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considerable amount of time writing, in contrast to other activities, such as data analysis and data collection. Therefore, completing a manuscript should be given the highest priority and sufficient time should be allocated to writing, review, and editing. In reality, researchers at all levels often find it difficult to sequester time for writing, despite its critical role in academics and research. Unfortunately, it is not uncommon for a trainee to complete the data collection and analysis, only to fail to disseminate the results, except, perhaps, as a conference abstract. This trap must be avoided if at all possible. FORMAL RESEARCH TRAINING The basic instruction in statistics and study design that is included in undergraduate and graduate medical education curricula is far from adequate preparation for the independent conduct of research. Most trainees will need to collaborate with someone who has statistical expertise to assist with study design and data analysis. A suitably motivated clinician can learn a substantial amount of statistics through interactions with statistical colleagues, self-study, and other informal means. However, formalized education can expedite and solidify this learning process for those who are so inclined. Many institutions offer short courses in biostatistics, epidemiology, and other research-related skills for clinician investigators. While not intended or sufficient to prepare clinicians to perform research independently, they can help clinicians to have a better understanding of statistical issues. Advanced degree programs are another option, but even master’s programs require a time commitment of 1 to 2 years. Many institutions offer training in research methodology for health professionals that leads to a master of science in clinical research (MSCR) degree. These programs are intended for residents, fellows, and junior faculty interested in independent careers in clinical research and can often be completed while maintaining some clinical duties. Another option is a traditional program, such as a master of science (MS) or master of public health (MPH) in epidemiology or biostatistics. Participation in an advanced degree program can be integrated into any fellowship program, but within emergency 36 CHAPTER 6 — TRAINEES AND EMERGENCY CARE RESEARCH medicine, it is most consistently incorporated into dedicated research fellowships. Properly structured research fellowships incorporate substantial time for the trainee to focus on methodological issues and develop statistical expertise. They can remove years from the slow learning curve associated with the acquisition of research-related skills and are recommended for those who wish to pursue an independent research career. CONCLUSIONS Research experience can be a valuable addition to one’s clinical training. Trainees should align their research experience with their short- and long-term career objectives and be realistic regarding the amount of time that they can commit to their project. Mentorship is particularly important when conducting research during training, and trainees should work closely with faculty mentors in all aspects of research. Formal courses in research methodology can accelerate the acquisition of research-related skills, and obtaining an advanced research degree is strongly encouraged for those who aspire to be independent researchers. REFERENCES 1. Anon. Medical Scientist Training Program, National Institute of General Medical Sciences. Available at: http://www.nigms.nih.gov/Training/InstPredoc/PredocOverview-MSTP.htm. Accessed May 9, 2011. 2. Cho CS, Ramanan RA, Feldman MD. Defining the ideal qualities of mentorship: a qualitative analysis of the characteristics of outstanding mentors. Am J Med. 2011;124(5):453–458. 3. Holmes JF, Sokolove PE, Panacek EA. Ten-year experience with an emergency medicine resident research project requirement. Acad Emerg Med. 2006;13(5):575-579. {escription of resident research projects at a single institution.] 4. Terregino CA, Levitt MA, Lopez BL, et al. A national profile of resident research experience. Acad Emerg Med. 1999;6(4):351-356. [Survey of emergency medicine residents regarding their research experience.] 5. Kwiatkowski T, Silverman R. Research fundamentals: II. Choosing and defining a research question. Acad Emerg Med. 1998;5(11):1114-1117. CHAPTER 7 — PRESENTING THE RESULTS OF RESEARCH 37 HOW TO WRITE A COMPELLING ABSTRACT The best way to ensure a high-quality abstract is to conduct a high-quality study. The other chapters in this book will help you identify mentors and develop research protocols, so that will not be the focus of this chapter. However, there are some methods to ensure that your abstract is presented in the most effective and compelling manner. Abstracts are usually about 250 to 300 words, although this depends on the meeting to which you are submitting it. Use structured headings including Objective, Methods, Results, and Conclusion and make sure you follow the instructions exactly regarding word count and use of charts and symbols. When putting together your abstract, consider that the average reviewer for most emergency medicine meetings has approximately 50 abstracts to review. Thus, if something is not immediately clear in your abstract, it is unlikely that the reviewer is going to spend time 

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