• Phyllis G Supino and Jeffrey S Borer.
• Cardiovascular Pathophysiology and The Howard Gilman Institute for Valvular Heart Diseases, Weill Medical College of Cornell University, New York, NY, USA. phs2002@med.cornell.edu
• Med Teach. 2007 May 1; 29 (4): 346-52.

BackgroundDue to inadequate preparation, many medical professionals are unable to critically evaluate published research articles or properly design, execute and present their own research.AimsTo increase exposure among physicians, medical students, and allied health professionals to diverse methodological issues involved in performing research.MethodA comprehensive course on research methodology was newly designed for physicians and other members of an academic medical community, and has been successfully implemented beginning 1991. The role of the study hypothesis is highlighted; interactive pedagogical techniques are employed to promote audience engagement. Participants complete an annual evaluation to assess course quality and perceived outcomes. Outcomes also are assessed qualitatively by faculty.ResultsMore than 500 physicians/other professionals have participated. Ratings have been consistently high. Topics deemed most valuable are investigational planning, hypothesis construction and study designs. An enhancement of capacity to define hypotheses and apply methodological concepts in the criticism of scientific papers and development of protocols/manuscripts has been observed. Participants and faculty believe the course improves critical appraisal skills and ability to conduct research.ConclusionsOur experience shows it is feasible to accomplish these objectives, with a high level of satisfaction, through a didactic program targeted to the general academic community.

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