year 4 research project

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Grade 4 Research Projects Worksheets

Related ela standard: w.4.7.

This is the grade level where students begin to explore the research process. Students should be encouraged through this process to help make it manageable and making sure the students have interest in that they are doing. It is always best to explore topics that reflect your students' everyday lives. It is often helpful at this level to have students work in groups or pairs. The jury is still out on whether groups should be assigned or chosen by students. Below you will find a number of research projects students can engage with quickly.

Grade 4 Research Projects Worksheets:

You Are What You Eat – A really thought provoking worksheet for students.

Developing a Research Plan – Let's look at all the tools you have at your disposal.

Your Road Map to Successful Research! – I find a lot of students holding on to this one, even as they progress grades.

Horsing Around – Here is how to zero in on the perfect research topic set.

Animal Kingdom – We ask you a bunch of questions. Make sure to answer all of them.

Planning A Biography – Choose a famous person that interests you. Research that person's life.

Art and Government – Do you think that the government should give money to artists?

Fair Winds and Following Seas – The quotation above is a nautical phrase used to wish sailors good luck on a journey.

Brainstorms – On the back of this sheet, brainstorm a list of words and ideas related to your report. Which one interests you the most?

What's in a Profession? – Different careers require different temperaments and different levels of education.

Look Before You Leap! – Do you have a great idea for your report? Before you dive in, think through the questions below to set yourself up for success!

Navigating the Research Waters – Writing a report can be a long journey; use this checklist to make sure your project sails along smoothly.

Get Ready to Write! – On the back of this sheet, brainstorm a list of words and ideas related to your report.

Your Research Project! – Before beginning to write your report, you should have a firm understanding of your intended audience.

Research Checklist – Things you need to check before submitting any report you may have.

How to Approach Your First Research Project?

Here are some steps to follow for your first research project:

Choose A Topic

The first and foremost step towards doing your research project is to actually decide the topic. This is a very essential step that decides the future of your research project. You should choose a topic that you are passionate about. It should align with your interests. This is necessary because it will keep your interest alive throughout the project.

Write A Thesis Statement

The next step towards doing your first research project is to write the working thesis statement. The working thesis statement will help you throughout the project. It will keep you on track. There are three types of working thesis statements that include persuasive, expository, and analytical. Give yourself enough time to write the thesis statement. Try to make it as narrowed down and specific as possible.

Do Research

The next step is to conduct the actual research on your topic. You can do so by collecting information from credible sources. These sources could be primary or secondary. Make sure that you read your entire research thoroughly. Another tip is to always double-check the authenticity of your research. Your research project should not contain any false information. This could ruin your academic reputation.

Make an Outline

After you are done with the topic, thesis statement, and research, it is time to arrange all the information and ideas you have collected. Make a rough outline of how your article will be. You can decide what information will be in the introductory part and what ideas you will mention in the main body.

Write a Draft

When a clear image of your final article has been made, it is time to start writing the draft. Do not worry about perfection at this time as you can edit and rephrase later. After writing and editing many drafts, you will be left with one final draft.

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Bell Ringers

Independent research projects in upper elementary, independent research projects in upper elementary ela.

Every year, I plan to give my students more choice, voice, and independent project work. Of course, we also have to deal with state testing and loads of other requirements. However, giving your students independent research projects not only helps them demonstrate learning and mastery of standards, it also gives them some choices and ability to share their own unique voice! Here are some independent research projects in upper elementary ELA that your 4th through 6th graders will love!

Genius Hour

You may have heard of Genius Hour or Passion Projects. Genius Hour is considered project-based learning, and it starts with a question. Students choose their own research question about anything really, and they study it at least an hour a week. After reading/researching about their question, their final project can be something as simple as an explanatory slideshow or building their own dollhouse. The possibilities are endless.

Genius Hour can require some scaffolding at the beginning. For example, you may ask your students to research a question related to a certain topic. If you’re reading Watsons Go to Birmingham, for example, they may ask a question surrounding the Civil Rights Movement or the 1960s. The topics can be open-ended to give the students some choice but still have an overarching theme.

Once students get practice researching and coming up with their own final project, they can choose a Genius Hour topic about anything. Some example questions may include:

• How do I promote healthy eating in elementary school?
• How do I prepare for middle school?
• What is the best place to take a family vacation, and how can I plan one for my family?
• How do you start a small business as a student?

Genius Hour gives students choice and voice in the classroom, and you’ll love learning about their passions!

Author Studies

This is one of my favorite projects to use for upper elementary ELA students! I first implemented this project with fifth graders after state testing. This is the perfect time of year for an independent study, and it reinforces reading, writing, and research concepts used throughout the school year!

This project includes almost everything you need for your students to complete a research project on the author of their choosing . It sets them up to brainstorm, research, take notes, plan, and then complete a research paper on their selected authors. I have also made sure to leave some of the note-taking more generic so that you and your students can use as little or as many pages as they need.

Start by giving students the included list of possible authors to research or let them choose their own. This author may already be a favorite or one they want to know more about! Once the author is chosen, your job is to facilitate. Remind them of resources to use for research, note-taking skills and options, and let them learn and explore!

The author study resource includes everything your students need to get started. You’ll have the author examples, note sheets, rubrics, and an example research paper to help guide your instruction and student learning!

Differentiate by having students work in groups to research an author together or study different authors within the same genre. This is also a great way to culminate literature circles by having students research the author they read!

These independent research projects in upper elementary ELA are some of my favorites to provide choice while differentiating for all learners. What research projects have you tried in your ELA classroom?

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• Research Skills

50 Mini-Lessons For Teaching Students Research Skills

Please note, I am no longer blogging and this post hasn’t updated since April 2020.

For a number of years, Seth Godin has been talking about the need to “ connect the dots” rather than “collect the dots” . That is, rather than memorising information, students must be able to learn how to solve new problems, see patterns, and combine multiple perspectives.

Solid research skills underpin this. Having the fluency to find and use information successfully is an essential skill for life and work.

