Collaboration to teach graduate students how to write more effective theses

INTRODUCTION

The completion of a thesis is a significant requirement for a master's degree in public health. The myriad of academic departments with such requirements and the health sciences library staff often do not collaborate. This brief communication presents a method by which health sciences librarians can effectively reach out to health sciences programs in a collaborative effort that provides student-oriented support. According to Cone, the methods learned in writing a thesis are more important than the subject matter itself [1]. Defined narrowly, the research, analytical, and organizational skills learned by the students certainly will serve them a lifetime. But applied more generally, the methods developed, learned, and applied by faculty advisors and library personnel to facilitate student research is equally critical, for without these, many students miss out on this opportunity of a lifetime.

BACKGROUND

Summer 1999 marked the beginning of a special collaboration between faculty of the Medical Sciences Library and faculty of the Health Services Management and Policy (HSMP) Program in the Graduate School of Health Sciences (GSHS), New York Medical College (NYMC). At the GSHS, master-level theses are required as capstones of the students' educational experiences. Students need to be well versed with respect to organization, presentation, data gathering and analysis, research, and outcome assessment skills. The American Psychological Association (APA) style manual is the standard [2].

After completion of an internal review by the HSMP faculty, a meeting was held with library faculty to review the shortcomings of the existing program. Faculty advisors cited the following specific concerns: despite the existence of a thesis guidelines manual, students often began the process too late; forms were incomplete; research was not always focused; APA format was often ignored; and students were so time constrained that the discussion sections of the theses were underdeveloped. The ultimate objective was to develop a student-oriented program to overcome the perceived shortcomings and ultimately result in stronger thesis submissions.

PROGRAM DESIGN

In August 1999, all HSMP graduate students with thirty or more of the forty-five required credits were invited to the initial “Thesis Preparation Seminar.” The recommended texts were Garrard's Health Science Literature Review Made Easy and Cone and Foster's Dissertations and Theses from Start to Finish: Psychology and Related Fields [3, 4]. The techniques used for this session were lecture and role-playing. The loose plot of Garrard's text centers on Professor Dickerson, who describes the thesis quest to her student, Caroline Collins, who faces calamities completing her thesis. The faculty librarian was Professor Dickerson and the HSMP faculty member played the dizzy student. This initial session, through disarming scenes, detailed the thesis topic selection process, effective literature search strategies, criteria for evaluating Websites, a 250-item Web bibliography, a “what to do and not to do” check list, and the official GSHS thesis guidelines manual [6]. The purpose of the Web bibliography was to make the research process more portable for students with ready links to specific Internet sites. The seminar was repeated in October 1999 and January 2001. At each of the sessions, attendees received a pretest to assess current skills (e.g., use of APA format, evaluating a reference) and a seminar evaluation form. The qualitative responses were enthusiastic; it was clear that the students welcomed direction and assistance.

As part of the collaboration, library staff developed a cohesive Web package, termed Smart Start [5]. The package included all of the material and handouts delivered at the session. Library staff also upgraded HSMP thesis records (1990–) in the library's online catalog, identified model theses since 1999 to enable quick searching, and created paper notebooks of title pages for casual browsing of topics. The Website continues to be updated anticipating student needs, based on responses from the pretests as well as HSMP program changes. Figure 1 highlights the components of the Web package.

Figure 1.

Smart Start

RESULTS

In spring 2001, all participants (N = 84) in the three cohorts were sent a follow-up postcard survey (Appendix). On a four-point Likert scale, they were asked to determine how well prepared they felt to search the literature, assess the quality of articles, document the results, and develop a logical process to write their theses. A total of 13% responded. Although the response rate was low, all who responded indicated that they felt well prepared in every category except category four, which addressed their abilities to develop a logical process for writing the thesis. Lack of time limited aggressive follow up, which could have improved the response rate.

More than a dozen faculty members were queried in one-to-one interviews. Generally, faculty felt more students had selected and researched acceptable topics on the first pass. Research within the literature review was more accurate and up-to-date, and the requisite forms were more complete. All are part of the electronic guide now available on the Web. The use of APA style improved, and advisors noted reading fewer drafts. However, students were still not strong in developing and articulating their research methodology. In addition, students were still not adequately pacing themselves to allow time to develop meaningful discussion sections.

DISCUSSION

Library faculty learned how to develop and maintain databases of active Websites. Hundreds of Websites in areas of health policy and management were reviewed for quality and content, including those of all fifty state health departments. Staff acquired in-depth knowledge of theses, formats, and documentation. HSMP faculty were delighted to have librarians provide essential skills, knowledge, and mechanics. Explicit standards and time lines gave the students a better idea of the task at hand and the requirements. Students wanted and needed more assistance, and ultimately faculty saved time.

After evaluating feedback from students, faculty, and library staff, the initial role-playing moved to more effective small group interactions. The HSMP department chair decided to mandate attendance for all thesis students to assure compliance as well as more homogeneity within the process, regardless of faculty advisors. The single seminar has moved to a four-part program. A thesis topic worksheet has been added. Termed a “pink” sheet, it emulates the National Institutes of Health (NIH) pink sheet that gives grantees a “green” light to move ahead with a project (Figure 2). Session one now focuses on completing the topic worksheet with faculty modeling the use of the pink sheet with a topic and completed thesis. In small groups, students engage in brainstorming using another completed model thesis topic. The authors demonstrate the process using the worksheet to develop a topic and effective search strategies. All eight groups of students used the same model thesis topic. What is fascinating is how different the results are for each group. Students glean much from seeing the process and a final product.

Figure 2.

Thesis topic worksheet

With the topic selected and the preliminary literature review completed, session two focuses on the development of a thesis proposal including the analysis and writing of the introduction, literature, and methodology sections of the thesis. Session three centers on writing the body of the thesis, and session four focuses on developing the discussion and conclusions. The new schedule and program keep the students energized toward a creative and thought-provoking finish.

CONCLUSION

The development of the dynamic Smart Start Web package and the four-part thesis preparation program were major outcomes. Students made far better use of resources when use was carefully developed and promoted. Easy access to the print thesis collection, particularly to the identified model theses, has been well received by students. All participants—including faculty, students, and library staff—have benefited from this collaboration to improve the quality of student theses. The process has been dynamic, with identified shortcomings mediated through the process.

APPENDIX

Thesis preparation follow-up survey

Dear “Thesis Preparation Session” participant: This is a quick follow-up survey intended to help us facilitate and enhance the thesis preparation sessions for students in the Health Services Management and Policy Program in the Graduate School of Health Sciences (GSHS).

We have now completed three sessions and would like to reevaluate the effectiveness of these sessions. Recently, we moved to less didactic and more interactive sessions.

Please help us to better understand how well prepared you feel you are to: (Scale: Very well prepared (4), Well prepared (3), Not well prepared (2), Not sure (1))

1. Search the literature on an in-depth or research topic  4 3 2 1 [3.2]*

2. Assess the quality of an article, database, or Website  4 3 2 1 [3.0]

3. Document the results of what and where you have found information  4 3 2 1 [3.0]

4. Develop a logical process and outline to select and focus a research topic  4 3 2 1 [2.0]

5. What one thing do you feel was most effective:

6. What one thing would you recommend: