Courses

This course is intended to teach medical students the essentials of patient-oriented research. Students will be introduced to the various components of patient-oriented research, such as the Institutional Review Board, biostatistics, bioethics, contracting, etc. Students will also be introduced to the various services offered through the Indiana CTSI to assist with patient-oriented research, such as recruitment, the Clinical Research Center, and the Project Development Team

Course Director: Erika R. Cheng, PhD, MPA
Email: echeng@iu.edu
Phone: (317) 278-0552
Primary contact for Adds/Drops: Erika R. Cheng, PhD, MPA, echeng@iu.edu
Home campus: Indianapolis
Type of course: on-site

Learning objectives:

1. Describe the ethics and the State and National regulations for undertaking clinical
   research (P3)
2. Utilize the resources of the CTSI available for clinical and translational research
   (PBLI1)
3. Critically review and discuss scientific literature (PBLI1)
4. Critique a clinical research proposal and peer-reviewed manuscript (PBLI1)
5. Describe and apply basic statistical tests in their own research (MK5)
6. Understand processes to set up and manage a computerized database (PBLI1)

Course activities:
Students will attend in-person sessions with IUSM faculty and Indiana CTSI staff. It is recommended that these be completed within a couple of months for maximum learning
and impact. Additional course components include online training for biomedical research and good clinical practice guidelines and attendance at committee meetings (including the institutional review board, scientific review, project development team, and Indiana tumor board) and existing KL2 lectures on campus.

Estimated time distribution: 10% Clinical, 10% Laboratory or Scholarly Research, 60% Lecture/Seminar, 10% Library/Research, 10% Online

Assessments:
Course assessments will include a pre/post-clinical research knowledge test (50%),
research evaluation form (20%), attendance/discussion with faculty (30%).

Prerequisites: Scholarly Concentration enrollment
Interprofessional collaboration: No

In this series of online lectures, Dr. Kurt Kroenke discusses the challenges, opportunities and methods of clinical research. Covering a range of core topics, these lectures are meant to give the listener a basic introduction and overview of some key concepts and principles in clinical research. These lectures are designed as an excellent starting point for young researchers, fellows, junior faculty and others interested in the topic of clinical research.

Course Director: Erika R. Cheng, PhD, MPA
Email: echeng@iu.edu
Phone: 317-278-0552
Primary contact for Adds/Drops: Erika R. Cheng, PhD, MPA, echeng@iu.edu
Home campus: Bloomington
Type of course: online

Learning objectives:
By the end of this course, students will be able to: Describe day-to-day challenges of practical solutions of conducting clinical research (PBLI1)

1. Articulate fundamental concepts that are important across various types of clinical studies, including basic statistics, evaluation metrics (e.g., absolute and relative risk
   reduction and number needed to treat) and diagnostic tests (sensitivity, specificity, predictive value, likelihood ratios) (MK5, PBLI1)
2. Discuss core features of clinical trials and the scientific method (PBLI1)
3. Describe practical strategies to design a research study with rigor and reproducibility (P3)
4. Understand basic tools necessary for dissemination of research results, including how to prepare oral abstract and poster presentations (ISC5)

Course activities:
This is an online series covering various topics in 13 separate lectures spanning approximately 12 hours. Topics include clinical trials, questionnaires, sample size, and scientific presentations.

Estimated time distribution: 100% Online

Assessments: Brief online quizzes following each lecture (100%)

Prerequisites: Scholarly Concentration enrollment
Interprofessional collaboration: No

The goal of this course is to introduce students to the role of biomedical research in the current state and future of medicine. Through a combination of readings, seminars, journal clubs, and reflection essays from a variety of disciplines, students will learn about the relevant issues facing medical discoveries and improvement of care, while stressing the importance of critical analysis and application of knowledge.

Course Director: Brittney-Shea Herbert, PhD and Bob Considine, PhD
Email: brherber@iu.edu
Phone: 317-278-6147
Primary contact for Adds/Drops: Brittney-Shea Herbert, brherber@iu.edu
Home campus: Indianapolis
Type of course: on-site

Learning objectives:
By the end of this course, a student will:

1. Understand the relevant issues facing medical discoveries and improvement of care (PBLI1, SBP5)
2. Develop a critical understanding of medical literature, information, and research (PBLI1)
3. Gain analytic skills necessary to analyze, synthesize, discuss, and conduct medical research (PC5)
4. Contribute to scholarly knowledge through presentations and publication (ISC5)

Course activities:
Participation in the IMPRS summer seminar series features seminars/discussions focused on the role of biomedical research in the current state and future of medicine. Recognized experts in the seminar or discussion topic will present either a seminar or lead a discussion. Students will participate through completing related readings, and
preparing reflection essays. Key topics include:

• The role of basic and translational research in medicine (diabetes, cancer,
  cardiovascular, neuroscience)
• Precision Health (e.g., precision genomics)
• Gene editing
• Cell and gene therapy
• Bioethics
• Medical informatics, big data and health care
• Regenerative medicine and tissue engineering
• Responsible conduct of research
• Health data science
• Community-engaged research

Estimated time distribution: 50% Lecture/Seminar, 50% Library/Research

Assessments: Student's performance will be evaluated via seminar attendance (50%), journal club attendance and participation (25%), and online quizzes or submission of a
reflective statement after each lecture (25%).

Prerequisites: Scholarly Concentration enrollment
Interprofessional collaboration: No