Today’s students have more information at their fingertips than ever before and this means the role of the teacher as a guide is more important than ever.

You might be wondering how you can fit teaching research skills into a busy curriculum? There aren’t enough hours in the day! The good news is, there are so many mini-lessons you can do to build students’ skills over time.

This post outlines 50 ideas for activities that could be done in just a few minutes (or stretched out to a longer lesson if you have the time!).

Learn More About The Research Process

I have a popular post called Teach Students How To Research Online In 5 Steps. It outlines a five-step approach to break down the research process into manageable chunks.

This post shares ideas for mini-lessons that could be carried out in the classroom throughout the year to help build students’ skills in the five areas of: clarify, search, delve, evaluate , and cite . It also includes ideas for learning about staying organised throughout the research process.

Notes about the 50 research activities:

• These ideas can be adapted for different age groups from middle primary/elementary to senior high school.
• Many of these ideas can be repeated throughout the year.
• Depending on the age of your students, you can decide whether the activity will be more teacher or student led. Some activities suggest coming up with a list of words, questions, or phrases. Teachers of younger students could generate these themselves.
• Depending on how much time you have, many of the activities can be either quickly modelled by the teacher, or extended to an hour-long lesson.
• Some of the activities could fit into more than one category.
• Looking for simple articles for younger students for some of the activities? Try DOGO News or Time for Kids . Newsela is also a great resource but you do need to sign up for free account.
• Why not try a few activities in a staff meeting? Everyone can always brush up on their own research skills!

• Choose a topic (e.g. koalas, basketball, Mount Everest) . Write as many questions as you can think of relating to that topic.
• Make a mindmap of a topic you’re currently learning about. This could be either on paper or using an online tool like Bubbl.us .
• Read a short book or article. Make a list of 5 words from the text that you don’t totally understand. Look up the meaning of the words in a dictionary (online or paper).
• Look at a printed or digital copy of a short article with the title removed. Come up with as many different titles as possible that would fit the article.
• Come up with a list of 5 different questions you could type into Google (e.g. Which country in Asia has the largest population?) Circle the keywords in each question.
• Write down 10 words to describe a person, place, or topic. Come up with synonyms for these words using a tool like  Thesaurus.com .
• Write pairs of synonyms on post-it notes (this could be done by the teacher or students). Each student in the class has one post-it note and walks around the classroom to find the person with the synonym to their word.

• Explore how to search Google using your voice (i.e. click/tap on the microphone in the Google search box or on your phone/tablet keyboard) . List the pros and cons of using voice and text to search.
• Open two different search engines in your browser such as Google and Bing. Type in a query and compare the results. Do all search engines work exactly the same?
• Have students work in pairs to try out a different search engine (there are 11 listed here ). Report back to the class on the pros and cons.
• Think of something you’re curious about, (e.g. What endangered animals live in the Amazon Rainforest?). Open Google in two tabs. In one search, type in one or two keywords ( e.g. Amazon Rainforest) . In the other search type in multiple relevant keywords (e.g. endangered animals Amazon rainforest).  Compare the results. Discuss the importance of being specific.
• Similar to above, try two different searches where one phrase is in quotation marks and the other is not. For example, Origin of “raining cats and dogs” and Origin of raining cats and dogs . Discuss the difference that using quotation marks makes (It tells Google to search for the precise keywords in order.)
• Try writing a question in Google with a few minor spelling mistakes. What happens? What happens if you add or leave out punctuation ?
• Try the AGoogleADay.com daily search challenges from Google. The questions help older students learn about choosing keywords, deconstructing questions, and altering keywords.
• Explore how Google uses autocomplete to suggest searches quickly. Try it out by typing in various queries (e.g. How to draw… or What is the tallest…). Discuss how these suggestions come about, how to use them, and whether they’re usually helpful.
• Watch this video  from Code.org to learn more about how search works .
• Take a look at  20 Instant Google Searches your Students Need to Know  by Eric Curts to learn about “ instant searches ”. Try one to try out. Perhaps each student could be assigned one to try and share with the class.
• Experiment with typing some questions into Google that have a clear answer (e.g. “What is a parallelogram?” or “What is the highest mountain in the world?” or “What is the population of Australia?”). Look at the different ways the answers are displayed instantly within the search results — dictionary definitions, image cards, graphs etc.

• Watch the video How Does Google Know Everything About Me?  by Scientific American. Discuss the PageRank algorithm and how Google uses your data to customise search results.
• Brainstorm a list of popular domains   (e.g. .com, .com.au, or your country’s domain) . Discuss if any domains might be more reliable than others and why (e.g. .gov or .edu) .
• Discuss (or research) ways to open Google search results in a new tab to save your original search results  (i.e. right-click > open link in new tab or press control/command and click the link).
• Try out a few Google searches (perhaps start with things like “car service” “cat food” or “fresh flowers”). A re there advertisements within the results? Discuss where these appear and how to spot them.
• Look at ways to filter search results by using the tabs at the top of the page in Google (i.e. news, images, shopping, maps, videos etc.). Do the same filters appear for all Google searches? Try out a few different searches and see.
• Type a question into Google and look for the “People also ask” and “Searches related to…” sections. Discuss how these could be useful. When should you use them or ignore them so you don’t go off on an irrelevant tangent? Is the information in the drop-down section under “People also ask” always the best?
• Often, more current search results are more useful. Click on “tools” under the Google search box and then “any time” and your time frame of choice such as “Past month” or “Past year”.
• Have students annotate their own “anatomy of a search result” example like the one I made below. Explore the different ways search results display; some have more details like sitelinks and some do not.

