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Open research questions in Health and Medical Research Impacts

56 unresolved questions extracted from the limitations and future-work sections of 968 Health and Medical Research Impacts papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The interaction between H2S, sGC activity, and oxidative stress in pulmonary arteries is not fully understood. However, their interaction with immune cells remains insufficiently charac- terised, and understanding size- and dose-dependent im- mune effects is essential to reduce inflammatory risks and guide safe biomedical translation. Superoxide scavenging with tempol did not sig- nificantly improve relaxations, suggesting that scavenging alone is insufficient to reverse the functional deficits in- duced by pyrogallol.

    Basic Medical Sciences: International Scientific Conference on Medicine and Health Sciences of the University of Latvia, 2026 · 2026 · DOI

  • Methodological choices in defining first-time PI status, including the distinction between start-time and index-time exposures and the confounding role of project lifecycle stage, have not been systematically addressed in workforce analyses of the 2025 disruption.

    Effect of the 2025 National Institutes of Health grants disruption on first-time and mechanism-first principal investigators: a cohort study of 80,976 active awards · 2026 · DOI

  • While academic institutions expect PGs to be proficient in research methodology and scientific writing, the actual level of knowledge, attitude and practice (KAP) among students remains under-explored.

    Beyond awareness: a cross-sectional analysis of knowledge, attitude and practice gaps in thesis writing among postgraduates in a tertiary care institute · 2026 · DOI

  • INTRODUCTION: Research competence is a core attribute of contemporary medical imaging and radiation therapy (MIRT), however, how research skills are taught and assessed across international radiography programs remains poorly understood.

    Exploring how research skills are taught and assessed in medical imaging and radiation therapy higher education: An international snapshot · 2026 · DOI

  • Strengths of our study include an independent assessment of participants’ peer review reports for the primary outcome by two experienced BMJ editors who were blinded to whether the review report had been written before or after course completion. Since the assessments were based on scientific manuscripts contemporaneously undergoing peer review at The BMJ and conducted in a standard review time frame, we believe we successfully mirrored conditions encountered by actual peer reviewers. Moreover, the study participation was very high among doctoral students enrolling in the course; out of 82 total students, 80 consented and enrolled in the study, and 78 completed pre- and post-intervention assessments for the primary outcome. The main limitation of our study is its pre-post design. As an elective course formally embedded in a structured PhD program for which students could receive credit, our primary obligation was to provide Rohmann et al. Research Integrity and Peer Review (2026) 11:35 Page 12 of 15 training, with the scientific evaluation study being secondary. Consequently, it was not feasible to include a control group of study participants who did not participate in the course. Our ability to draw causal conclusions therefore relies on our stationarity assumption that the individual-specific pre-intervention measurement is equal to the individual-specific outcome that would have been measured at the end of the study if no intervention had been implemented ("untreated counterfactual") [37, 38]. Essentially, we relied on the assumption that no change would have occurred in the primary outcome between pre- and post-assessments if the study participants had not taken part in the Peerspectives course in-between the measurements. Although time-invariant determinants of the outcome are accounted for by design [38, 61], the presence of time-varying factors influencing the outcome may have introduced some bias in our results [36–38, 61]. For example, we cannot exclude that if participants had not taken Peerspectives, they may have engaged in other activities during the semester that would have improved their peer review-related knowledge and skills (e.g., other PhD courses or their own research activities). This potential “natural” improvement of students’ scores over time is a known issue when evaluating education intervention using pre-post studies. However, given the short time frame between assessments (approximately 4.5 months) and the specificity of peer review-related knowledge and skills, it is unlikely that these external factors can explain the observed improvements.

    Effectiveness of the researcher-led “Peerspectives” peer review training course on review quality, knowledge, and skills among doctoral students in the biomedical sciences: a pre-post study · 2026 · DOI

  • Research limitations and prospects The limitations of this study mainly include: first, although the quasi-experimental design with natural grouping can reflect real training situations, selection bias cannot be completely excluded; second, single- center research limits the external validity of the results; third, the follow-up time is only 1 year, and the long-term impact on postgraduate graduation achievements cannot be assessed.

    A Quasi-Experimental Study of a Dual-Supervisor Training Model and Self-Reported Research Training Needs among Clinical Professional Degree Postgraduates · 2026 · DOI

  • First, our qualitative sample of 31 MD students, while drawn from a national cohort, may not capture the full spectrum of URiM student experiences. Participation was voluntary, potentially attracting students with stronger opinions about research (either positive or negative). However, achieving theoretical sufficiency within a relatively homogenous sample provides confidence in the robustness of our findings [23]. Second, our self-reported data may be influenced by recall bias or social desirability. Even with established approaches to promote candor and a diverse interviewer team, interviews may not have fully captured all sensitive experiences, including experiences of bias. Conducting interviews virtually may have further constrained rapport and depth of disclosure. Third, while our study identifies experiences influencing RCI among first year students, it may not capture factors shaping the evolution of RCI over the course of medical training. Our ongoing longitudinal study will follow these same students to examine how their perspectives develop throughout medical school. Fourth, consistent with a qualitative descriptive approach, the concepts referenced such as social cognitive career theory, identity concordance, minority tax, social capital, and values alignment, are used to interpret participants’ accounts rather than to imply causal relationships or predict research career trajectories. Lastly, we have aimed to mitigate biases through team-based coding and reflexive analysis, but we acknowledge our own interpretive lens as researchers commit- ted to diversity in medical education.

