medical research essay tutors

medical research essay tutors

The Role of Essay Tutors in Enhancing Medical Research Skills

1. Introduction to Medical Research and Essay Writing

This paper seeks to determine the role of essay tutors, studying the experiences of tutors; how patients are managed in this student group; what areas of disease management should be focused on; and providing evidence to direct improvements to medical research training programs. Medical students are increasingly required to write essays, yet many source outside help. Many institutions that deliver undergraduate medical education programs are effectively essay-writing centers. The tutors who staff these can occupy an influential role in the development of medical research skills, although the extent of the influence is often determined by how each essay tutoring operation is structured. Optimum strategies and variables are therefore either unknown, tacit, or idiosyncratic. For many medical essay writers, the sine qua non for developing medical research skills is access to an experienced essay tutor.

A key component of all medical undergraduate education programs is medical research. It is important for medical research findings to be communicated to the medical community and relevant stakeholders. One way to do this is through the essay-writing component of medical education programs. Essays use historical and experimental evidence to further illustrate the understanding of scientific and humanistic concepts. Essays are an excellent way to display a comprehensive understanding of medical sciences and develop important academic skills, such as research, literature evaluation, and information integration. The problem is that many students are poorly skilled in these areas and require assistance to produce high-quality essays. While there are excellent resources available to students to guide them in these areas, many choose to seek the guidance of essay tutors. There have been few studies published that have examined essay writing services and the experiences of essay tutors.

2. Importance of Essay Tutors in Medical Research Education

These trainers are helpful in overcoming the challenge. Tutors play important roles in several aspects. First, as tutors, they provide a wider variety of relevant research papers to medical students. Not only can they recommend papers from research databases, but they can also recommend background papers or papers that introduce fundamental methods to students. Second, as stated above, they can support the basics of the research. They can support hypothesis design and question creation. Third, they provide knowledge in specialized fields, including medical and medical clinical settings. Tutors can introduce cutting-edge technologies in medicine and engineering and instruct students in the best ways to use databases. They can provide students with essential guidance in writing literature reviews as they are familiar with such reviews. Finally, since they are trusted people in academia, they can encourage students and increase students’ confidence when submitting essays or conference presentations. Overall, mentors are important for developing confidence and motivation.

Essay tutors have increased motivation toward the current research of medical development and can transfer this motivation to students. Furthermore, they can provide guidance by checking other students’ thoughts with their experiences. They also guide students to increase their confidence. In the entire process of essay response, top-down guidance is employed. While bottom-up guidance should focus on analytical tools or non-verbal research, top-down guidance should precede it, as some of the problems exist before starting to employ these skills. This guidance is done in stages, e.g., checking plans of essays and their thoughts, not the work in detail. To be discussed here, the role of tutors who already have research expertise using essay response is important. Medical students lack some training in research.

3. Effective Strategies and Techniques Used by Essay Tutors

Instructional methods: Directors commonly provided instruction, mentorship, or support in group-based settings, while essay tutors more commonly delivered both formal (in writing and orally) and informal one-to-one instruction and feedback using a range of written media. Feedback expressions: Essay tutors indicated the specific feedback techniques they use. General comments often framed overall essay organization, layout, style, structure, and content. Oral feedback was common but was particularly identified at the level of individual supervision, and was thought necessary in relation to the development of ideas. Identifying a preferred method of feedback expression that captures the full range of best practice is challenging, given the differences in scale and style, and the range of undergraduate education systems operating in different medical schools. Feedback entry frequency: Supervision frequency is weekly or more was linked, according to the evidence we examined, to good marks. Furthermore, ‘frequent’ entries into the text were found to add significantly to the assessment of the skills we explored, which indicates that getting feedback high up on multiple drafts makes a difference to student learning.

Effective strategies and techniques used by essay tutors in their role of enhancing medical research skills: Essay tutors, through their activities, employ a variety of strategies and techniques to facilitate the acquisition, development, or enhancement of students’ medical research skills, particularly through the medium of research writing. These might include establishing explicit ways of working, setting down current best practice, inserting written guidance into student copy or texts, or providing live or electronic feedback in a number of formats, using a range of different communication channels.

4. Case Studies and Success Stories

The tutee and his tutor together begin to articulate some of the aims of this basic, high-level kind of science research. The tutee states that he is interested in seeing the technology of computer chip design applied to medical purposes to result in breakthroughs. He provides an example: “I know that to solve almost any problem, researchers must be able to look at and analyze individual units of the cancer cell system, the same way astronomers look at individual galaxies now. We need ways that can look at the cancer cellular interior – the same way the Hub.

Case study 1: In an attempt to guide her tutee towards making a definitive, relevant, and respectful contribution to the field of doctoral research skills within the context of a Master’s-level dissertation, Bigelow-Ried’s tutee received guidance from a tutor. He was planning a Master’s dissertation in the field of computer-chip design, working in different locations in the United States. Though this may not be immediately apparent, the tutee’s field is directly applicable to the medical world: both cancer research and gene therapy, for example, require an understanding of the sort of processes that create the images that result from a genome chip.

Case studies

5. Conclusion and Future Directions

It is over forty years since Parry et al. suggested that effective essay tutors do more for learners and more for learning than we invest in tutors’ present condition of work. The House of Lords Report into Medical Education seems in no way to have followed this lead as pertains to promoting scholarship as the premier character trait of the twenty-first clinician. Into the future, the presence of what is, in essence, a robust system of carrying four learners through the process of research from a standing start needs to be safeguarded. It also needs to be made attractive to learners who themselves perceive they have insufficient research capabilities so that they are encouraged to take their first homemaking steps onto the ladder of scientific enquiry.

In summary, essay tutors engage in longitudinal, committed relationships with learners and demonstrably enhance the research skills identified by connected undergraduate (UG) and postgraduate (PG) medical education programmes as important for twenty-first century clinicians. We can identify several ways through which this contribution could be expanded. This might include adding short sessions on improving oral presentation and poster presentation skills. Alternatively, it is conceivable that a student research mentor could add yet another important perspective to the programme. Furthermore, if the essay does not consistently and effectively assess the desired learning, the essay title might be used as a way into the research protocol. Formative and summative assessment of learner progression through the research skills is also necessary if change is to be evidence-based and locals are to be reassured about the validity of their local changes under a predominance of national and international interest.