what does the medical term thesis mean

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Appendix A: Word Parts and What They Mean

Here is a list of word parts. They may be at the beginning, in the middle, or at the end of a medical word.

General Words

Body parts and disorders, positions and directions, numbers and amounts, physical properties and shapes, good and bad, procedures, diagnosis and surgery.

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Md research and thesis requirement (hst), hst md thesis guide, table of contents:, getting started, thesis commitment.

• Dates and Procedures
• Research Supervisor
• HST Thesis Committee

Thesis Proposal

Thesis submission and final thesis document, harvard medical school honors in a special field.

• HST Student Forum

To fulfill the requirements of the MD degree, students must submit a thesis by the first Monday in February of their final year. The thesis should be based upon original, scholarly and creative work done either in the laboratory or the clinic. The thesis topic is to be chosen with the advice of a member of the Faculty, who agrees to act as the thesis supervisor.

Check out these resources for finding a research lab.  

The research upon which a thesis is based must involve a time commitment of at least four months full-time, or the equivalent part-time, for which appropriate credit may be requested. The actual writing of the thesis should be conservatively estimated at an additional full-time effort of at least one month for which four credits at HMS may be applied.

A copy of a PhD or MS thesis prepared by a candidate for the MD degree while in residence may be submitted in fulfillment of the HST thesis requirement.  

Dates and Procedures  

August – Students must attend the HST Research Assistantship (RA) and Thesis meeting and turn in an I-9 form to MIT.

December – Identify lab, complete RA paperwork. Includes filling out RA form, and completing online paperwork (W4, M4, direct deposit).

Beginning in January – Turn in RA form to Laurie Ward, MIT (this can be delayed, but RA funding will also be delayed).

February – Introduction to HST MD RA Spring Institute. Discussion of course objectives, and review of sample proposals from last year. Discuss structure of proposals, review sample proposals, and drafting of aims. Students will be asked to share ideas for current projects with course directors.

Early March – Draft of summer research proposal due. Drafts will be returned with feedback.

End of March – Revised summer research proposal due. We will forward final approved thesis proposals to Scholars in Medicine Office by April 1.

End of April – Oral Presentations Workshop. Dr. Jhaveri will go over the finer points of presenting your research information.

Early May – Presentations (group I and II). Each talk should take no more than 10 minutes (7 minutes presentation, 2-3 minutes questions).

Summer – Perform fulltime research and seek 50% of funding from PI.

September 1 st – Introduction for HST thesis due to [email protected] and to PI, who must approve. No more than 10 pages, double-spaced.

October 31 st – MD thesis proposal due, sent via email to [email protected] . See HST M.D. Thesis Proposal form for formatting guidelines. Length: 3 double-spaced pages, excluding references. Includes work performed over summer. Students will receive comments from the HST M.D. Thesis Committee within six weeks of submission.

December 31 st – Figures and methods for HST thesis due to [email protected] and to PI, who must approve.

February – HST M.D. thesis due by first Monday in February at 11:59pm, please submit an electronic copy for review to the Canvas site HST-THS.AY23   and refer to HST MD Thesis Guidelines for format. 

Honors – Submission through Honors Program & ETDs @ Harvard.

April – Final submission of thesis through ETDs @ Harvard and.

Roles and Responsibilities of:

Research supervisor.

The research supervisor is responsible for overseeing the student’s thesis project. The research supervisor is expected to:

• Supervise the research and mentor the student;
• Provide a supportive research environment, facilities, and financial support;
• Evaluate the student’s various submissions, including proposal and final thesis document.

The research supervisor is chosen by the student and must be a faculty member of Harvard University or MIT, and needs no further approval. Students are strongly encouraged to consult with their RA Advisor and/or Dr. Mitchell prior to final selection.

HST MD THESIS COMMITTEE

The HST MD Thesis Committee is responsible for reviewing and evaluating the student’s thesis proposal. The committee is expected to:

• Review, evaluate and provide anonymous comments.
• Approve final thesis proposal.
• Approve final thesis for submission for Honors consideration.

Following submission of the HST Thesis, two readers in the student’s field of study are tapped to review and evaluate the student’s thesis. Readers are expected to:

• Review, evaluate and provide anonymous feedback.
• Provide an oral examination for students submitting for Honors consideration.  

HST MD Thesis Proposal Form (pdf) – Due October 31st  

HST MD Thesis Guidelines (pdf)

Note: Examples of acceptable theses from previous years are available for perusal in the HST office at HMS, TMEC 213.

Following receipt of readers’ feedback, you will electronically submit an updated PDF copy of your thesis based on the comments through  ProQuest ETD , an electronic thesis and dissertation submission system . Submission is simple, and a short video guide as well as helpful resources are available at this page to guide you through the process. 

HST students are encouraged to submit their theses for consideration for oral examination for Harvard Medical School Honors in a Special Field. Students must submit an intent to submit for honors by early October of their year of graduation.

Note: A PhD thesis may not be so submitted, but any spin-off work arising out of this research, which was not contained in the original PhD thesis, may be used to this end.

Students working towards a simultaneous MD/MS may submit the same thesis for honors if desired. Honors in a Special Field implies far more than just discussing one's thesis research; it includes demonstrating broad knowledge and insight in the disciplinary area(s) of that research.

Frequently Asked Questions (FAQs)

What if i don’t have a lab by january.

DON'T PANIC, many students don't have a lab by January. As long as you find a lab of interest by the summer and complete full-time summer research, you can still be eligible to graduate in 4 years. Note, that it may be difficult to receive RA support in the Spring.

What if I change labs?

Even if you change labs you will still be required to submit your materials, including a proposal for approval. There is no obligation to choose from which lab you will write your work, as long as you have sufficient data for a thesis. Note however, if you change labs late without sufficient data for a thesis, you will be obligated to do a 5th year to complete your thesis and research work.

How does the schedule change if I am doing a 5th year with full-time research?

Pursuing a 5th year delays the timeline of deadlines to the following year, in which case you will participate in the process as normal. Note, if early in your decision to do a 5th year you change your mind and decide to pursue the MD degree in 4 years, you will be required to adhere to the original first set of deadlines.

Why am I being asked to submit parts of my thesis early?

The request to submit portions of your thesis early assists you in keeping track of your progress in the thesis process. Much of the thesis will be vetted and a significant portion will have already been written by the time the final draft is due in your final year of medical school.

What feedback should I expect from these submissions?

Constructive feedback is given to help address any significant issues or problems with the work. It is very important to also check-in with your advisor, who will need to read the material in detail prior to submission.

What if my advisor leaves HMS before I graduate?

If an advisor leaves prior to your graduation, she/he may still serve as the advisor to your thesis work. Note, however, that the final thesis must be signed by an HMS or MIT faculty member. Any new work can have a new PI as the advisor.

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A step-by-step guide on how to write an ideal medical thesis.

What do you need to write a medical thesis?

Of course, a knowledge about how to conduct a research and how to pen down its results in an appropriate format.  Even if you are adept in clinical research, it doesn’t mean writing a thesis comes easily to you. A  medical thesis  has a structure that is important to follow.

So, here we provide a step-by-step guide on how to write an ideal medical thesis.

Step 1:  Start your thesis with a suitable  ‘Title’ . The title is an intro to the contents of your thesis. An ideal title should be within 65 characters, devoid of all abbreviations and grammatical mistakes, and not contain stop words like ‘a’, ‘an’, ‘the’, ‘of’, ‘but’, etc.

Step 2:  Next, write your thesis  ‘Abstract’ . An abstract is an introduction that tells the readers why you conducted the particular study.  What has already been done in the field, what were the gaps, and how you fill those gaps with your study?

To write an ideal abstract:

• Give a brief background information about your topic
• State the importance of the problem and what is unknown about it
• Tell the readers about the objectives of your study clearly
• Give references to the research papers written on your research topic. However, do not cite the well-known facts. For example, “Isaac Newton discovered gravity…”
• Include no information other than the problem being examined

Step 3:  After the abstract, follow it with the title  ‘Method and Material’ . Format this section as below:

• Setting – the environmental conditions in which you conducted your research
• Sample – what materials were used in research and details about the participants in the study
• Inclusion and exclusion criteria – what factors were considered to include or exclude any participant in the study
• Measurement tools – details about the methods and equipment used to measure the outcomes of the study
• Independent and Dependent variables – what were the factors you controlled or changed during the experiment and what you measured as the outcome

Step 4:  Write the  “Analysis of Data “.

Step 6:  Write the  ‘Results’  where you will show the conclusion of your study.  You can present your results as a text, table, figure, or illustrative graphs, but keep in mind the aim of your study. Include no result that doesn’t satisfy the aim of your study.

Step 7:  It is the most crucial step where you include the  ‘Discussion’  of your results. An ideal discussion should include:

• The principal findings of your study
• Strengths and weaknesses of your study in relation to other studies in the field
• A take-home message for the clinicians and policymakers
• Questions that your study can’t answer to propagate further research

Step 8:  Follow the discussion with the ‘ Limitations of your study’

Step 9:  At the end of your thesis, include your  ‘References’ . Track all your references so you don’t miss out on anyone.

Finally, the quality of your thesis depends upon the topic you choose, whether you opt for a purely scientific experiment or a clinical trial or a social research study addressing the experiences of the patients, etc.

Seek help from your mentor at every stage of clinical research as well as  medical thesis writing . To be ideal, the study should be carried out ethically in compliance with the legal regulations.

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INFORMATION FOR

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Student Research Resources

Resources and forms to help you navigate the MD Thesis process.

Required Formatting and Components of the MD Thesis

Examples for reference section formatting, avoiding the risk of copyright violation when submitting the md thesis, instructions for uploading a pdf version of a medical thesis, thesis publishing agreement form, evaluations of advisor.

The formal thesis is presented as a digital document (PDF) during the graduation year. In general, one topic is appropriate for the thesis, but it is recognized that some students may have performed several projects in parallel under the supervision of their mentor. If the student elects to include more than one study in the thesis, it is recommended that an attempt be made to integrate the topics into one coherent presentation. In rare cases where this goal cannot be achieved, it may be acceptable to divide the results section into different portions (or “chapters”). However, to be consistent with Yale formatting requirements, a thesis may not contain more than one abstract, introduction, statement of purpose, methods, results, and discussion section. It is not acceptable to submit a published or submitted manuscript in lieu of the thesis requirement. It must adhere to the following formatting and content requirements. These aspects of research are critical in making the work sound, error-free, and impactful for communities of interest. Recognizing that students may have uncertainly regarding how these guidelines relate to their thesis, the OSR will be happy to answer any questions that may arise. Additionally, students may find it useful to consult the Equator reporting guidelines to enhance the quality and transparency of their theses. The Yale MD Thesis is a doctoral thesis that assesses research competencies as the basis for the conferring of a doctoral degree. Therefore, a minimum requirement of 30 pages (exclusive of title page, abstract, acknowledgements, table of contents, figure legends, references) is considered the minimum acceptable length.