• Find two articles on a news topic from different publications. Or find a news article and an opinion piece on the same topic. Make a Venn diagram comparing the similarities and differences.
• Choose a graph, map, or chart from The New York Times’ What’s Going On In This Graph series . Have a whole class or small group discussion about the data.
• Look at images stripped of their captions on What’s Going On In This Picture? by The New York Times. Discuss the images in pairs or small groups. What can you tell?
• Explore a website together as a class or in pairs — perhaps a news website. Identify all the advertisements .
• Have a look at a fake website either as a whole class or in pairs/small groups. See if students can spot that these sites are not real. Discuss the fact that you can’t believe everything that’s online. Get started with these four examples of fake websites from Eric Curts.
• Give students a copy of my website evaluation flowchart to analyse and then discuss as a class. Read more about the flowchart in this post.
• As a class, look at a prompt from Mike Caulfield’s Four Moves . Either together or in small groups, have students fact check the prompts on the site. This resource explains more about the fact checking process. Note: some of these prompts are not suitable for younger students.
• Practice skim reading — give students one minute to read a short article. Ask them to discuss what stood out to them. Headings? Bold words? Quotes? Then give students ten minutes to read the same article and discuss deep reading.

All students can benefit from learning about plagiarism, copyright, how to write information in their own words, and how to acknowledge the source. However, the formality of this process will depend on your students’ age and your curriculum guidelines.

• Watch the video Citation for Beginners for an introduction to citation. Discuss the key points to remember.
• Look up the definition of plagiarism using a variety of sources (dictionary, video, Wikipedia etc.). Create a definition as a class.
• Find an interesting video on YouTube (perhaps a “life hack” video) and write a brief summary in your own words.
• Have students pair up and tell each other about their weekend. Then have the listener try to verbalise or write their friend’s recount in their own words. Discuss how accurate this was.
• Read the class a copy of a well known fairy tale. Have them write a short summary in their own words. Compare the versions that different students come up with.
• Try out MyBib — a handy free online tool without ads that helps you create citations quickly and easily.
• Give primary/elementary students a copy of Kathy Schrock’s Guide to Citation that matches their grade level (the guide covers grades 1 to 6). Choose one form of citation and create some examples as a class (e.g. a website or a book).
• Make a list of things that are okay and not okay to do when researching, e.g. copy text from a website, use any image from Google images, paraphrase in your own words and cite your source, add a short quote and cite the source. 
• Have students read a short article and then come up with a summary that would be considered plagiarism and one that would not be considered plagiarism. These could be shared with the class and the students asked to decide which one shows an example of plagiarism .
• Older students could investigate the difference between paraphrasing and summarising . They could create a Venn diagram that compares the two.
• Write a list of statements on the board that might be true or false ( e.g. The 1956 Olympics were held in Melbourne, Australia. The rhinoceros is the largest land animal in the world. The current marathon world record is 2 hours, 7 minutes). Have students research these statements and decide whether they’re true or false by sharing their citations.

Staying Organised

• Make a list of different ways you can take notes while researching — Google Docs, Google Keep, pen and paper etc. Discuss the pros and cons of each method.
• Learn the keyboard shortcuts to help manage tabs (e.g. open new tab, reopen closed tab, go to next tab etc.). Perhaps students could all try out the shortcuts and share their favourite one with the class.
• Find a collection of resources on a topic and add them to a Wakelet .
• Listen to a short podcast or watch a brief video on a certain topic and sketchnote ideas. Sylvia Duckworth has some great tips about live sketchnoting
• Learn how to use split screen to have one window open with your research, and another open with your notes (e.g. a Google spreadsheet, Google Doc, Microsoft Word or OneNote etc.) .

All teachers know it’s important to teach students to research well. Investing time in this process will also pay off throughout the year and the years to come. Students will be able to focus on analysing and synthesizing information, rather than the mechanics of the research process.

By trying out as many of these mini-lessons as possible throughout the year, you’ll be really helping your students to thrive in all areas of school, work, and life.

Also remember to model your own searches explicitly during class time. Talk out loud as you look things up and ask students for input. Learning together is the way to go!

You Might Also Enjoy Reading:

How To Evaluate Websites: A Guide For Teachers And Students

Five Tips for Teaching Students How to Research and Filter Information

Typing Tips: The How and Why of Teaching Students Keyboarding Skills

8 Ways Teachers And Schools Can Communicate With Parents

10 Replies to “50 Mini-Lessons For Teaching Students Research Skills”

Loving these ideas, thank you

This list is amazing. Thank you so much!

So glad it’s helpful, Alex! 🙂

Hi I am a student who really needed some help on how to reasearch thanks for the help.

So glad it helped! 🙂

seriously seriously grateful for your post. 🙂

So glad it’s helpful! Makes my day 🙂

How do you get the 50 mini lessons. I got the free one but am interested in the full version.

Hi Tracey, The link to the PDF with the 50 mini lessons is in the post. Here it is . Check out this post if you need more advice on teaching students how to research online. Hope that helps! Kathleen

Best wishes to you as you face your health battler. Hoping you’ve come out stronger and healthier from it. Your website is so helpful.

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Using research projects for end of the year engagement.

Two questions we are all asking ourselves at the end of the year are: 

• How can I keep my students engaged?
• What can I assign and GO?

Research projects are the answer! With the end of the school year quickly approaching, research projects are the perfect way to reflect on what your class has learned this year while still having fun! Here are four research project ideas to use with your class:

• Weather and Climate
• Environment

Ways to Use

 All of these projects have many uses! Each of these projects is on Google Slides, making it super easy to assign on your learning platform. Students will have FUN and will still be learning at the same time!

One way to use the projects is to wrap up a unit. You can use the projects to assess what your students learned on a particular topic or utilize it as an extension of learning. The projects can be used as an informational writing unit, a science/social studies unit, or a final project.  Students can put their skills to use and showcase all that they have learned this year.

Manage your students' work time using Class Slides with Timers . My students thrive when expectations are posted on the board, and they know how long they have to complete their tasks. Using the slides with timers helps keep my students motivated, moving, and meeting daily goals.

Animal Research Project

This animal research project is the perfect companion to an informational writing unit! Students can work individually or in groups. This digital project is in Google Slides. There are 25 animal research options with links & 65 research templates! Rubrics are provided to help you assess (editable ones provided, too).