    Experiences shaping research career intention among Black, Hispanic, and Indigenous-identifying first-year allopathic medical students in the United States: A qualitative study · 2026 · DOI

  • The absence of baseline (pre-intervention) quantita- tive data on research knowledge limited statistical com- parisons. Outcomes relied on self-reported activity logs and institutional records, which may underreport infor- mal projects. Nonetheless, triangulation from multiple sources and consistent upward trends lend credibility to the findings.

    Integrating research into medical education: the conceptualization and establishment of a student-led undergraduate (UG) research committee in India · 2026 · DOI

  • This evaluation included a relatively small sample size, which limits the generalizability of the findings. Investigator consultee responses were voluntary and may reflect a more engaged or satisfied subgroup. Consultant responses were concentrated at one or two institutions, limiting the representativeness across the Georgia CTSA. We did not assess cross-institution collaboration within individual consultations, limiting our ability to evaluate how investigators accessed complementary expertise across partner institutions. Additionally, the evaluation focused on short-term feedback and did not assess long-term https://doi.org/10.1017/cts.2026.10748 Published online by Cambridge University Press outcomes such as publications or grant success. Future evaluations could include larger samples, longer-term outcomes, and qualitative methods like interviews to provide a deeper insight into customer experiences.

    Advancing Translational Science through Biostatistics, Epidemiology, and Research Design Consultations: A Multi-Perspective Evaluation of the Georgia CTSA BERD Program · 2026 · DOI

  • The sample was limited to medical colleges in the public sector and an urban area (81% urban residence), which would not necessarily be representative of institutions in other regions of the country and in Pakistan.

    Knowledge attitudes and practices related to research culture among medical undergraduate students in Lahore Pakistan · 2026 · DOI

  • Although independent CUREs are quite common, few studies have examined the process for and impacts of scaling up an independent CURE for use in diverse institutional contexts.

    A Process for Scaling an Independent Course-Based Undergraduate Research Experience: Lessons Learned From Expansion of the <i>Tigriopus</i> CURE to Diverse Institutions · 2024 · DOI

  • Despite widely recognized barriers to creating translational research endeavors, the design of systematic approaches to promoting clinical research has been largely limited to these same research-intensive institutions (Rosenblum & Alving, 2011).

    Developing a Sustainable Research Culture in an Independent Academic Medical Center. · 2013

  • Using an existing assessment tool, 121 research administrators at a large, private academic medical center were surveyed to define their perception of the academic medical center as a learning community (both collectively and by department type, gender and tenure) and to identify gaps in knowledge sharing, idea development, ability to learn from mistakes and reflective thinking.

    Assessing the Academic Medical Center as a Supportive Learning Community. · 2011

  • Clinical effort expectations and the amount of academic NCT varied widely by center and faculty role.

    Support of academic non-clinical efforts for cancer investigator faculty at Association of American Cancer Institutes. · 2026 · DOI

  • The practice domain detected only frequency of research activity but not quality, level of engagement, authorship position, competency, or long-term scholarly interest.

    Knowledge attitudes and practices related to research culture among medical undergraduate students in Lahore Pakistan · 2026 · DOI

  • The knowledge scale consisted of eight dichotomies, making measurement less precise and in-depth, measuring only basic research concepts rather than higher analytical competence.

    Knowledge attitudes and practices related to research culture among medical undergraduate students in Lahore Pakistan · 2026 · DOI

  • The cross-sectional study design restricts causal inference, as the temporal direction of correlations between workshop attendance and knowledge scores cannot be established.

    Knowledge attitudes and practices related to research culture among medical undergraduate students in Lahore Pakistan · 2026 · DOI

  • Non-random convenience sampling was used, which is a source of possible selection bias, as the voluntary online process may have involved students with more interest in research, potentially overstating positive attitudes or workshop attendance.

    Knowledge attitudes and practices related to research culture among medical undergraduate students in Lahore Pakistan · 2026 · DOI

  • Institutions worldwide have sought to increase student involvement in research such as clinician-scientists training programs, while little is known about how medical undergraduates perceive research.

    Motivation, self‐efficacy, perception, curiosity, and barriers toward medical research among undergraduates in China · 2022 · DOI

  • However, adequate examples describing how to operationalise effective PPI, especially in doctoral studies, are lacking.

    Patient and public involvement in designing and conducting doctoral research: the whys and the hows · 2019 · DOI

  • While the efficacy of peer review for allocating institutional funding and benchmarking is often studied, not much is known about issues faced in peer review for organizational learning and advisory purposes.

    Quality monitoring in transition: The challenge of evaluating translational research programs in academic biomedicine · 2016 · DOI

  • The article provides direction for research directors in academic and healthcare organizations seeking to promote health and health related research in an era of limited research funding.

    Building Research Partnerships with Health Care Organizations: The Scholar Award Model in Action · 2012

  • While we have cataloged the range of knowledge translation activities conducted across these agencies, little is known about their effectiveness and so a greater emphasis on evaluation is needed.

    Health Research Funding Agencies' Support and Promotion of Knowledge Translation: An International Study · 2008 · DOI

  • It suggests that it is such working hybrids that should be studied in order to understand fully the development of scientific medicines in the United Kingdom in this period.

    Teamwork, Clinical Research, and the Development of Scientific Medicines in Interwar Britain: The "Glasgow School" Revisited · 2007 · DOI

  • CONCLUSION: The authors conclude that participation in medical research as a medical student may be under-recognised as a determinant of future involvement in clinical research and that the gender disparity of young doctors entering clinical research must be addressed.

    Factors that influence doctors' participation in clinical research · 2004 · DOI

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56 open questions have been extracted from the limitations and future-work passages of 968 Health and Medical Research Impacts papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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