• Font: 10-12-point font should be used.
• Line spacing: Body paragraphs and tables should consist of double-spaced text. Single spaced text may be used within block quotations, footnotes, and bibliography.
• Margins: 1.5-inch margins on the left with one-inch margins on the remaining three sides. These margins apply to text, full-page images and illustrations, and tables.
• Figures: Illustrative information, schematics, and representative data should be included as figures. Each panel in a figure should be labeled. Legends should describe each panel in detail in a 9-point font or greater and positioned below the figure to which they refer. Figure legends do not count towards the 30-page minimum.
• Page Numbers: Each page in the thesis should be numbered except the title page, abstract, acknowledgements, and table of contents. The numbering should start at page 1 of the first page of the Introduction and be placed either at the top or bottom center, or at the top or bottom right-hand corner, at least 1/2 inch from any edge.
• Minimal page requirement: Most Yale MD theses average 40-80 pages of text. A minimum of 30 pages of text excluding title page, abstract, acknowledgements, table of contents, figures, legends, and references is required. Tables may count towards the minimum page requirement.

Required Components

• Title page: Title should not exceed 100 characters including spaces between words. The title page is not included in the 30-page minimum.
• Abstract page: As described below. The abstract is not included in the 30-page minimum.
• Acknowledgements: Personal and faculty acknowledgements, grant support, departmental support, etc. The acknowledgements page is not included in the 30-page minimum.
• Table of Contents: With page numbers for each section. The table of contents is not included in the 30-page minimum.
• Introduction: A thorough, complete, detailed, critical review of the literature that contextualizes and cites the work of previous investigators. This section should describe the state of the existing knowledge, provide rationale for the study, identify knowledge gaps, and frame the contribution of the thesis to medicine. The introduction is included in the 30-page minimum.
• Statement of purpose: Specific hypothesis if appropriate, and specific aims of the thesis. The statement of purpose is included in the 30-page minimum.
• Student Contributions : Describe in detail exactly which procedures, methods and experiments were conducted by the student and which procedures, methods and experiments, generation of data, or production of reagents, were performed by other members of the study team. It is not sufficient to state that this information may be mentioned elsewhere. It must be summarized here. It is recognized that students may often be completing a portion of a larger work. A statement detailing precisely what was done by the student and what was done by others does not detract from the thesis but is necessary for academic honesty.
• Ethics Statement: Include information regarding the ethical conduct of research.
• Human Subjects Research: If relevant, include explicit information regarding HRPP approval and informed consent. If the study had a waiver of consent, this exception must be clearly stated. Information regarding inclusion of historically vulnerable populations as research participants should be included here.
• Laboratory Animals: For studies involving laboratory animals, include an explicit statement regarding study approval from the Institutional Animal Care and Use Committee. Include information regarding the species, strain, sex, and age of laboratory animals in this section as well.
• Methods Description: Provide information regarding the materials and methods used in the study. Each method should consist of its subheading and paragraph and be described in detail that is sufficient to allow its replication by an investigator who did not participate in the study.
• Statistical Methods: The last paragraph in this section should present the methods used to derive results. As needed, describe any data preprocessing such as transformation and normalization. Describe how outliers were defined and handled and present descriptive statistics as appropriate. The number of sampled units (i.e., “n”) and significance (i.e., “P”) should be reported for each statistical comparison. Continuous variables that are normally distributed may be presented as mean + standard deviation. Continuous variables that are asymmetrically distributed should be presented as median + interquartile range. All statistical tests should be clearly described and include information regarding testing level (alpha) and one- or two-sided comparisons. Corrections for multiple testing should be addressed and reported. Any novel or complex data algorithms should be clearly described and appropriately referenced.
• Transparent reporting of results: All primary data related to the thesis topic should be presented. Important data should be enumerated in figures or tables. For ease of review, it is preferred that figures and tables be included in proximity to their callout in the text. Alternately, tables and figures can be presented separately after the discussion but, if possible, it is advantageous to the reader to include these components in the body of the results section, as occurs in research publications. The results section is included in the 30-page minimum.
• Discussion: This section presents thorough and detailed interpretation and analysis of data, conclusions drawn, and framing of observations with the larger scientific literature. Limitations should be addressed, as should alternate interpretations and how the thesis may inform future studies in the field. Whenever relevant, a discussion of how the thesis may or already has meaningfully impact(ed) communities of interest should be included here. The discussion section is included in the 30-page minimum.
• Challenges & Limitations : A brief discussion of methodologic, operational, and other challenges relevant to the research presented in the thesis. Please also include a brief discussion of how these challenges were addressed. Recognizing that all research projects have important limitations that readers should consider in interpreting the results, please include a brief discussion of the limitations relevant for your research. This section is included in the 30-page minimum.
• Dissemination: Please include efforts made to share findings with the scientific community (through oral presentation, peer-reviewed publications, and other venues) and the larger community including patients. This section is included in the 30-page minimum.
• Figure References and Legends: Figures must be cited sequentially in the text using Arabic numerals (for example, “Fig. 7”). Provide a short title (in the legend, not on the figure itself), explanation in sufficient detail to make the figure intelligible without reference to the text, and a key to any symbols used. Figures and legends are not included in the 30-page minimum.
• Tables: All tables should be double-spaced, self-contained, and self-explanatory. Provide brief titles and use superscript capital letters starting from A and continuing in alphabetical order for footnotes. Tables and their legends are included in the 30-page minimum.
• References: We strongly recommend the use of bibliography software such as Endnote for reference management. References should be formatted according to New England Journal of Medicine Style. References are not included in the 30-page minimum.

It is acknowledged that theses in the area of medical humanities, ethics, history, and related fields may not obviously adhere to the above requirements. In this case, the thesis will likely replace the “hypothesis” with a “claim” based on evidence gleaned through literary, historical, and ethical research. The first paragraph of the Methods should still contain information about the student’s contribution. The subsequent paragraphs should describe the artistic, literary, or historical databases and methods used to gather the “evidence” presented in support of and contrary to the central claim. The discussion and remaining sections are the same and the 30-page minimum applies. Students with questions regarding the best framing of their thesis should contact OSR.

Abstracts of MD Thesis

Standardized format for the abstract of each MD thesis is required. This format must be followed for all abstracts published in the Yale Medicine Thesis Digital Library. These abstracts will not be reviewed for content. It is the responsibility of the student investigator and the faculty advisor to prepare the abstract. Faculty sponsors provide approval of the abstract when they approve the final version of the thesis. These abstract instructions are to be used for the digital library submission.

• Abstracts should be formatted with 1.5-inch margins on the left and 1-inch margins on the remaining three sides.
• Abstracts may be no more than 800 words in length, not including title and author information. The entire abstract, including title page, must be double-spaced and should be no more than three pages in length.
• Titles should be brief, clear, and carefully chosen. The title should not exceed 100 characters including spaces between words. Capitalize the entire title, using no abbreviations.
• Authors’ names are to be written in full, omitting degrees. The student author's name shall be first. If the faculty sponsor also qualifies as an author, their name should be last. If the faculty member has been only a sponsor, their name should appear in parentheses after the name(s) of other authors as follows: "(Sponsored by...)". Other collaborators should be listed after the student's name and before the faculty sponsor's name. Immediately following the faculty sponsor's name, designate section (if any), departmental affiliation, institution, city, and state (Yale University School of Medicine, New Haven, CT) (see examples in the Thesis Guide ).
• For thesis work performed at another institution, designate the senior author's departmental and institutional affiliation. In parenthesis, indicate the Yale faculty sponsor and institutional affiliation with the phrase: "Sponsored by..." (see examples).
• A statement of the hypothesis or goals and specific aims of the study.
• A statement of the methods used.
• A summary of the results presented in sufficient detail to support the conclusions. Include actual values with statistics, if appropriate.
• A statement of the conclusions reached.
• Do not use subtitles, e.g., methods, results.
• Do not include graphs, references to other publications, or acknowledgement of any research grant support. A single short table of results can be used if appropriate.
• Abbreviations may be used in text only if defined initially by placing them in parentheses after the full word (or phrase) first appears in the text. Abbreviations may not be introduced in the title.
• Non-proprietary (generic) names are required the first time a drug is mentioned, written in small letters. Proprietary names are always capitalized, e.g., acetazolamide (Diamox).
• Completed abstracts must be approved by faculty advisor.

Thesis Assessment

The thesis assessment will assess student performance on the following domains using a 1-5 Likert Scale.

• Significance
• Rigor of Prior Research
• Methodologic Rigor
• Responsible Conduct of Research
• Organization and Clarity of Text
• Presentation of Data
• Interpretation of Data
• Student Effort
• Dissemination to Communities of Interest

Likert Scale:

• Not Acceptable

The vast majority of YSM students receive scores of 2-3 across these domains. Scores of 1 are considered truly outstanding. Scores of 5 are highly unusual and indicate the presence of critical deficiencies. Students receiving a score of “5” in any domain will be referred to OSR and the Progress Committee for remediation in order that they may stay on track to graduate.

Journal Articles

1. Yalow, R.S., and Berson, S.A. 1960. Immunoassay of endogenous plasma insulin in man. J. Clin. Invest. 39:1157-1175.

2. Gardner, W., and Schultz, H.D. 1990. Prostaglandins regulate the synthesis and secretion of the atrial natriuretic peptide. J. Clin. Invest. In press.

Complete Books

3. Myant, N.B. 1981. The Biology of Cholesterol and Related Steroids. London: Heinemann Medical Books. 882 pp.

Articles in Books

4. Innerarity, T.L., Hui, D.Y., and Mahley, R.W. 1982. Hepatic apoprotein E (remnant) receptor. In Lipoproteins and Coronary Atherosclerosis. G. Noseda, S. Fragiacomo, R. Fumagalli, and R. Paoletti, editors. Amsterdam: Elsevier/North Holland. 173-181.