Presentation Ideas

Another focus of the project could be practicing listening and speaking skills through presentations. After the students have completed their slides, you can hold a presentation day! Students will love sharing their discoveries with the class. You can assess their listening and speaking and help them learn valuable presenting techniques they will use for the rest of their life!

Have you ever used Flipgrid ? This is a great tool to pair with The Hero/Famous Person Research Project . Students can create their Flipgrid from the point of view of their hero/famous person. You could also have your students record their presentations with Flipgrid. This helps my shy students find their voice because it feels more private when presenting instead of being in front of the class. My outgoing students get super creative and love when their classmates watch their videos. You and your students will have so much fun watching the final products!

Differentiation and Collaboration

One thing I love about these projects is that they can be differentiated! You pick and choose what slides work best for your students. Each project has over 20 slides to choose from! Students can work individually or in groups. You can even have an in-person student work with a virtual student to foster classroom community and collaboration. At the end of the year, I love having students work on project-based learning collaboratively.

Weather Research Project

This weather and climate research project is perfect for your students to complete at the end of a Weather or Meteorology Unit! Students will research the weather and climate of a vacation location! Students can work individually or in groups.

Grading your research projects has never been easier! Rubrics are included that are pre-made or editable so you can do what is best for your class. There are many ways you can take it as a quick end of the year grade:

• Presentation
• The project as a whole
• Individual parts of the project

PROJECT IDEAS

• Summer vacation can't come soon enough? You and your students can visit your dream location and study its weather and climate in the   Weather and Climate Research Project.  
• Listen to your students apply new vocabulary when they talk about how organisms interact with their environments in the Environment Research Project .
• Wrap up an informational writing unit with the Animal Research Project .
• The Hero/Important Person Research Project can be used as an extension of a biography unit, a social studies unit, or both.

Project-based learning is a great way to wrap up your year. Listen to your students apply new vocabulary, use the project for assessment, or pair the project with an informational writing unit. All of the research projects include over 20 slides to choose from. Everything you need to get started is included. Just assign and GO! These research projects are perfect for the end of the year because your students will be engaged by the interactive slides included in the resources while having fun learning!

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Year 4 students Medicine students undertake a year-long independent learning project (ILP) or honours project with a major research component . Traditionally, most r ural campus students returned to Sydney1for this year (a costly exercise) due to a perceived lack of suitable local research projects. In 2017 when our first year 1 cohort commenced, there was no real ILP program at Port Macquarie. Realising this gap in the educational provision, and the wellbeing implications of a year’s move to Sydney for rural students, I became determined to establish a local ILP program at our campus. I  I liaised directly with clinical colleagues at local hospitals as well as local General Practitioners and Health Promotion teams to build a group of local supervisors for our students across a broad range of potential projects. I was instrumental in many of these coming to fruition as ILPs, assisting potential supervisors to develop ideas into suitable/feasible formats and write ethics applications. Even when they had limited experience, I supported them to supervise students.  I led these colleagues’ capability development around all aspects of research e.g. designing appropriate research studies, writing successful ethics applications.   Several of these rural clinicians now supervise students annually, demonstrating the positive impact of my supportive influence on their practice becoming more research-based, enhancing career prospects and building UNSW’s reputation for quality rurally-situated research.

My development of the Port Macquarie ILP program has laid the roots of a regional research culture built on strong partnerships with sister institutions and Local Health Districts, another key goal in the Faculty’s Health 25 Strategy. My pioneering efforts meant the entire first cohort of Phase 1 RCS students in the Rural Clinical School successfully completed their research year in Port Macquarie in 2020. Needing at least 12 projects annually at our campus, and intending to grow the program similarly at the other rural sites, I recruited an additional part-time team member to help me build this program, and later added to this with similar positions in Coffs Harbour and Wagga Wagga. We are building sold links between the campuses to develop joint research capacity. I have developed collaborative relationships with the Local Health District Director of Research and acted as liaison for ourcampuses to forge and maintain links with the Local Health District’s Research and Knowledge Translation Unit to benefit the student body . Already our students are creating a reputation for high quality ILP projects, with national impact; publications, presentations at national research conferences and a feature on ABC Radio. The leadership I have shown to support and improve student ILP achievement has built my reputation for excellent teaching practice among students and colleagues.

  I was unenthusiastic to begin with; Dr Ferrington’s enthusiasm and keenness to conduct meaningful research … ignited my interest which ultimately lead to me presenting our research at … research symposiums in 2020 … her mentorship to students young and old has a glowing reputation among the student body (Rory van der Linden, ILP student, 2019).

 As an active member of the Faculty Research Committee and the Medicine Higher Degree Research Committee, I contribute directly to decision-making around the administration of research degrees, and actioning all matters relating to the candidature of HDR students . In recognition of this leadership and influence, in 2019 I was appointed PMQ ILP Co-ordinator and awarded RCS Researcher of the Year , and have become a strong and confident advocate for rural ILP/Honours students on the Year 4 Medicine Committee.

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The Essential Guide to Doing Your Research Project

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About the Research Project

The Epidemiology 4900E Research Project is only available to students in Year 4 of the Epidemiology and Biostatistics Honors Specialization and is required to complete this module.

Year 4 students use skills in identifying and clarifying a research question, carrying out a methodologically critical review of literature, identifying data sources, conducting appropriate statistical analyses, interpreting results, and presenting findings orally, in posters, and in written technical reports or journal manuscripts. The research projects undertaken by honors students can take very different forms, depending on the supervisor and type of research.

Prerequisites: Biostatistics 3110B, Epidemiology 3210B, and registration in Honors Specialization in Epidemiology and Biostatistics.

Year 4 Research Project Coordinator

Igor Karp, PhD ,  Associate Professor, is the current coordinator for Epidemiology 4900E.

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Department faculty are listed in our People pages. Descriptions of the department's Research Clusters are also available online, including membership lists of faculty whose research falls under the described fields.

Examples of Completed Project Summaries

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, science k–12, student research project.

The student research project promotes student inquiry, independent research and links the skills of working scientifically to the context of student's interests.

The student research project is a mandatory component of the science in Stages 4 and 5.

