Academic forming involves the development of a critical attitude coupled with tempered enthusiasm. This involves learning to look beyond the boundaries of the professional field. Scientific forming involves both the application of science and the communication of research findings. An academic is capable of acquiring scientific knowledge, evaluating that knowledge, assimilating it, and communicating that knowledge to others.
In the line Academic Scientific training, a broad spectrum of skills are developed including: scientific writing and presentation skills in English, orientating on and applying for internship/research positions abroad, communication with peers and patients in English, ethical discussion with peers in English, and learning to carry out a literature review. Becoming proficient in these skills requires practice. Therefore each module contains activities to develop both academic and scientific forming. Examples of these activities are holding a debate, giving a presentation in a workgroup, analysing and interpreting the results of an academic paper.
In the module Academic and Scientific training in year 2 students learn the most important methods of clinical-scientific research, statistical analysis and critical reading. In this module the relationship between the doctor and the pharmaceutical industry plays a central role. The module represents 40% of the final grade for the line.
1 The students is able to indicate how to design and execute a (simple) epidemiological research project.
2 The student can describe the several advantages and disadvantages of the basic study methods (follow-up, case-control, observational vs intervention studies).
3 The student can perform simple statistical analyses.
4 The student can interpret simple statistical and epidemiological analyses.
5 The student is able to apply results from medical literature to a clinical case.
6 The student is able to ask critical and relevant questions when reading medical literature in its broadest sense and can suggest answers to these questions when possible.
7 The student is able to reach a sensible and objective point of view in questions of scientific integrity.
8 The student can summarise large quantities of information.
9 The student can read medical literature and discuss the material in a group.
All course and group schedules are published on our LUMC scheduling website or on the LUMC scheduling app.
Mode of instruction
Lectures, work groups, practicals, symspoisum, self-study assignments.
Total course load is the amount of EC’s multiplied with 28 hours.
Written reports, essays, presentations and exam and assignments.
The exam dates can be found on the scedule website.
Blackboard will be used during this course.
- Rothman KJ. Epidemiology, an introduction. 2nd edition, Oxford University Press.
- Petrie A en Sabin C. Medical Statistics at a glance. Oxford: Blackwell Science, 2001 topic 11, 17, 27, 28, 29.
- JAMA User's Guides to the medical literature.
- General considerations for clinical trials - European Medicines Agency.
- Florey C du V. Sample sizes for beginners. BMJ 1993;306'1191-4.
- Tripepi et al How to Deal with Continuous and Dichotomic Outcomes in Epidemiological Research: Linear and Logistic Regression Analyse. Nephron Clin Pract 2011;118;c399-c3406. Read until page 402.
- Altman DG, Bland JM. Time to event (survival) data. BMJ 1998; 317: 468-469.
- Bland JM, Altman DG. Surival probabilities (the Kaplan-Meier method). BMJ 1998; 317: 1572.
- Bland JM Althan DG. The log rank test. BMJ 2004; 328, 1073.
- Course material from each lecture (see Blackboard).
Students are required to register for exams through uSis. The registration for a working group is done by handing in your ‘studieplan’.
Prof. dr. F. W. Dekker 071-5265230.