5. Standardized format for the abstract of each MD thesis is required. This format must be followed for all abstracts published in the Yale Medicine Thesis Digital Library. These abstracts will not be reviewed for content. It is the responsibility of the student investigator and the faculty advisor to prepare the abstract. Faculty sponsors provide approval of the abstract when they approve the final version of the thesis. These abstract instructions are to be used for the digital library submission.

The MD Thesis represents an academic milestone. Thesis copyright exists from the time the work was created in digital form. Every article, book, or web page used in conducting research and writing the thesis is also protected by copyright. All downloaded research articles and passage citations are also scholarship that is protected by the legal concept of fair use. A basic understanding of copyright protections and fair use is found at www.copyright.gov . Yale University also provides a guide to copyright protection and fair use: http://ogc.yale.edu/legal_reference/copyright.html .

Section 107 of the U.S. Copyright Law describes how to determine if a particular use of copyrighted material is fair. However, the distinction between what is fair use and what is infringement is not always clear or easily defined. Copying an image from an academic e-journal and citing the source does not substitute for obtaining permission to reproduce the image. Many publishers use www.copyright.com to grant reproduction rights of their articles to authors.

ProQuest/UMI and the Yale Medicine Thesis Digital Library may elect not to distribute any thesis that lacks evidence that permission or reproduction rights have been secured. Providing evidence of permission or reproduction rights is a student author responsibility. Examples encountered in MD Thesis research that require documentation of reproduction rights include but are not limited to:

• Sections of published survey instruments or questionnaires.
• Complete journal articles or other complete scholarly works [Note: Many publishers such as Elsevier allow graduate student authors of a journal article published prior to graduation to reproduce their article in a thesis].
• Image, graphic, or pictorial works from publications where the author has transferred copyright to the publisher, a common occurrence.

The safest course is to avoid using published images without obtaining permission. It is almost always possible to cite a source and expect that readers can find the figure, chart, or image in the published version of the referenced work. Research faculty who transfer copyright to a publisher of their article are no longer the copyright holder and are unable to grant permission for reproduction. To circumvent this issue, the student or mentor may be able to obtain unpublished images from their group’s image collection.

When it is impracticable or prohibitively expensive to obtain permission through the publisher or the Copyright Clearance Center (www.copyright.com), students should avoid using that material, unless they have obtained a written legal opinion that fair use would apply to the situation. Neither the Office of Student Research nor the Yale Library can supply legal advice on copyright and fair use. If there is any doubt, it is advisable to consult the Yale University Office of the Vice President and General Counsel at (203) 432-4949.

Students may have concerns about publishing their work in the public domain for reasons such as copyright, content, or intellectual property. These students have several courses of action. One is to select an alternate topic. The other is to place the thesis under permanent embargo at the time of upload into the Yale Medicine Digital Thesis Library. In either case, students be aware of these issues as they plan their thesis and reach out to OSR for additional information.

OSR will offer a thesis copyright session for all students, including those in the Class of 2025, in fall of this year.

Upon receiving notification that the MD thesis has been approved as fulfilling partial requirement for Yale’s MD degree, students should upload the thesis to the Yale Medicine Digital Thesis Library. Students will receive instructions at the time their thesis is formally approved. For reference, a high-level overview is outlined below.

Yale Medicine Digital Thesis Library:

Starting with the YSM class of 2002, the Cushing/Whitney Medical Library and OSR have collaborated on the Yale Medicine Digital Thesis Library (YMTDL) project, publishing the digitized full text of medical student theses as a durable product of Yale student research accomplishments. Digital publication of theses ensures dissemination of the work to communities of interest, provides students with a formal citation for their thesis, and demonstrates the exceptional quality of student research and student-faculty cooperation at Yale. In 2006, the digital copy became a graduation requirement. Starting in 2012, alumni of the Yale School of Medicine were invited to participate in the YMTDL project by granting scanning and hosting permission to the Cushing/Whitney Medical Library, which digitized the Library’s print copy of their thesis or dissertation.

Yale School of Medicine requires that the MD thesis be submitted to the YMTDL. This submission is accompanied by a completed “ Yale School of Medicine Digital Thesis Depositor’s Declaration Form. ”

Submitting a thesis via the ProQuest website:

Detailed instructions

The electronic thesis submission process in ProQuest provides step by step submission instructions. Questions may also be directed to Courtney Hadley in the Medical Library ([email protected]).

A few things to note: the ETD Administrator software is a 3rd party product that YSM licenses from ProQuest. Because this vendor is unaffiliated with Yale, the OSR and Yale University Libraries do not have control over its policies or processes. The ProQuest Dissertations and Theses Global database is a subscription resource that collects dissertations and theses from multiple countries and a range of academic specialties. This collection is then made available to subscribers. When students choose to make their thesis publicly available, the full text will appear in this database and users will be able to read, save, and download the text.

EliScholar is a digital platform for scholarly publishing provided by the Yale University Library (YUL). While it is supported by third party software, EliScholar is maintained by YUL and offers more flexibility in uploading and managing theses. The option selected for thesis release in the ETD Administrator system will apply to both ProQuest Dissertations and Theses Global and EliScholar. All theses are available to the Yale community (individuals with a NetID and password and users physically present at a library facility on campus) upon publication. A limited release of approved theses to the awarding institution’s user community is common practice.

More detailed instructions will be provided at the time of thesis approval in March 2025.

YSM requires a Thesis Publishing Agreement Form, previously known as a Thesis Deposit Declaration Form, to be submitted in conjunction with your final thesis to ProQuest. For reference, you can find a copy of the form at this link.

We urge your participation in evaluating your experience with your thesis advisor at this Qualtrics link . The results will be kept anonymous, and any feedback to the individual faculty member will be made over a three- to four-year interval and will be a summarized statement, not involving reproduction or direct quotes from this form.

We will file these evaluations for future use by first and second year students who are looking for a project and research advisor. These evaluations have been immensely valuable to students initiating thesis projects. Thank you for your cooperation in this effort.

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• Gruba, P., & Zobel, J. (2014). How to write a better minor thesis . Melbourne, Australia: Melbourne University Publishing.
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• v.39(2); 2022

Language: English | German

Medical dissertation basics: analysis of a course of study for medical students

Basics zur medizinischen dissertation: analyse eines kursangebots für promovierende in der medizin, sophia griegel.

1 University of Ulm, Medical Faculty, Institute for Biochemistry and Molecular Biology, Ulm, Germany

Michael Kühl

Achim schneider.

2 University of Ulm, Medical Faculty, Office of the Dean of Studies, Ulm, Germany

Susanne J. Kühl

Background:.

Although the majority of medical students in Germany pursue a doctorate, only a portion of them receive a standardized scientific training, which is reflected in the quality issues seen in medical doctoral theses. The course Medical Dissertation Basics was conceptualized and scientifically monitored in order to support medical doctoral students on the one hand and to improve the quality of their scientific work on the other.

Methodology:

The course consists of three modules. Module I, which is an introductory module, covers time and writing management and addresses how to approach literature and the principles of scientific work as well as the chapters required in a dissertation and the dissertation presentation and defense. In the practical module II, doctoral students write sections of their dissertation chapters and receive feedback via peer and expert reviews. Module III includes training on dissertation presentations and their defense. For objective analysis purposes, a multiple-choice test was administered before and after module I. Medical students from semesters 2 to 6 served as a control group. Questionnaires were used to subjectively analyze the training and support functions of modules I-III.

High participation rates and the fact that the modules were taught numerous times show that doctoral students accept the courses. The objective analysis of module I showed a highly significant knowledge acquisition of the course group (N=55) in contrast to the control group (N=34). The doctoral students rated the course modules I-III with grades between 1.0 and 1.25 (grade A+/A; N=20-65 SD=0-0.44), felt well supported and estimated their learning success as high.

Conclusion:

The study indicates knowledge acquisition in module I and a high doctoral student satisfaction with all modules. For an objective analysis of modules II-III, a comparison of completed doctoral theses (course participants vs. non-participants) would be appropriate but would only make sense in a few years. Based on the results of our study, we recommend that other faculties implement similar courses.

Zusammenfassung

Hintergrund:.

Obwohl die Mehrheit der Medizinstudierenden in Deutschland promoviert, erfährt nur eine Minderheit eine standardisierte wissenschaftliche Ausbildung, was sich an Qualitätsmängeln medizinischer Promotionsarbeiten äußert. Um Promovierenden der Medizin einerseits eine Unterstützung zu geben und andererseits die Qualität ihrer wissenschaftlichen Arbeiten zu verbessern, wurde das Kursangebot Basics zur medizinischen Dissertation konzeptioniert und wissenschaftlich begleitet.

Das Kursangebot besteht aus drei Modulen. Modul I als Grundlagenkurs behandelt neben dem Zeit- und Schreibmanagement, dem Umgang mit Literatur und den Grundsätzen des wissenschaftlichen Arbeitens auch die Kapitelinhalte einer Dissertationsschrift sowie die Präsentation und Verteidigung. Im praktischen Modul II verfassen Promovierende Auszüge von Dissertationskapiteln und erhalten über Peer- und Experten-Begutachtungen Feedback. Modul III umfasst das Training von Promotionsvorträgen und deren Verteidigung. Zur objektiven Analyse wurde ein Multiple Choice Test vor und nach Modul I durchgeführt. Medizinstudierende aus Fachsemester 2 bis 6 dienten als Kontrollgruppe. Anhand von Fragebögen wurden alle Kursmodule I-III hinsichtlich ihrer Ausbildungs- und Unterstützungsfunktion subjektiv analysiert.

Ergebnisse:

Hohe Teilnahmezahlen und die vielfache Durchführung der Kursmodule zeigen, dass Promovierende die Kurse akzeptieren. Die objektive Analyse von Modul I ergab einen hoch signifikanten Wissenserwerb der Kursgruppe (N=55) im Gegensatz zur Kontrollgruppe (N=34). Die Promovierenden bewerteten die Kursmodule I-III mit Schulnoten zwischen 1,0 und 1,25 (N=20-65 SD=0-0,44), fühlten sich gut unterstützt und schätzten ihren Lernerfolg als hoch ein.

Schlussfolgerung:

Die Studie zeigt eine hohe Promovierenden-Zufriedenheit mit allen Modulen und einen Wissenserwerb durch das Modul I. Zur objektiven Analyse von Modul II-III bietet sich ein Vergleich der fertiggestellten Promotionsarbeiten (Kurs Teilnehmende vs. Nicht-Teilnehmende) an, welcher erst in ein paar Jahren sinnvoll ist. Durch die Ergebnisse unserer Studie empfehlen wir anderen Fakultäten die Implementierung ähnlicher Angebote.