The content strands Years 7-10 state the requirement for students to engage in research projects.

All students are required to undertake at least one substantial research project during Stage 4 and Stage 5:

• at least one project will involve hands-on practical investigation
• at least one Stage 5 project will be an individual task.

The Student research project - student package (ONEPKG 20.7 MB) provides a OneNote for teachers and students to use when planning and conducting research investigations. It can also be used to develop students' working scientifically skills, including skills in:

• collecting data and information
• writing scientific reports
• presenting and communicating

Conducting research

Conducting independent research is the best way for a student to demonstrate the skills of working scientifically. The more opportunities students have to use or practise these skills, either as discrete aspects of their work, or in the context of a research project, the more capable they become at scientific research. If they have been given opportunities to contextualise that research in the ways intended by the syllabus, they will become more scientifically literate.

A great deal of flexibility is given as to what may be researched and how the research may be done. In relation to assessment, research projects may be used to assess the extent and degree of students' achievement of syllabus skills. Again, the more opportunities students have had to do research, the better they are likely to demonstrate one or more of the syllabus skills.

Legislation, regulations and standards including chemical safety and animal welfare policy must be followed.

The risk assessment example can be used with students to ensure any risks involved in science investigations are assessed to ensure work, health and safety requirements are met and create an awareness of hazards, risks and measures of control.

Planning, programming and assessing science 7–10

Advice and support including units, scope and sequences and other resources to help you plan, program and assess science 7–10.

Science 7-10 curriculum resources

Resources to help lead curriculum implementation across Science learning areas.

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The Project

Entry requirements, getting started, publications.

A Year 4 Medicine Research Project is a supervised project undertaken by a fourth-year medical student at UNSW. We have two research streams:

• MD Research (ILP; 30 Units of Credit) and
• BSc(Med) Honours (48 Units of Credit). The BSc(Med) Honours stream has entry requirements.

The research project is designed by the supervisor (that meets our criteria for supervision) whose responsibility is also to obtain the appropriate ethical approval, if applicable, for the project prior to data collection and no later than the end of the 4 th week of Term 1. The supervisor is also responsible for providing the student with the appropriate training and support for the project (including but not limited to health and safety, methodology, scientific/clinical knowledge and other relevant research skills). Such training could be provided to the student by the supervisor directly or by other resources such as the co-supervisor, other members of the research team or other resources available within the medicine program and the university. The supervisor is responsible for providing the student with an appropriate, safe and well-resourced research environment (if applicable).

It is required that the student attends the research environment where the project is conducted for at least 25 hours per week, for 30 weeks ( MD Research/ILP ) or 35 hours per week, for 34 weeks ( BSc(Med) Honours ). The student is not permitted to work from home for any significant length of time (maximum of 20%) and must be engaged with the research environment, attending research and supervisor meetings, seminars and other training opportunities negotiated with the supervisor(s). By the end of the ILP and/or BSc(Med) Honours the student is expected to:

• Demonstrate effective oral and written communication skills in clear and concise presentation of research information that is appropriately referenced.
• Demonstrate an understanding of relevant research methodologies by applying them appropriately to the research project.
• Collect, analyse and interpret qualitative and/or quantitative data, and reach appropriate conclusions that are supported by evidence.
• Interpret and critically evaluate research literature, to formulate hypotheses or research questions and then to justify discussion, comparisons or conclusions from the research performed.
• Demonstrate professional skills in planning, time management, teamwork and research integrity.

BSC(MED) HONOURS ONLY:

• Design future experiments and studies based on the knowledge and research skills development through the research project.

Year 4 Medcine Research Project is designed to be undertaken in one of UNSW Medicine's Schools or a UNSW affiliated research institute or centre . Interstate or Overseas research projects will not be considered.

The research must address research aim(s) and hypotheses or research question(s) using scientific inquiry. The research must generate and/or analyse primary or secondary data in a systematic manner. It is expected that the final research report would meet the criteria set for a manuscript to be published in an indexed peer reviewed academic journal in the field.

The study design of the Year 4 Medicine Research Project may vary across the program and disciplines and below is a non-exhaustive list of examples of what would be considered appropriate, or not, for a project.

A few examples of projects that could be considered appropriate:

• Preclinical (animal studies, tissue analysis) or clinical projects testing a hypothesis.
• A qualitative inquiry of documents addressing clear research questions and using an established qualitative research framework/theory.
• A case-control study involving a very small number of participants/subjects due to objective limitations of such a study.
• A secondary analysis of an existing dataset provided it addresses research questions not asked before for that particular (or very similar) data-set.
• A systematic review that included a meta-analysis of a relevant scientific topic, which follows the conventional method(s) in the field.  

Some additional considerations:

• An extension of a previous MD Research/BSc(Med) Honours project using an extended dataset (more participants/subjects and/or more variables) is acceptable provided the research questions /hypotheses already consider the findings of the previous project and aim to add some new knowledge. The new project must require new analysis and hypothesis testing or new research questions.

A few examples that are NOT appropriate projects:

• A descriptive audit report.
• A case report.
• A thematic or systematic review which does not include meta-analysis.
• A replica of a previous Iproject that uses the same data set

MD Research Project (ILP) Entry Requirements

Students have completed year 3 clinical coursework requirements are eligible to apply.

BSc (Med) Hons Entry Requirements

Students with a Phase 1 average course mark of ≥ 65 (see WAM calculation below) and have completed 12 UoC general education before Term 1 in year 4, are eligible to apply.

Mark Calculation

The Phase 1 average course mark is calculated from the following courses:

• MFAC1521 Beginnings, Growth and Development A
• MFAC1522 Beginnings, Growth and Development B
• MFAC1523 Health Maintenance A
• MFAC1524 Health Maintenance B
• MFAC1525 Ageing and Endings A
• MFAC1526 Ageing and Endings B
• MFAC1527 Society & Health

In addition, students are required to pass the following courses (including passing subsequent supplementary exams, but if a student fails a course then they will be ineligible):

• MFAC1501 Foundations
• MFAC1511 Phase 1 Portfolio
• MFAC1512 End of Phase Examination
• MFAC1513 Clinical and Communication Skills Examination
• MFAC2514 Integrated Clinical Studies 1
• MFAC2515 Integrated Clinical Studies 2
• MFAC2516 Integrated Clinical Studies 3
• MFAC2511 Phase 2 Portfolio
• MFAC2512 Integrated Clinical Examination

General Education

General Education information is available here .

