistics. by Harvey Motulsky. Copy in department library.
    4. How to Write a Paper. by BMJ. This is short and to the point. Read it. Copy kept in Hospital library.
    5. How to assess a paper - from Anaesthesia April 2005
    6. Website for learning statistics
      http://davidmlane.com/hyperstat/  This is website that has everything that you might need to learn statistics - and its free too!
  5. Suggested software:

    Nowadays, all data collection and analysis is done using computer software - no one uses pen and a calculator anymore.

    1. Filemaker Pro database software.
      We have used this for over ten years to collect, enter and organise all types of data. www.filemaker.com
    2. JMP
      This a statistical software program that is designed for the non-statistician and uses a graphical interface. Its main virtues are that if you define the data type, it will offer the correct statistical tests (!). Also good for data exploration and visualisation of relationships within data. See www.jmp.com
    3. Graphpad.
      See website www.graphpad.com You can download the free demo for the basic version of the software: "Graphpad InStat" and the easy to read textbook "Intuitive Biostatistics",

 

ANZCA Document: Module 11 - Education and Scientific Enquiry

This is a Module to be completed during Advanced Training. It can be undertaken concurrently with clinical Modules.

Trainee's Aims


In this Module, trainees will learn the scientific approach to problem-solving, and gain experience in searching for information and in analysing, writing, and presenting scientific information. The aim of this Module is for trainees to acquire a series of abilities in scientific enquiry and in practicing evidence-based medicine, and an appreciation for lifelong learning. Trainees will:
• Complete tasks to gain skills in self-directed continuing education and scientific enquiry.
• Develop an understanding of evidence-based medicine
• Complete a Formal Project which has a component on evidence-based medicine

Learning Objectives

These are what the trainee needs to learn. They are presented as:
• Knowledge
• Clinical Management ("knows how") that applies knowledge and clinical skills to manage the patient
• Skills (clinical and technical)
• Attitudes and behaviours

Knowledge

Trainees will understand the scientific approach to analyse and solve questions worthy of scientific investigation. The steps are:
• Proposing a hypothesis
• Information search and literature review
• Research design, bias, and appropriate methods of measurement
• Data collection and storage
• Copyright and intellectual property
• Good record keeping
• Common statistical tests and application of statistics relevant to the project
• Interpretation of results
• Monitoring of studies and post study surveillance
• Responsibilities of Institutional Review Board/independent ethics committee
• Responsibilities of investigator to the ethics committee
• Principles of writing a scientific paper
• Principles of oral or poster presentation of a paper
• Principles of evidence-based medicine
• NH&MRC levels of evidence
• Ethical principles
• The process of obtaining funding and writing a basic grant application

Skills

Trainees will acquire skills in scientific learning as a medical specialist including:
• Conducting and appraising literature searches
• Appraising journal articles including the application of statistics
• Applying the principles of evidence-based medicine to clinical practice
• Oral presentations and professional communication.
• Presenting quality assurance exercises or projects
• Facilitation skills, such as a tutor in small-group learning and conducting small-group meetings

Attitudes

Trainees will develop an appreciation of and commitment to continuing education and scientific enquiry, including:
• To value rigorous educational and scientific processes
• To distinguish between practice with a sound scientific basis and that which requires further objective assessment
• To commit to informed consent, confidentiality and all other ethical principles of research
• To commit to lifelong continuing professional development

Assessment

Completion of Module 11 does not need to be validated by a Module Supervisor. However, trainees must complete a Formal Project. The process, requirements, and assessment of the Formal Project are as set out in the ANZCA document TE11(2003) Formal Project Guidelines.

The Supervisor of Training and other Consultants will evaluate the trainee's overall performance in the In-Training Assessment (ITA) process. Aspects of clinical performance, education skills, and attitudes will be reviewed. The ITA will remain a formative assessment conducted every six months, independent of Module assessment.

Aspects of Module 11 that are relevant to professional practice may be examined in the Primary and Final Examinations (e.g. statistics and research ethics).

The Learning Portfolio is an integral tool for self-assessment (as well as for recording clinical experience and developing study plans). The trainee is expected to self-evaluate his/her education skills and learning experience from the Learning Portfolio. For example, the Learning Portfolio should show the trainee's progress through the Module, as records of papers presented or submitted, projects submitted for grants or ethics approval, literature searches, and topics reviewed.

Appendix


Relevant ANZCA Professional Documents for Module 11 (These are periodically updated on the College website and in the Bulletin)

TE6 (2000)
Guidelines on the Duties of an Anaesthetist

TE9 (1999)
Quality Assurance

TE11 (2003)
Formal Project Guidelines

TE13 (2003)
Guidelines for the Provisional Fellowship Program

TE14 (2001)
Policy for the In-Training Assessment of Trainees in Anaesthesia

TE17 (2003)
Policy on Advisors of Candidates for Anaesthesia Training

PS16 (2001)
Statement on the Standards of Practice of a Specialist Anaesthetist

PS40 (2000)
Guidelines for the Relationship Between Fellows and the Healthcare Industry