1. Introduction

1.1. the problem.

Between 54 to 70 percent of all medical students successfully complete their doctorates while about one-third of them do not [ 1 ], [ 2 ], [ 3 ], [ 4 ]. On the one hand, this indicates a very high willingness to do a doctorate, but on the other, that the doctoral students are often unsuccessful [ 5 ], [ 6 ]. What is special about the study of medicine is that the doctorate can be started while the medical degree is being pursued. This promises an initial motivation since it saves time, but it often leads to a double burden [ 5 ], [ 7 ], [ 8 ]. Another issue is an insufficient basic scientific education as well as a lack of supervision of doctoral candidates [ 9 ]. The quality of medical doctorates is also being criticized at the scientific and socio-political level. Thus, negative catch phrases such as title research and after-work research reflect the bad reputation of medical doctorates [ 8 ].

While there is a high demand for good scientific education by doctoral students and a high demand for quality from the scientific and societal side, there is often a lack of course offerings in this regard. In recent years, the global standards of medical education of the WFME (World Federation for Medical Education), the Medizinstudium 2020 (medical studies 2020) master plan and the Wissenschaftsrat (German council of science and humanities) have called for a strengthening of the scientific education. Individual German medical faculties have responded to this and implemented scientific course concepts [ 4 ], [ 8 ], [ 10 ], [ 11 ], [ 12 ], [ 13 ], [ 14 ], [ 15 ], [ 16 ] as well as quality assurance measures, which were documented in a study of the University Alliance for Young Scientists [ 17 ]. While subjective student evaluations are available, objective analyses of such doctoral courses are still lacking [ 16 ].

1.2. Initial situation at the medical faculty of the university of Ulm

The official curriculum of the medical faculty of the university of Ulm includes scientific content from the subjects of biometry and epidemiology (semester 7). In addition to evidence-based medicine, various types of research including the planning, methodology and implementation as well as the application of statistical tests are covered. Scientific content is also taught in other events that are included in a longitudinal mosaic curriculum (wise@ulm).

In addition, the University of Ulm offers electives for doctoral students: The experimental medicine course of study introduced in 2005, for example, is a doctoral program for medical students that requires an experimental dissertation. Each year, approximately 35 students are selected with the help of an application and selection process. The support provided consists of professional and scientific supervision, various scientific events, the completion of elective courses and ten months of financial support [ 18 ].

The course Fit für die diss MED (Fit for the medical dissertation), offered by the communication and information center, is a voluntary course made available to medical students at the university of Ulm. The course, which includes a total of eight hours and is mainly theoretical, covers successful publishing, the scientific framework and the use of computer programs. The content of the medical dissertation chapters is only marginally discussed.

There is no course offered for doctoral medical students that deals intensively with good scientific practice and the chapter content required for a doctoral thesis. Practical support during the writing process and in preparation for the presentation and defense of a dissertation has been limited as well. Thus, the course “medical dissertation basics: how to write scientific texts and present a doctoral thesis” with a total of three modules (MED I-III) was implemented in 2018, has been taught numerous times since then and has been monitored scientifically.

This raises the following questions:

• Is the Basics MED course with its three modules I-III accepted by students obtaining a doctorate in medicine?
• Can the participation in MED I (module I) result in an acquisition of knowledge by students obtaining a doctorate in medicine?
• How do students obtaining a doctorate in medicine rate the support provided and the scientific content learned during the three modules MED I-III?

2.1. Course concept

The course offering “Medical dissertation basics: How to write scientific texts and present a doctoral thesis” (MED I-III) was developed and introduced in 2018. Module I covers scientific fundamentals and teaches the content required for a medical doctoral thesis. Module II teaches students how to write high-quality text. Module III trains students on how to present and defend a doctoral thesis. The sequence of the modules (I → II → III) is based on the chronology of the medical doctoral process and permits students to apply the theoretical content learned (module I) to their own doctorate with the help of practical assignments (module II-III). The course content is based on the official guidelines of the medical faculty of the university of Ulm, observations gathered during the supervision of medical doctoral theses and courses that are already being offered at other universities [ 9 ], [ 11 ], [ 15 ], [ 16 ].

2.1.1. Participation information

The course is offered to doctoral students of human and dental medicine. In some cases, students from other degree programs may participate as well.

Students may take modules I and III as needed. Module I is a prerequisite for module II. The online courses are offered on the Ulm Moodle platform. Modules I and III are offered 3-5 times a year depending on demand while module II is offered throughout the year.

2.1.2. MED I (module I)

Module I is offered to students shortly before or at the beginning of the doctorate program as a one-week online course (nine hours in total). In order to structure the content, eight teaching phases (15 min to 2 hours each) have been defined as either independent study phases or classroom phases (online meetings).

In the (independent study) phase 1, students are introduced to scientific practice as well as time and writing management with the help of instructional videos, PDF files and worksheets. In the (classroom) phase 2, the instructor lectures on good scientific practice, the development of a comprehensible manuscript and its introduction. The remaining phases cover the legal framework, the scientific question or hypothesis, literature research and management (optional) and the remaining chapters of a dissertation as well as the presentation and defense of a dissertation (see figure 1 (Fig. 1) , part A).

A. Course organization (phases 1-8), content and materials of MED I, mandatory participation in pre-tests and post-tests (objective analysis), voluntary participation in evaluations (subjective analysis). B. Course organization, sequence and content (assignments with text length) of MED II, voluntary participation in evaluations. C. Course organization, sequence and content of MED III, voluntary participation in evaluations. Abbreviation: MED: Medical Experimental Dissertation Basics.

2.1.3. MED II (module II)

The online module II is designed for doctoral students who have already taken MED I and have started writing their dissertation. Students may participate individually or as a group of two. The assignments require students to write three to four sections of their own dissertation (see figure 1 (Fig. 1) , part B): Excerpt from the laboratory book (writing assignment 1), the materials and methods section (written assignment 2), excerpt of the introduction or discussion (written assignment 3) and excerpt of the results section (written assignment 4). These sections are first subjected to a peer review (feedback from another student) and then to an expert review (from the instructor). For both reviews, a semi-standardized feedback form is used, which was developed by two experts and reviewed by the academic staff members of our working group. If necessary, the doctoral students must submit a revised draft of a given section upon having received their feedback.

2.1.4. MED III (module III)

Module III trains students to present and defend their dissertations. In an individual preparation phase, students prepare a 7-minute presentation of their dissertation and are required to use a brief guideline. The students make their presentations in front of a small group (three to six doctoral students) during a first (online) class. Each presentation is followed by an approximately 30-minute feedback portion (feedback offered by the small group and the instructor) using a customized, semi-standardized feedback form, which was developed in the same manner as the feedback form used in module II. In a revision phase, the presentations are revised and presented again during a second (online) class. Students are provided with further feedback and collect and discuss potential questions such as those that an examination committee might present in order to practice the defense portion of the dissertation (see figure 1 (Fig. 1) , part C).

2.2. Study design for the analysis of the course offered (modules I-III)

The MED course study was divided into an objective analysis of the first module and subjective analyses of all modules (I-III).

For the objective analysis of the first module, a multiple choice (MC) knowledge test was developed and used as part of the courses offered from June to October 2020. Since module I was offered three times during this period, there were three test cycles. The test subjects consisted of the participants of module I (course group) and a control group. The selection of the individuals in the control group was subject to the following conditions: They had to be students of human medicine from the semesters 2-6 who had not yet started their doctoral thesis.

The subjective analysis of module I was based on the voluntary student evaluations from June 2020 to July 2021 (N=65). The subjective analyses of module II (N=20) and module III (N=20) were based on the evaluations from 2018 to 2021.

2.2.1. Objective analysis of the knowledge acquisition (module I)

To assess the knowledge acquired due to a participation in MED I (module I), 19 multiple choice questions were developed. In a second step, the test design was reviewed by two experts. Volunteers from our work group (N=7) performed a pretest in a third step [ 19 ], [ 20 ] and provided feedback about unclear or misleading wording and completion time.

The final test, consisting of eleven A positive type questions (choose one correct answer out of five possible answers) and eight K Prim type questions (choose multiple correct answers out of five possible answers), was administered via the Ulm learning platform Moodle. The knowledge test was administered three days before (pre-test) and three days after (post-test) the course (completion time: max. 20 minutes). Although the same questions were used for the pre-test and post-test, the order of the questions and answers was changed. Participants in the control group were asked to not research the content related to the questions over the course of the study.

With regard to eight K Prim type questions, the number of correct answer options varied (from 2 to 5). If an answer option was correctly selected, one point was awarded so that a maximum of 5 points could be achieved for each K Prim question. Points were deducted for incorrectly selected distractors. The point deduction principle was applied equally to all questions (type A positive and K Prim ). Consequently, a total score of minus 30 to plus 32 points was possible.

2.2.2. Subjective analysis through student evaluations (modules I-III).

For the subjective analysis, semi-standardized questionnaires were developed for all modules. In addition to the socio-demographic data of the participants, data on general and content-related course aspects was collected (e.g., the organization, structure and subjectively perceived learning success; see figure 2 (Fig. 2) , figure 3 (Fig. 3) and figure 4 (Fig. 4) ), which were assessed with a Likert-type response scale (1=do not agree at all to 6=agree completely). Participants were able to enter praise, criticism or suggestions for improvement in a free text field. The overall module was also evaluated by using a school grade (1=very good, 6=insufficient).

A. General questions about the course. B. Students' assessment of the individually perceived learning success; Likert scale: from 1= "strongly disagree" to 6= "strongly agree". N=65.

A. General questions about the course. B. Students‘ assessment of the individually perceived learning success; Likert scale: from 1= “strongly disagree” to 6= “strongly agree”. N=20.

2.3. Data analysis and statistics

All analyses were performed using the SPSS Statistics Version 26 software from the International Business Machines Corporation. For the knowledge test, the total scores of all three test cycles were calculated. The Kolmogorov-Smirnov test did not show a normal distribution of the data, so the nonparametric Wilcoxon signed-rank test for connected samples was used for analysis purposes. An alpha level of 5% was applied. Free-text comments were categorized and quantified according to praise, criticism or suggestion for improvement, following Schneider et al., 2019 [ 21 ].