How to negotiate a project

Students are encouraged to negotiate a research project with prospective supervisors. Some projects will also be designed by supervisors and listed in eMed for students to view. In both cases, the year 4 medicine research project form must be completed by the supervisor in eMed.

• List of supervisors
• List of research topics

Past Projects

2019 Cohort

• 2020 Cohort
• 2021 Cohort

Year 4 Medicine Research Project Form

• This form is available in eMed from March to Monday 17 June 2024 .  
• Application Form [word] (To avoid unexpected loss of data entry, it is recommended to complete this form in a word version and then paste your responses into an eMed application form)

Criteria for Primary Supervisor and Co-Supervisor

• The supervisor and co-supervisor must be UNSW academic staff members or have a conferred academic title holder (conjoint or adjunct) with UNSW.  There are no exceptions to this rule.
• The primary supervisor and co-supervisor must have a Masters degree by research or PhD or medical degree (unless specifically exempted by the Committee)
• The supervisor and co-supervisor should have academic/medical qualifications relevant to the project
• If a supervisor does not meet our criteria, an Faculty Supervisor can act as a conjoint supervisor with approval of the Committee.

Additional Criteria for Primary Supervisor

• The primary supervisor must have had at least 1 publication in a peer reviewed journal in the previous 3 years.
• The primary supervisor must have supervised (to completion) at least one research student (MD Research/ILP, Honours, Masters or PhD) previously.

Supervisor Registration

UNSW Medicine and Health academic staff members and affilated conferred title holders (conjoint or adjunct) who are interested in taking up year 4 research students can indicate their offers by updating their staff profile ( see instructions here ). For more information on this, please contact  Ms Khanh Vo | [email protected]

UNSW ILP - Three Minutes Thesis (3MT)

ILP students will have three minutes to present a compelling oration on their thesis topic and its significance, in language appropriate to an intelligent but non-specilaist audience. Each presentation will be assessed by a panel with the mark contributing to the overall ILP grade and also as a competition (with a $500 gift voucher prize).

3MT Winner 2019

Ms Roshana Kanagaratnam (under supervision by Dr Steven Leach)

A role for intelectin-1 and lactoferrin in health and inflammatory intestinal disease in children

Presented by Dr Linda Ferrington

Our ILP and Honours students succeed in their research projects through publications and presentations. Below is a list of achievements.

2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012  | 2013

2013 Achievements

Student: Bui, David Supervisor:  Prof William Walsh Title:  The Effect of Sterilisation Protocol on Meniscal Allograft Oral Presentation: New South Wales Australian Orthopaedic Association Annnual Scientific Meeting, 2013 Authors:  Bui D, Lovric V, Oliver R, Bertello N, Broe D, Walsh W

Student: Iyer, Dushyant Supervisor:  Dr Scott D’Amours Title: INTRA-ABDOMINAL HYPERTENSION AND ABDOMINAL COMPARTMENT SYNDROME: Pathophysiological and non-operative management Article:  Minerva Anestesiologica, 2013 Authors:  Rastogi P, Iyer D, Aneman A, D'amours S

Student: Iyer, Dushyant Supervisor:  Dr Scott D’Amours Title: The Natural History of intra-abdominal hypertension and abdominal compartment syndrome Oral Presentation: Australian Medical Student Association Convention, Gold Coast, 2013, Authors:  Iyer D, Rastogi P, D’Amours S, Aneman A

Student: Iyer, Dushyant Supervisor:  Dr Scott D’Amours Title: Cardiothoracic surgery and intra-abdominal hypertension: An undervalued association? Oral Presentation: Royal Australasian College of Surgeons (RACS) Annual Scientific Congress and the Australian and New Zealand College of Anesthetists (ANZCA) Annual Scientific Meeting, Singapore, 2014 Authors:  Iyer D, Rastogi P, Aneman A, D’Amours S

Student: Iyer, Dushyant Supervisor:  Dr Scott D’Amours Title: Early Experiences with the Resuscitation with Angiography, Percutaneous Techniques and Operative Repair (R.A.P.T.O.R) Hybrid Suite Oral Presentation: Royal Australasian College of Surgeons (RACS) Annual Scientific Congress and the Australian and New Zealand College of Anesthetists (ANZCA) Annual Scientific Meeting, Singapore, 2014 Authors:  Iyer D, Rastogi P, Aneman A, D’Amours S

Student: Iyer, Dushyant Supervisor:  Dr Scott D’Amours Title: A predictive tool for the development of intra-abdominal hypertension and abdominal compartment syndrome in critically ill patients Poster: International Symposium on Intensive Care and Emergency Medicine, Brussels, Belgium, 2014 Authors:  Iyer D, Rastogi P, Aneman A, D’Amours S

Student: Lawrence, Renae Supervisor:  Dr Claire Wakefield Title: Comparing the models of care utilised by Australia and New Zealand childhood cancer long term follow-up clinics Oral Presentation: Australian New Zealand Children’s Haematology and Oncology Group (ANZCHOG), Annual Scientific Meeting, Melbourne, 2013 Authors:  McLoone JK, Wakefield CE, Lawrence R, Cohn RJ

Student: Lawrence, Renae Supervisor:  Dr Claire Wakefield Title: Transition practices in paediatric hospitals: providing cancer survivorship care from childhood to adulthood Oral Presentation: National Youth Cancer Services Network Meeting, Melbourne, 2013, Authors:  McLoone JK, Wakefield CE, Lawrence R, Cohn RJ