2.4. Ethics

The ethics committee of the University of Ulm did not consider an ethics vote necessary. The participation in the questionnaires and tests was voluntary, anonymous and free of charge. The participants' consent to data processing and data transfer was obtained.

3.1. Participation figures

A total of 171 doctoral students participated in MED I (which was offered six times between July 2020 and November 2021), 21 students participated in MED II (since 2018) and 25 students participated in MED III (which was offered nine times since 2018). The number of participants in the course-related studies was somewhat lower (see figure 1 (Fig. 1) and table 1 (Tab. 1) ).

3.2. Objective analysis of MED I

3.2.1. sociodemographic data of the course and control groups.

The socio-demographic data of the course group was obtained from the evaluation forms (section 2.2.2) and data of the control group was based on verbal information provided by the participants.

Of the module I participants, 89% studied human medicine (N=65, see table 1 (Tab. 1) ) compared to 100% of control group subjects (N=34). The majority of course participants were female (71%); in the control group, male subjects dominated with 62%. The course participants were on average in semester 7.67 (SD=1.66) while the subjects of the control group were in semester 4.76 (SD=1.35).

3.2.2. Results from the knowledge test

To test for knowledge acquisition in MED I, the results from the pre-test and post-test were compared (see figure 5 (Fig. 5) ). The result of the control group remained unchanged with a median of 10.5 points (Q1=5.75 Q3=13) in the pre-test and post-test. Only the dispersion decreased slightly in the post-test. In contrast, the course group showed a significant knowledge acquisition with a median of 13 points in the pre-test (Q1=11 Q3=17.5) and 22 points in the post-test (Q1=19.5 Q3=25) (p<0.001).

3.3. Subjective analyses of MED I-III

3.3.1. sociodemographic data.

The sociodemographic data of the participants (see table 1 (Tab. 1) ) shows that the age and semester of study increased from module I to III. Dental and human medical students who had not yet started or had already started their experimental/clinical/retrospective/teaching research participated in Module I. Module groups II and III included human medicine students who were primarily doing experimental work. A large proportion of doctoral students from the experimental medicine student track participated in all modules [ 18 ].

3.3.2. Subjective evaluation results

MED I was rated on average with the school grade 1.21 (N=58 SD=0.41), MED II with 1.28 (N=18 SD=0.46) and MED III with the grade 1.0 (N=20 SD=0.00). Additional questions tried to determine how students obtaining a doctorate in medicine assess the support and their learning success in the courses.

3.3.3. Evaluation results for module I

The communication of the general course information (MW=5.80, SD=0.44), the organization and overall structure, and the teaching by the instructor were rated particularly positively. The presentation of data and the literature research (MW=4.74, SD=1.02) scored somewhat worse. The teaching of scientific content such as literature management (MW=5.35, SD=1.16) and the teaching of the chapter content required for a dissertation, led to a subjectively perceived high learning success (see figure 2). Similar results were reflected by the praise expressed in the free text questions in which the course content, the commitment of the instructors and the teaching videos were positively emphasized (see table 2 (Tab. 2) ).

3.3.4. Evaluation results for module II

General aspects such as the basic structure, the assignments and the feedback by the instructor (MW=5.80, SD=0.41) were rated good to very good. The peer feedback by fellow students was rated somewhat lower (MW=3.91, SD=1.38). The participants indicated that their writing process had improved (MW=5.55, SD=0.89). Students rated the drafting of the materials and methods section, the introduction or discussion and the results section as particularly instructive and the lab journal entry as (somewhat) instructive (MW=4.60, SD=1.19) (see figure 3 (Fig. 3) ). Two students commented on being able to do without the lab book excerpt while others suggested the option of submitting more dissertation sections. The positive comments made up 60% of all comments and included references to the speedy correction and individual feedback provided by the instructor (see table 2 (Tab. 2) ).

3.3.5. Evaluation results for module III

MED III, which pertains to the presentation and defense of a dissertation, was characterized by very high student satisfaction. Organizational and structural aspects, the ability to present two times, the analyses and feedback by the instructor were rated very good (MW=6.00, SD=0.00). All students would take the course again (MW=6.00, SD=0.00). Participants rated the learning success pertaining to the general presentation, content and structure of a lecture and the use of media for visualization purposes very highly (see figure 4 (Fig. 4) ). In the free texts, the commitment of the instructors in the course design was rated positively. The participants felt that the module provided structure as well as new perspectives and well prepared them for the presentation and defense of their dissertation. Some participants would have liked more basic information on how to give a good presentation (see table 2 (Tab. 2) ).

4. Discussion

Our study shows that

• all modules of the Basics MED course are accepted by students obtaining a doctorate in medicine.
• participation in MED I (module I) leads to a knowledge acquisition by the students obtaining a doctorate in medicine.
• students obtaining a doctorate in medicine highly rate the support and learning success of scientific content provided in the course modules MED I-III.

4.1. Basics MED courses accepted by doctoral students in medicine

At the time the course was implemented, other doctoral programs had already been established at the University of Ulm [ 18 ]. Therefore, despite a high demand for doctoral programs throughout Germany, we were interested in whether the course would be accepted [ 9 ], [ 13 ]. We were able to confirm this based on the number of times the course has been conducted (several times a year) and high participation numbers. The participation figures for Modules II and III were somewhat lower. Possible reasons are that modules II-III become relevant in the later couese of the dissertation (possibly not until later) and the additional time required. For module II, students had to have first completed module I, and continuous texts had to be drafted. In contrast to a scientific term paper (doctoral program at the Charité Berlin), these continuous texts are only excerpts of the student's dissertation, which relativizes the additional effort [ 15 ].

4.2. Participation in MED I (Module I) results in knowledge acquisition

To test the degree to which students learned from module I, an MC test was designed and administered before and after the course (pre-test and post-test). It showed a significant knowledge acquisition by the course group compared to the control group. The purpose of the control group was to test for factors that might influence the test results, such as a practice effect due to the test being administered twice [ 22 ], and jeopardize their validity. We used identical questions in the pre-test and the post-test and only changed the order, which, according to Golda et al., has no significant influence on the level of difficulty [ 23 ].

Due to insignificant differences in the test scores of the control group, a practice effect can be largely ruled out, indicating an objective knowledge acquisition of the course group.

4.3. Doctoral students rate the support and learning success highly

Our subjective analyses show that students considered the basics MED modules I-III as helpful for their doctoral studies. The participants rated the learning gain relating to scientific content high. The learning gain relating to literature research (and management) was insignificantly lower. One reason could be the complexity of the topic, which is difficult to grasp in a 9-hour course. The ability to manage literature is often acquired over a longer period of time, such as the entire doctoral period [ 13 ]. In the evaluation of MED II, the feedback by the instructor was rated more helpful than the peer feedback provided by fellow students (see figure 3 (Fig. 3) ). Examples from the literature show that students can generally benefit from a feedback culture (including peer feedback) [ 24 ], [ 25 ]. Doctoral students are at the beginning of their academic career and have yet to develop a critical eye for academic texts. This process is positively supported by the involvement in peer feedback.

Individual participants rated the relevance of the laboratory book excerpt as low. The Wissenschaftsrat and the instructors believe that this portion of the module is very relevant for ensuring scientific standards [ 12 ].

Overall, however, the results at the subjective level are consistent with calls (by the Wissenschaftsrat, WFME, etc.) for more intensive support and scientific training [ 11 ], [ 12 ]. Studies evaluating other doctoral programs have resulted in similar conclusions [ 15 ], [ 16 ].

4.4. Limitations

The limiting factor of the knowledge test relating to module I is that only MC questions were used. Unlike open-ended question formats, it is possible that MC questions are answered correctly not due to sound knowledge but rather because students recognize key words [26]. On the other hand, this type of question is commonly used in exams and allows for a standardized and quantitative evaluation [ 26 ].

In addition, the course group included students who were on the perennial experimental medicine study track. It is possible, albeit unlikely, that the doctoral program may influence the test results, but this cannot be ruled out. Other limitations include differences in the test groups: The majority of the course participants had already started their doctorate while the control group had not (yet) started. Since many doctoral students of the Medical Faculty had already taken MED I, the number of doctoral students suitable for the control group was limited. Furthermore, there was a lack of data (e.g., e-mail addresses) for a targeted search for subjects. Therefore, we chose medical students from semesters 2-6 who were younger on average and were not yet pursuing their doctorate and with whom we had had contact in other courses. We received more feedback from male subjects, resulting in a different gender distribution between course and control subjects. In addition, the control group did not include any participants from the Experimental Medicine study track. This is due to the fact that almost all of the 35 participants who had just received funding during the study period took part in MED I because the Experimental Medicine study track accepts the MED modules as electives [18].

Another approach to determine whether the knowledge increase was due to the course would be to test content that was not covered in the course. However, additional questions would have led to an increase in processing time, which might have decreased the willingness to participate in the study.

In addition to uncertain objectivity and validity, another limitation of voluntary evaluations is that they are conducted online [ 27 ]. Online evaluations can be perceived as more anonymous than face-to-face surveys [ 28 ]. Without a tangible expectation from the instructors present, the response rate may have been lower. Advantages of more anonymous (online) surveys, however, are more honest expressions, especially of criticism, which are valuable for the further development of a course [ 28 ], [ 29 ].

5. Summary and outlook

Our study allows for both an objective and subjective analysis of a course designed to support students obtaining a doctorate in medicine. The MED I-III modules were accepted and evaluated very positively. MED I objectively increased the participants’ knowledge. For an objective analysis of MED II, a grade comparison of the completed dissertation would be conceivable (participants compared to non-participants). Analogously, the success of the presentation and defense of the dissertations could be compared for an objective analysis of MED III. It will take a few years, however, to conduct such case-control studies since there is often a time lag of several years between participation in the course and the completion of the doctorate [ 5 ].

Based on our results to date, we recommend that other universities develop similar courses.

Competing interests

The authors declare that they have no competing interests.

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Importance and benefits of the doctoral thesis for medical graduates

Affiliations.

• 1 University of Freiburg, Medical Faculty, Office of Student Affairs, Centre for Evaluation of Teaching in Medicine Baden-Württemberg, Freiburg, Germany.
• 2 University of Freiburg, Medical Faculty, Department for Medical Biometry and Medical Informatics, Freiburg, Germany.
• 3 University of Freiburg, Medical Faculty, Department for Medical Psychology and Sociology, Freiburg, Germany.
• 4 University Basel, Medical Faculty, Office of Student Affairs, Basel, Switzerland.
• PMID: 26958656
• PMCID: PMC4766933
• DOI: 10.3205/zma001007

Abstract in English, German

Introduction: The majority of medical graduates in Germany complete a doctorate, even though a doctoral degree is not necessary for the practice of medicine. So far, little is known about doctoral candidates' view on the individual benefit a doctoral thesis has for them. Consequently, this is the subject of the present investigation.

Method: Data from surveys with graduates of the five medical faculties of Baden-Württemberg from the graduation years 2007/2008 (N=514) and 2010/2011 (N=598) were analysed.

Results: One and a half years after graduating 53% of those interviewed had completed their doctorate. When asked about their motivation for writing a doctoral thesis, participants answered most frequently "a doctorate is usual" (85%) and "improvement of job opportunities" (75%), 36% said that an academic career has been their primary motive. Less than 10% responded that they used their doctoral thesis as a means to apply for a job. The proportion of graduates working in health care is equally large among those who have completed a thesis and those who have not. Graduates who pursued a thesis due to scientific interest are also currently more interested in an academic career and recognise more opportunities for research. An implicit benefit of a medical thesis emerged with regard to the self-assessment of scientific competences as those who completed a doctorate rated their scientific competencies higher than those who have not.

Discussion: Although for the majority of physicians research interest is not the primary motivation for completing a doctorate, they might nevertheless achieve some academic competencies. For graduates pursuing an academic career the benefit of completing a medical thesis is more obvious.

Einleitung: Die Mehrheit der medizinischen AbsolventInnen in Deutschland promoviert, obwohl der Titel nicht zur ärztlichen Berufsausübung notwendig ist. Zur Frage, welchen individuellen Nutzen die Doktorarbeit aus Sicht der Promovenden hat, ist bislang nur wenig bekannt. Sie ist daher Gegenstand dieser Untersuchung. Methode: Analysiert wurden Daten aus Absolventenstudien der Abschlussjahrgänge 2007/2008 (N=514) und 2010/2011 (N=598) der Medizinischen Fakultäten Baden-Württembergs. Ergebnisse: 53% der Befragten haben 1,5 Jahre nach Studienabschluss ihre Promotion abgeschlossen. Die stärkste Zustimmung zu Beweggründen, eine Doktorarbeit anzufertigen, erfahren die Motive „Promotion ist üblich“ (85%) und „Verbesserung der Berufschancen“ (75%). Dem Motiv, eine akademische Karriere anzustreben, stimmten 36% zu. Weniger als 10% der Befragten setzen ihre Promotionsarbeit als Strategie bei der Stellensuche ein. Der Anteil der AbsolventInnen, die in der Krankenversorgung arbeiten ist unter den Promovierten praktisch genauso groß wie unter den Nicht-Promovierten. Diejenigen, die für die Promotion stärker wissenschaftliche Motive angeben, sind auch aktuell stärker an einer akademischen Karriere interessiert und sehen für sich mehr Möglichkeiten wissenschaftlich zu arbeiten. Als impliziter Nutzen zeigte sich, dass die promovierten AbsolventInnen ihre wissenschaftlichen Kompetenzen signifikant höher einschätzen, als ihre nicht promovierten KollegInnen. Diskussion: Obwohl die meisten MedizinerInnen eine Promotion nicht in erster Linie aus originärem Forschungsinteresse anstreben, erweitern sie dadurch dennoch ihre wissenschaftlichen Kompetenzen. Einen offensichtlicheren Nutzen hat die Promotion für diejenigen, die eine wissenschaftliche Karriere anstreben.

Keywords: Doctorate, medical; Evaluation; Graduate survey; Methods, academic; Motivation.

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What Is a Thesis? | Ultimate Guide & Examples

Published on September 14, 2022 by Tegan George . Revised on April 16, 2024.

A thesis is a type of research paper based on your original research. It is usually submitted as the final step of a master’s program or a capstone to a bachelor’s degree.

Writing a thesis can be a daunting experience. Other than a dissertation , it is one of the longest pieces of writing students typically complete. It relies on your ability to conduct research from start to finish: choosing a relevant topic , crafting a proposal , designing your research , collecting data , developing a robust analysis, drawing strong conclusions , and writing concisely .

Thesis template

You can also download our full thesis template in the format of your choice below. Our template includes a ready-made table of contents , as well as guidance for what each chapter should include. It’s easy to make it your own, and can help you get started.

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Table of contents

Thesis vs. thesis statement, how to structure a thesis, acknowledgements or preface, list of figures and tables, list of abbreviations, introduction, literature review, methodology, reference list, proofreading and editing, defending your thesis, other interesting articles, frequently asked questions about theses.

You may have heard the word thesis as a standalone term or as a component of academic writing called a thesis statement . Keep in mind that these are two very different things.

• A thesis statement is a very common component of an essay, particularly in the humanities. It usually comprises 1 or 2 sentences in the introduction of your essay , and should clearly and concisely summarize the central points of your academic essay .
• A thesis is a long-form piece of academic writing, often taking more than a full semester to complete. It is generally a degree requirement for Master’s programs, and is also sometimes required to complete a bachelor’s degree in liberal arts colleges.
• In the US, a dissertation is generally written as a final step toward obtaining a PhD.
• In other countries (particularly the UK), a dissertation is generally written at the bachelor’s or master’s level.

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The final structure of your thesis depends on a variety of components, such as:

• Your discipline
• Your theoretical approach

Humanities theses are often structured more like a longer-form essay . Just like in an essay, you build an argument to support a central thesis.

In both hard and social sciences, theses typically include an introduction , literature review , methodology section ,  results section , discussion section , and conclusion section . These are each presented in their own dedicated section or chapter. In some cases, you might want to add an appendix .

Thesis examples

We’ve compiled a short list of thesis examples to help you get started.

• Example thesis #1:   “Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807” by Suchait Kahlon.
• Example thesis #2: “’A Starving Man Helping Another Starving Man’: UNRRA, India, and the Genesis of Global Relief, 1943-1947″ by Julian Saint Reiman.

The very first page of your thesis contains all necessary identifying information, including:

• Your full title
• Your full name
• Your department
• Your institution and degree program
• Your submission date.

Sometimes the title page also includes your student ID, the name of your supervisor, or the university’s logo. Check out your university’s guidelines if you’re not sure.

Read more about title pages

The acknowledgements section is usually optional. Its main point is to allow you to thank everyone who helped you in your thesis journey, such as supervisors, friends, or family. You can also choose to write a preface , but it’s typically one or the other, not both.

Read more about acknowledgements Read more about prefaces

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An abstract is a short summary of your thesis. Usually a maximum of 300 words long, it’s should include brief descriptions of your research objectives , methods, results, and conclusions. Though it may seem short, it introduces your work to your audience, serving as a first impression of your thesis.

Read more about abstracts

A table of contents lists all of your sections, plus their corresponding page numbers and subheadings if you have them. This helps your reader seamlessly navigate your document.

Your table of contents should include all the major parts of your thesis. In particular, don’t forget the the appendices. If you used heading styles, it’s easy to generate an automatic table Microsoft Word.

Read more about tables of contents

While not mandatory, if you used a lot of tables and/or figures, it’s nice to include a list of them to help guide your reader. It’s also easy to generate one of these in Word: just use the “Insert Caption” feature.

Read more about lists of figures and tables

If you have used a lot of industry- or field-specific abbreviations in your thesis, you should include them in an alphabetized list of abbreviations . This way, your readers can easily look up any meanings they aren’t familiar with.

Read more about lists of abbreviations

Relatedly, if you find yourself using a lot of very specialized or field-specific terms that may not be familiar to your reader, consider including a glossary . Alphabetize the terms you want to include with a brief definition.

Read more about glossaries

An introduction sets up the topic, purpose, and relevance of your thesis, as well as expectations for your reader. This should:

• Ground your research topic , sharing any background information your reader may need
• Define the scope of your work
• Introduce any existing research on your topic, situating your work within a broader problem or debate
• State your research question(s)
• Outline (briefly) how the remainder of your work will proceed

In other words, your introduction should clearly and concisely show your reader the “what, why, and how” of your research.

Read more about introductions

A literature review helps you gain a robust understanding of any extant academic work on your topic, encompassing:

• Selecting relevant sources
• Determining the credibility of your sources
• Critically evaluating each of your sources
• Drawing connections between sources, including any themes, patterns, conflicts, or gaps

A literature review is not merely a summary of existing work. Rather, your literature review should ultimately lead to a clear justification for your own research, perhaps via:

• Addressing a gap in the literature
• Building on existing knowledge to draw new conclusions
• Exploring a new theoretical or methodological approach
• Introducing a new solution to an unresolved problem
• Definitively advocating for one side of a theoretical debate

Read more about literature reviews

Theoretical framework

Your literature review can often form the basis for your theoretical framework, but these are not the same thing. A theoretical framework defines and analyzes the concepts and theories that your research hinges on.

Read more about theoretical frameworks

Your methodology chapter shows your reader how you conducted your research. It should be written clearly and methodically, easily allowing your reader to critically assess the credibility of your argument. Furthermore, your methods section should convince your reader that your method was the best way to answer your research question.

A methodology section should generally include:

• Your overall approach ( quantitative vs. qualitative )
• Your research methods (e.g., a longitudinal study )
• Your data collection methods (e.g., interviews or a controlled experiment
• Any tools or materials you used (e.g., computer software)
• The data analysis methods you chose (e.g., statistical analysis , discourse analysis )
• A strong, but not defensive justification of your methods

Read more about methodology sections

Your results section should highlight what your methodology discovered. These two sections work in tandem, but shouldn’t repeat each other. While your results section can include hypotheses or themes, don’t include any speculation or new arguments here.

Your results section should:

• State each (relevant) result with any (relevant) descriptive statistics (e.g., mean , standard deviation ) and inferential statistics (e.g., test statistics , p values )
• Explain how each result relates to the research question
• Determine whether the hypothesis was supported

Additional data (like raw numbers or interview transcripts ) can be included as an appendix . You can include tables and figures, but only if they help the reader better understand your results.

Read more about results sections

Your discussion section is where you can interpret your results in detail. Did they meet your expectations? How well do they fit within the framework that you built? You can refer back to any relevant source material to situate your results within your field, but leave most of that analysis in your literature review.

For any unexpected results, offer explanations or alternative interpretations of your data.