Student: Lee, Jia Li Supervisor:  A/Prof William Sewell Title: Flow cytometry of T cells and the role of V-beta assessment Oral Presentation: Australasian Flow Cytometry Group Annual Meeting, Wellington, NZ, 2013, Authors:  Sewell WA, Lee LJ, Smith SABC, Brown DA

Student: Mason, Emma Supervisor:  Dr Lynne Wray Title: Sexually acquired reactive arthritis at Sydney Sexual Health Centre 1992-2012 Oral Presentation: Australasian Sexual Health Conference, Darwin, 2013, Authors:  Mason E, Wray L, Foster R, Donovan B

Student: Newton, Sally Supervisor:  Dr Renée Morris Title: The Differential effects of Rubrospinal Tract and Red Nucleus Lesions on Skilled Reaching Poster:  Annual Neuroscience Society, Melbourne, 2013, Authors:  Newton SS, Kearsley AP and Morris R

Student: Pillay, Megan Supervisor:  Dr Mark Harris Title:  Quality of care measures in multimorbidity Article: Australian Family Physician, 2014, 43(3):132-6 Authors:  Pillay M, Dennis S, Harris MF

Student: Pillay, Megan Supervisor:  Dr Mark Harris Title: Multimorbidity: negotiating priorities and making progress Article:  Australian Family Physician, 2013, 42(12):850-4 Authors:  Harris MF, Dennis S, Pillay M

Student: Pillay, Megan Supervisor:  Dr Mark Harris Title:  Multi-morbidity and low health literacy in general practice: double trouble Oral Presentation: Health Literacy Network: Crossing Disciplines, Bridging Gaps, 2013 Authors:  Pillay M, Dennis S, Harris MF

Student: Ryan, Amitée Supervisor:  A/Prof Rebecca Dignan Title: The PAINLESS trial (Painbuster Length of Stay) - Redefining Pain Management After Cardaic Surgery: A Randomised Pilot Trial Oral Presentation: Australian and New Zealand Society of Cardiac and Thoracic Surgeons Annual Scientific Meeting, 2013 Authors: Dignan R, Ryan A, Mann K, Patterson E, Gebski V, Keech A, O’Regan W, Hong S, Aty W, French B, Wolfenden H, Vallely M, Bannon P, Rajendran S, Turner L

Student: Tan, Kevin Supervisor:  A/Prof Jia Lin Yang Title: Uncovering a key to the process of metastasis in human cancers: a review of critical regulators of anoikis Article:  Journal of Cancer Research and Clinical Oncology, 2013, 139(11):1795-805 Authors:  Tan K, Goldstein D, Crowe P, Yang JL

For Enrolment Support, please contact The Nucleus Student Hub .

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Advanced Study & Research Committee Convenor Dr Steven Leach T +61 (2) 9385 8075 E   [email protected]

Advanced Study & Research Committee Coordinator Ms Khanh Vo T +61 (2) 9065 7108 E [email protected]

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Career and season MLB records that changed following the addition of Negro Leagues statistics

Major League Baseball said Tuesday that it has incorporated records for more than 2,300 Negro Leagues players following a three-year research project

NEW YORK — Major League Baseball said Tuesday that it has incorporated records for more than 2,300 Negro Leagues players following a three-year research project. Players like Josh Gibson, Oscar Charleston and Satchel Paige now hold significant standing on MLB’s career and season leaderboards. Here’s a look at some of the stats most affected.

(asterisk)signifies newly incorporated Negro Leagues stats

Career Batting Average

(asterisk)Josh Gibson, .372

Ty Cobb, .367

(asterisk)Oscar Charleston, .363

Rogers Hornsby, .359

(asterisk)Jud Wilson, .350

(asterisk)Turkey Stearnes, .348

Career Slugging Percentage

(asterisk)Josh Gibson, .718

Babe Ruth, .690

Ted Williams, .634

Lou Gehrig, .632

(asterisk)Mule Suttles, .620

Career On-Base Percentage

Ted Williams, .482

Babe Ruth, .474

(asterisk)Josh Gibson, .459

(asterisk)Josh Gibson, 1.177

Babe Ruth, 1.164

Ted Williams, 1.116

Season Batting Average

(asterisk)Josh Gibson, .466 in 1943

(asterisk)Charlie “Chino” Smith, .451 in 1929

Hugh Duffy, .440 in 1894

(asterisk)Oscar Charleston, .434 in 1921

(asterisk)Charlie Blackwell, .432 in 1921

(asterisk)Oscar Charleston, .427 in 1925

(asterisk)Mule Suttles, .425 in 1926

Season Slugging Percentage

(asterisk)Josh Gibson, .974 in 1937

(asterisk)Mule Suttles, .877 in 1926

(asterisk)Josh Gibson, .871 in 1943

(asterisk)Charlie “Chino” Smith, .870 in 1929

Barry Bonds, .863 in 2001

Season On-Base Percentage

Barry Bonds, .609 in 2004

Barry Bonds, .582 in 2002

(asterisk)Josh Gibson, .564 in 1943

(asterisk)Charlie “Chino” Smith, .551 in 1929

(asterisk)Josh Gibson, 1.474 in 1937

(asterisk)Josh Gibson, 1.435 in 1943

Barry Bonds, 1.4217 in 2004

(asterisk)Charlie “Chino” Smith, 1.4214 in 1921

Other changes of note

Satchel Paige’s 1.01 ERA for the 1944 Kansas City Monarchs of the Negro American League ranks third since ERA became an official stat in the National League in 1912 and American League in 1913. Paige was also credited with 28 Negro Leagues wins, raising his career total to 125. ... Minnie Miñoso was credited with 150 hits with the New York Cubans of the second Negro National League from 1946-1948, raising his total to 2,113. ... Jackie Robinson was credited with 49 hits for the 1945 Kansas City Monarchs of the Negro American League, raising his total to 1,567. ... Willie Mays was credited with 10 hits for the 1948 Birmingham Black Barons of the Negro American League, raising his total to 3,293. He remains in 13th place.