Read more about discussion sections

Your thesis conclusion should concisely answer your main research question. It should leave your reader with an ultra-clear understanding of your central argument, and emphasize what your research specifically has contributed to your field.

Why does your research matter? What recommendations for future research do you have? Lastly, wrap up your work with any concluding remarks.

Read more about conclusions

In order to avoid plagiarism , don’t forget to include a full reference list at the end of your thesis, citing the sources that you used. Choose one citation style and follow it consistently throughout your thesis, taking note of the formatting requirements of each style.

Which style you choose is often set by your department or your field, but common styles include MLA , Chicago , and APA.

Create APA citations Create MLA citations

In order to stay clear and concise, your thesis should include the most essential information needed to answer your research question. However, chances are you have many contributing documents, like interview transcripts or survey questions . These can be added as appendices , to save space in the main body.

Read more about appendices

Once you’re done writing, the next part of your editing process begins. Leave plenty of time for proofreading and editing prior to submission. Nothing looks worse than grammar mistakes or sloppy spelling errors!

Consider using a professional thesis editing service or grammar checker to make sure your final project is perfect.

Once you’ve submitted your final product, it’s common practice to have a thesis defense, an oral component of your finished work. This is scheduled by your advisor or committee, and usually entails a presentation and Q&A session.

After your defense , your committee will meet to determine if you deserve any departmental honors or accolades. However, keep in mind that defenses are usually just a formality. If there are any serious issues with your work, these should be resolved with your advisor way before a defense.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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The conclusion of your thesis or dissertation shouldn’t take up more than 5–7% of your overall word count.

If you only used a few abbreviations in your thesis or dissertation , you don’t necessarily need to include a list of abbreviations .

If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimizing confusion about abbreviations unfamiliar to your reader.

When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .

A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.

Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:

• Your anticipated title
• Your abstract
• Your chapters (sometimes subdivided into further topics like literature review , research methods , avenues for future research, etc.)

A thesis is typically written by students finishing up a bachelor’s or Master’s degree. Some educational institutions, particularly in the liberal arts, have mandatory theses, but they are often not mandatory to graduate from bachelor’s degrees. It is more common for a thesis to be a graduation requirement from a Master’s degree.

Even if not mandatory, you may want to consider writing a thesis if you:

• Plan to attend graduate school soon
• Have a particular topic you’d like to study more in-depth
• Are considering a career in research
• Would like a capstone experience to tie up your academic experience

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[ thee -sis ]

He vigorously defended his thesis on the causes of war.

Synonyms: proposal , contention , theory

• a subject for a composition or essay.
• a dissertation on a particular subject in which one has done original research, as one presented by a candidate for a diploma or degree.
• Music. the downward stroke in conducting; downbeat. Compare arsis ( def 1 ) .
• a part of a metrical foot that does not bear the ictus or stress.
• (less commonly) the part of a metrical foot that bears the ictus. Compare arsis ( def 2 ) .
• Philosophy. Hegelian dialectic

/ ˈθiːsɪs /

• a dissertation resulting from original research, esp when submitted by a candidate for a degree or diploma
• a doctrine maintained or promoted in argument
• a subject for a discussion or essay
• an unproved statement, esp one put forward as a premise in an argument
• music the downbeat of a bar, as indicated in conducting
• (in classical prosody) the syllable or part of a metrical foot not receiving the ictus Compare arsis
• philosophy the first stage in the Hegelian dialectic, that is challenged by the antithesis
• The central idea in a piece of writing, sometimes contained in a topic sentence .

Word History and Origins

Origin of thesis 1

Example Sentences

“The Saudis have been proving the thesis of the film — they do in fact have an army,” said Thor Halvorssen, founder and chief executive of the nonprofit Human Rights Foundation, which funded the movie.

It’s a hypothesis that Bush pursued in her master’s thesis, and last year she began attending virtual Goth parties in a final round of field work before defending her doctoral thesis later this year.

While this partnership was planned prior to the coronavirus outbreak, co-founder Jordana Kier said the pandemic instantly proved out the expansion thesis.

They’ve had to defend that thesis for a very, very long time in front of a variety of different customers and different people.

Over the past decade, In-Q-Tel has been one of the most active investors in the commercial space sector, with a broad investment thesis that touches many aspects of the sector.

In “Back Home,” Gil also revisits the nostalgia for the South explored in his Johns Hopkins thesis, “Circle of Stone.”

At least father and son were in alignment on this central thesis: acting “gay”—bad; being thought of as gay—bad.

Her doctoral thesis, says Ramin Takloo at the University of Illinois, was simply outstanding.

Marshall McLuhan long ago argued the now accepted thesis that different mediums have different influences on thinking.

He wrote his Master's thesis on the underrepresentation of young people in Congress.

And indeed for most young men a college thesis is but an exercise for sharpening the wits, rarely dangerous in its later effects.

It will be for the reader to determine whether the main thesis of the book has gained or lost by the new evidence.

But the word thesis, when applied to Systems, does not mean the 'position' of single notes, but of groups of notes.

This conclusion, it need hardly be said, is in entire agreement with the main thesis of the preceding pages.

Sundry outlying Indians, with ammunition to waste, took belly and knee rests and strengthened the thesis to the contrary.

Related Words

• proposition
• supposition

What Is The Plural Of Thesis?

Plural word for  thesis.

The plural form of thesis is theses , pronounced [ thee -seez ]. The plurals of several other singular words that end in -is are also formed in this way, including hypothesis / hypotheses , crisis / crises , and axis / axes . A similar change is made when pluralizing appendix as appendices . 

Irregular plurals that are formed like theses derive directly from their original pluralization in Latin and Greek.

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Meaning of thesis in English

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• I wrote my thesis on literacy strategies for boys .
• Her main thesis is that children need a lot of verbal stimulation .
• boilerplate
• composition
• corresponding author
• dissertation
• essay question
• peer review

You can also find related words, phrases, and synonyms in the topics:

thesis | Intermediate English

Examples of thesis, collocations with thesis.

These are words often used in combination with thesis .

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Translations of thesis

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kick something into the long grass

to delay dealing with something, especially because you want people to forget about it

Like a bull in a china shop: talking about people who are clumsy

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thesis noun

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What does the noun thesis mean?

There are seven meanings listed in OED's entry for the noun thesis . See ‘Meaning & use’ for definitions, usage, and quotation evidence.

thesis has developed meanings and uses in subjects including

Entry status

OED is undergoing a continuous programme of revision to modernize and improve definitions. This entry has not yet been fully revised.

How common is the noun thesis ?

How is the noun thesis pronounced?

British english, u.s. english, where does the noun thesis come from.

Earliest known use

Middle English

The earliest known use of the noun thesis is in the Middle English period (1150—1500).

OED's earliest evidence for thesis is from before 1398, in a translation by John Trevisa, translator.

thesis is a borrowing from Greek.

Etymons: Greek θέσις .

Nearby entries

• thesaurus, n. 1823–
• thesaury, n. a1639–1708
• these, n. a1600–48
• these, pron. & adj. Old English–
• Thesean, adj. 1815–
• Theseid, n. 1725–
• Theseium, n. 1819–
• these-like, adj. 1644–
• thesial, adj. 1654
• thesicle, n. 1863–
• thesis, n. a1398–
• thesis-novel, n. 1934–
• thesis-play, n. 1902–
• thesmophilist, n. 1644–
• Thesmophorian, adj. 1891–
• Thesmophoric, adj. 1788–
• thesmothete, n. 1603–
• thesocyte, n. 1887–
• thesp, n. 1962–
• Thespian, adj. & n. 1675–
• Thespianism, n. 1914–

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Meaning & use

Pronunciation, compounds & derived words, entry history for thesis, n..

thesis, n. was first published in 1912; not yet revised.

thesis, n. was last modified in December 2023.

Revision of the OED is a long-term project. Entries in oed.com which have not been revised may include:

• corrections and revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations which have been added in subsequent print and online updates.

Revisions and additions of this kind were last incorporated into thesis, n. in December 2023.

Earlier versions of this entry were published in:

OED First Edition (1912)

• Find out more

OED Second Edition (1989)

• View thesis in OED Second Edition

Please submit your feedback for thesis, n.

Please include your email address if you are happy to be contacted about your feedback. OUP will not use this email address for any other purpose.

Citation details

Factsheet for thesis, n., browse entry.

September 6, 2024

What Does a 100% Permanently and Totally Disabled VA Rating Mean?

I hope you enjoy reading this blog post.

If you want to learn how to implement these strategies to get the VA benefits you deserve, click here to speak with a VA claim expert for free.

Achieving a 100% VA permanent and total disability rating is considered the pinnacle of all VA ratings.

• First , a 100 percent P&T rating means you won’t be scheduled for routine future examinations, which means your rating will likely never be re-evaluated or lowered.
• Second , it unlocks some incredible veteran benefits for you and your dependents.

Here’s everything you need to know about what P&T status means, how to qualify for it, extra benefits for veterans with a 100% P&T rating, and why it’s considered the crème de la crème of all VA disability ratings.

Let’s begin!

Table of Contents

Summary of key points.

• Getting a 100% Permanent and Total (P&T) VA disability rating ensures lifetime compensation and exemption from routine future exams, meaning you probably won’t be re-evaluated or ever have your VA rating reduced.
• A Permanent VA Disability Rating means the veteran’s condition is unlikely to improve over time, while a Total VA Disability Rating prevents the veteran from maintaining substantially gainful employment.
• Veterans with 100% P&T status are entitled to some incredible additional benefits, including free CHAMPVA healthcare for dependents, property tax exemptions , and educational assistance for family members, among others.
• To apply for a 100% P&T rating , veterans should submit medical evidence, secure a physician’s supporting statement for permanent and total status, and provide a personal statement emphasizing the permanence and impact of their conditions.

What is a Permanent and Total (P&T) Disability Rating?

A 100 percent Permanent and Total (P&T) disability rating from the VA represents two key factors: “permanent” and “total”—each with distinct meanings.

What is a Permanent VA Disability Rating?

This signifies that your condition is long-term, and the VA has determined it is unlikely to improve over time. A disability is considered permanent when medical evidence suggests it will continue throughout your lifetime. A permanent rating is also marked as static , meaning you won’t be scheduled for routine future evaluations or re-examinations. To confirm this, check your VA rating code sheet to see if your individual conditions are classified as static.

What is a Total VA Disability Rating?

A total rating indicates that your disability is severe enough to prevent you from maintaining substantially gainful employment . In simple terms, your condition makes it impossible to work a job that provides a living wage. However, veterans with a 100% P&T rating face no income restrictions —you can earn any income without jeopardizing your P&T status.

This combination of both permanence and totality is the VA’s way of acknowledging that the veteran’s condition is both severe and long-term, ensuring long-term benefits and protections.

Understanding the Difference Between Permanent and Total VA Disability

It’s crucial to distinguish between “Permanent” and “Total” when it comes to VA disability ratings, as these terms define different aspects of a veteran’s condition and benefits:

• Permanent But Not Total: You can have a permanent disability without reaching a 100% total rating. For example, a condition like GERD (Gastroesophageal Reflux Disease) might be rated at 30% and classified as static , meaning it’s unlikely to improve over time. However, it does not meet the severity required for a total disability, as it doesn’t completely prevent you from working or performing daily activities.
• Total But Not Permanent: Conversely, some veterans may have a total disability that is temporary . For instance, after a total knee replacement , you might be rated at 100% temporarily while recovering, with the expectation that your condition will improve over time. In these cases, the VA may schedule future evaluations to reassess your rating once recovery is complete.
• Both Permanent and Total (P&T): Some veterans reach the highest designation of being both Permanent and Total (P&T) . This means their condition is severe enough to warrant a 100% disability rating and is considered permanent, with no expectation of improvement. Veterans with P&T status enjoy lifelong compensation without the need for future reevaluations. Once you are deemed 100% P&T , it is highly unlikely that the VA will re-examine or lower your rating, providing long-term financial stability.

This distinction is essential because it affects your benefits and the likelihood of reevaluation by the VA.

A P&T designation offers peace of mind and financial security, knowing that your disability rating is locked in for life.

How to Apply for a 100 Percent P&T Disability Rating Online

While the VA usually grants permanent and total disability status if a veteran meets eligibility requirements, sometimes they don’t or get it wrong.

If that happens, you can also apply for a 100% Permanent and Total (P&T) VA disability rating online, here’s a simple step-by-step process based on expert guidance:

• Open a New Claim on VA.gov: Log into your VA.gov account and begin a new VA disability claim . You’ll want to add a new disability called “Request for 100% Permanent and Total Disability Status” to your claim if you’re already receiving disability compensation but don’t yet have the P&T designation.
• Submit Medical Evidence: Upload any medical records that support your claim that your disabilities are both permanent and total. This includes showing that your condition(s) have reached the maximum level of impairment and are unlikely to improve.
• Obtain a Supporting Statement from a Physician: It’s highly recommended to get a letter from your doctor or other private medical professional that explicitly states your conditions are permanent and not expected to improve over time. This will strengthen your claim for P&T status. This is called a 100% P&T request letter.
• Write a Strong Personal Statement: Draft a personal statement that outlines your disability’s impact on your daily life and emphasizes that your condition is static and not subject to re-evaluation or future examinations. Reference your VA rating code sheet and give specific examples of your disabilities that have been deemed “static.”

By following these steps, you increase your chances of being approved for a 100% P&T rating, ensuring that you receive the lifelong benefits you deserve.

List of the Top 100 P&T Benefits

Veterans who are rated 100% Permanent and Total (P&T) by the VA are entitled to a wide range of additional benefits that can significantly enhance their financial security and quality of life.

Here’s a list of the 8 best benefits available to veterans with a 100% Permanent and Total (P&T) disability rating :

• Dependency and Indemnity Compensation (DIC): A tax-free benefit for surviving spouses, children, or parents of veterans who died either on active duty or due to service-connected disabilities. This ensures financial support for the families of those who have made the ultimate sacrifice.
• Dependents Educational Assistance (DEA): Through Chapter 35, dependents of 100% P&T veterans can receive up to 45 months of educational benefits. This helps with tuition for degrees, vocational programs, apprenticeships, and more, plus career counseling.
• CHAMPVA Healthcare for Dependents: This health coverage provides access to medical care for the spouses and dependents of veterans with 100% P&T status, significantly reducing healthcare costs.
• Expedited Social Security Disability Processing: Veterans with a 100% P&T rating receive expedited review for Social Security Disability claims, reducing the wait time to receive benefits.
• Total and Permanent Disability (TPD) Discharge for Federal Student Loans: Veterans can have their federal student loans completely discharged without tax consequences, offering significant financial relief.
• State Property Tax Exemptions: Many states provide property tax exemptions for veterans with 100% P&T ratings, which can reduce or eliminate property tax on their primary residence. The amount varies by state but offers considerable savings.
• Commissary and Exchange Privileges: Veterans with a 100% P&T rating and their dependents are eligible for lifelong access to military commissaries and exchanges, providing significant savings on groceries and other goods.
• State-Level Veteran Benefits: States often offer unique benefits for 100% P&T veterans, including discounted hunting and fishing licenses, reduced fees for vehicle registration, and free access to state parks.

These benefits can greatly enhance the quality of life and financial security for veterans and their families.

If you’re a veteran with a 100% P&T rating, be sure to take full advantage of these valuable programs.

What Does It Mean to Have a 100% Permanent and Total (P&T) VA Disability Rating?

A 100% Permanent and Total (P&T) VA disability rating means that the VA has determined that a veteran’s service-connected disabilities are both completely disabling and unlikely to improve over time. “Total” refers to the fact that the veteran’s disabilities are severe enough to prevent them from maintaining substantially gainful employment, which is defined as employment that provides an income above the poverty threshold. “Permanent” indicates that the VA does not expect the veteran’s condition to improve in the future, and as a result, the veteran is exempt from routine future exams for those disabilities. This designation provides lifelong benefits and a higher level of financial security.

How Can I Qualify for a 100% Permanent and Total Disability Rating?

To qualify for a 100% Permanent and Total disability rating, a veteran must first achieve a 100% disability rating, unless you qualify through Individual Unemployability. This can be through a single service-connected disability or a combination of disabilities that reach 100% when combined according to the VA’s Combined Ratings Table. Once a veteran is rated 100%, they can then request Permanent status by providing medical evidence that their condition is unlikely to improve. This can include statements from healthcare providers, a history of prolonged treatment without significant improvement, and evidence showing the stability of the condition. In some cases, the VA may automatically assign a P&T rating, particularly for veterans with severe, clearly permanent conditions or older veterans whose conditions are not expected to improve.

What Additional Benefits Are Available to Veterans with a 100% Permanent and Total Disability Rating?

Veterans with a 100% Permanent and Total disability rating are eligible for several significant additional benefits. These include Dependency and Indemnity Compensation (DIC) for surviving spouses and children, which provides tax-free monetary support if the veteran dies due to a service-connected condition. They also qualify for Dependents Educational Assistance (DEA), which offers education benefits for their dependents, including college tuition, vocational training, and apprenticeships. Additionally, dependents can receive healthcare coverage through CHAMPVA, which significantly reduces medical expenses. Veterans are also eligible for property tax exemptions in many states, and they can have their federal student loans discharged through the Total and Permanent Disability (TPD) Discharge program.

Can My 100% Permanent and Total Disability Rating Be Reduced?

While a 100% Permanent and Total disability rating offers substantial protection, it is extremely rare but not impossible for the VA to reduce this rating. The P&T designation means that the VA does not plan to re-evaluate the veteran’s condition in the future, providing strong protection against reductions. However, if new evidence suggests that the veteran’s condition has improved significantly, or if the veteran files a new claim that prompts a re-evaluation, there is a small chance that the VA could re-assess the rating. Veterans are generally advised to be cautious about filing new claims after receiving a P&T rating to avoid triggering a review.

What Is the Difference Between TDIU and a 100% Permanent and Total Rating?

Total Disability Individual Unemployability (TDIU) allows veterans who are unable to work due to service-connected disabilities to receive compensation at the 100% rate, even if their combined disability rating is less than 100%. However, TDIU is not necessarily permanent. The VA may periodically re-evaluate the veteran’s condition to determine if they are still unemployable. In contrast, a 100% Permanent and Total rating means the VA has determined that the veteran’s condition is both completely disabling and unlikely to improve. This status offers more stability, as the VA will not conduct future evaluations and the rating is less likely to be reduced. Veterans with TDIU may eventually be granted P&T status if their condition is determined to be permanent.

Conclusion & Wrap-Up

Securing a Permanent and Total (P&T) disability rating is a significant achievement for any veteran.

It not only ensures lifetime benefits but also provides financial and healthcare security for your family.

The process can be complex, but with thorough documentation, medical support, and advocacy, you can achieve this rating.

If you believe your condition qualifies for a P&T rating, take action—whether it’s filing a new claim or appealing a decision.

Being proactive and informed is the key to securing the benefits you’ve earned!

Fellow veterans, don’t ever forget: YOU SERVED; YOU DESERVE!

About the Author

Brian Reese

Brian Reese is a world-renowned VA disability benefits expert and the #1 bestselling author of VA Claim Secrets and You Deserve It . Motivated by his own frustration with the VA claim process, Brian founded VA Claims Insider to help disabled veterans secure their VA disability compensation faster, regardless of their past struggles with the VA. Since 2013, he has positively impacted the lives of over 10 million military, veterans, and their families.

A former active-duty Air Force officer, Brian has extensive experience leading diverse teams in challenging international environments, including a combat tour in Afghanistan in 2011 supporting Operation ENDURING FREEDOM.

Brian is a Distinguished Graduate of Management from the United States Air Force Academy and earned his MBA from Oklahoma State University’s Spears School of Business, where he was a National Honor Scholar, ranking in the top 1% of his class.

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Medical Abbreviations & Acronyms

OpenMD’s index includes 5,000 common medical abbreviations. Meanings vary by institution and clinical context. When available, the context and original Latin term are provided in parentheses after the English definition.

While this index was compiled from credible sources, it has not been medically reviewed. When in doubt, always check with the organization or individual who authored the abbreviation in question to verify the author’s intended meaning.

The use of certain abbreviations can be dangerous and lead to patient injury or death. Examples of error-prone medical abbreviations include:

• IU (international unit): may be confused with “IV” (intravenous)
• µg (microgram): may be confused with mg (milligram)
• U (unit): may be mistaken for “0” (zero), increasing the dose tenfold

To minimize confusion, many organizations publish “Do Not Use” lists of easily-confused abbreviations and symbols. For an excellent reference, see the List of Error-Prone Abbreviations published by The Institute for Safe Medication Practices.