AP MLB: https://apnews.com/hub/MLB

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Josh Gibson becomes MLB career and season batting leader as Negro Leagues statistics incorporated

FILE - Baseball catcher Josh Gibson in an undated photo. Josh Gibson became Major League Baseball’s career leader with a .372 batting average, surpassing Ty Cobb’s .367, when records of the Negro Leagues for more than 2,300 players were incorporated after a three-year research project. (AP Photo/File)

The grave stone for baseball player Josh Gibson is shown at Allegheny Cemetery in Pittsburgh on March 17, 2017. Gibson became Major League Baseball’s career batting leader with a .372 average, surpassing Ty Cobb’s .367 when records of the Negro Leagues for more than 2,300 players were incorporated Tuesday, May 28, 2024, after a three-year research project. (AP Photo/Keith Srakocic, File)

FILE - Sean Gibson, the executive director of the Josh Gibson Foundation, poses next to a poster at the Pittsburgh Opera House in Pittsburgh for the upcoming opera about his great-grandfather, baseball player Josh Gibson, on March 17, 2017. Josh Gibson became Major League Baseball’s career batting leader with a .372 average, surpassing Ty Cobb’s .367 when records of the Negro Leagues for more than 2,300 players were incorporated Tuesday, May 28, 2024, after a three-year research project. (AP Photo/Keith Srakocic, File)

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NEW YORK (AP) — Josh Gibson became Major League Baseball’s career leader with a .372 batting average, surpassing Ty Cobb’s .367, when Negro Leagues records for more than 2,300 players were incorporated Tuesday after a three-year research project.

Gibson’s .466 average for the 1943 Homestead Grays became the season standard, followed by Charlie “Chino” Smith’s .451 for the 1929 New York Lincoln Giants. They overtook the .440 by Hugh Duffy for the National League’s Boston team in 1894.

Gibson also became the career leader in slugging percentage (.718) and OPS (1.177), moving ahead of Babe Ruth (.690 and 1.164).

“It’s a show of respect for great players who performed in the Negro Leagues due to circumstances beyond their control and once those circumstances changed demonstrated that they were truly major leaguers,” baseball Commissioner Rob Manfred said Wednesday in an interview with The Associated Press. “Maybe the single biggest factor was the success of players who played in the Negro Leagues and then came to the big leagues.”

AP AUDIO: Josh Gibson becomes MLB career and season batting leader as Negro Leagues statistics incorporated

AP Washington correspondent Sagar Meghani reports Major League Baseball’s record book looks a lot different, with Negro League records now incorporated.

A special committee on baseball records decided in 1969 to recognize six major leagues dating to 1876: the National (which launched in 1876), the American (1901), the American Association (1882-1891), Union Association (1884), Players’ League (1890) and Federal League (1914-1915). It excluded the National Association (1871-75), citing an “erratic schedule and procedures.”

MLB announced in December 2020 that it would be “correcting a longtime oversight” and would add the Negro Leagues . John Thorn, MLB’s official historian, chaired a 17-person committee that included Negro Leagues experts and statisticians.

“The condensed 60-game season for the 2020 calendar year for the National League and American League prompted us to think that maybe the shortened Negro League seasons could come under the MLB umbrella, after all,” Thorn said.

An updated version of MLB’s database will become public before the St. Louis Cardinals and San Francisco Giants play a tribute game to the Negro Leagues on June 20 at Rickwood Field in Birmingham, Alabama.

Baseball Hall of Fame President Josh Rawitch said statistics on Cooperstown plaques will remain the same because they reflect the information available at the time of a player’s induction.

Standards for season leaders is the same for Negro Leagues as the other leagues: 3.1 plate appearances or one inning for each game played by a player’s team.

Gibson’s .974 slugging percentage in 1937 becomes the season record, and Barry Bonds’ .863 in 2001 dropped to fifth, also trailing Mules Suttles’ .877 in 1926, Gibson’s .871 in 1943 and Smith’s .870 in 1929.

Bond’s prior OPS record of 1.421 in 2004 dropped to third behind Gibson’s 1.474 in 1937 and 1.435 in 1943.

Willie Mays gained 10 hits from the 1948 Birmingham Black Barons, increasing his total to 3,293. Minnie Minoso surpassed 2,000 hits, credited with 150 for the New York Cubans from 1946-1948 that boosted his total to 2,113.

Jackie Robinson, who broke MLB’s color barrier with the 1947 Dodgers, was credited with 49 hits with the 1945 Kansas City Monarchs that increased his total to 1,567.

Among pitchers, Satchel Paige gained 28 wins that raised his total to 125.

The committee met six times and dealt with issues such as when compiled league statistics didn’t make sense, such as a league having more wins than losses and walks that were missing. Researchers had to identify whether players with the same name were one person or separate, tracking dates of birth, and identify people listed by nicknames. Documenting transactions and identifying ballparks in a time when neutral sites often were used is ongoing, along with uncovering statistics for independent teams.

“We made the decision at a point in time that we became convinced that it was possible to get accurate statistics that could be appropriately integrated into our record books,” Manfred said.

Kevin Johnson and Gary Ashwill, researchers who had spent nearly two decades helping assemble the Seamheads Negro Leagues Database, were included in the project.

Thorn estimated 72% of Negro Leagues records from 1920-1948 are included and additional research might lead to future modifications. Thorn said a four-homer game by Gibson in 1938 and a home run by Mays in August 1948 could not be included because complete game accounts have not been found.

“Without a box score, we can’t really balance the statistics,” Johnson said. “Those games are kind of in limbo at the moment.”

Records include the first Negro National League (1920-31), Eastern Colored League (1923-28), American Negro League (1929), East-West League (1932), Negro Southern League (1932), second Negro National League (1933-48) and Negro American League (1937-48). Barnstorming exhibition games are not included.

Some game details were obtained from newspapers that covered the Black communities. Johnson said while complete accounts were found for about 95% of games in the 1920s, coverage dropped off during the Great Depression in the 1930s and never fully recovered.

AP MLB: https://apnews.com/hub/MLB