Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school

Protocol to develop a specialised curriculum in... | HRB Open Research dataLayer = dataLayer || []; // Standard GTM initialization - Google Consent Mode handles consent automatically (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start': new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0], j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src= 'https://www.googletagmanager.com/gtm.js?id='+i+dl+ '>m_auth=hzk0Vc3qFsQYhCrIoHz68A>m_preview=env-1>m_cookies_win=x';f.parentNode.insertBefore(j,f); })(window,document,'script','dataLayer','GTM-MWFK8L5J'); ;window.NREUM||(NREUM={});NREUM.init={distributed_tracing:{enabled:true},privacy:{cookies_enabled:true},ajax:{deny_list:["bam.nr-data.net"]}}; ;NREUM.loader_config={accountID:"438030",trustKey:"438030",agentID:"772317073",licenseKey:"97f8f67f26",applicationID:"772317073"} ;NREUM.info={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net",licenseKey:"97f8f67f26",applicationID:"772317073",sa:1} ;/*! For license information please see nr-loader-spa-1.236.0.min.js.LICENSE.txt */ (()=>{"use strict";var e,t,r={5763:(e,t,r)=>{r.d(t,{P_:()=>l,Mt:()=>g,C5:()=>s,DL:()=>v,OP:()=>T,lF:()=>D,Yu:()=>y,Dg:()=>h,CX:()=>c,GE:()=>b,sU:()=>_});var n=r(8632),i=r(9567);const o={beacon:n.ce.beacon,errorBeacon:n.ce.errorBeacon,licenseKey:void 0,applicationID:void 0,sa:void 0,queueTime:void 0,applicationTime:void 0,ttGuid:void 0,user:void 0,account:void 0,product:void 0,extra:void 0,jsAttributes:{},userAttributes:void 0,atts:void 0,transactionName:void 0,tNamePlain:void 0},a={};function s(e){if(!e)throw new Error("All info objects require an agent identifier!");if(!a[e])throw new Error("Info for ".concat(e," was never set"));return a[e]}function c(e,t){if(!e)throw new Error("All info objects require an agent identifier!");a[e]=(0,i.D)(t,o),(0,n.Qy)(e,a[e],"info")}var u=r(7056);const d=()=>{const e={blockSelector:"[data-nr-block]",maskInputOptions:{password:!0}};return{allow_bfcache:!0,privacy:{cookies_enabled:!0},ajax:{deny_list:void 0,enabled:!0,harvestTimeSeconds:10},distributed_tracing:{enabled:void 0,exclude_newrelic_header:void 0,cors_use_newrelic_header:void 0,cors_use_tracecontext_headers:void 0,allowed_origins:void 0},session:{domain:void 0,expiresMs:u.oD,inactiveMs:u.Hb},ssl:void 0,obfuscate:void 0,jserrors:{enabled:!0,harvestTimeSeconds:10},metrics:{enabled:!0},page_action:{enabled:!0,harvestTimeSeconds:30},page_view_event:{enabled:!0},page_view_timing:{enabled:!0,harvestTimeSeconds:30,long_task:!1},session_trace:{enabled:!0,harvestTimeSeconds:10},harvest:{tooManyRequestsDelay:60},session_replay:{enabled:!1,harvestTimeSeconds:60,sampleRate:.1,errorSampleRate:.1,maskTextSelector:"*",maskAllInputs:!0,get blockClass(){return"nr-block"},get ignoreClass(){return"nr-ignore"},get maskTextClass(){return"nr-mask"},get blockSelector(){return e.blockSelector},set blockSelector(t){e.blockSelector+=",".concat(t)},get maskInputOptions(){return e.maskInputOptions},set maskInputOptions(t){e.maskInputOptions={...t,password:!0}}},spa:{enabled:!0,harvestTimeSeconds:10}}},f={};function l(e){if(!e)throw new Error("All configuration objects require an agent identifier!");if(!f[e])throw new Error("Configuration for ".concat(e," was never set"));return f[e]}function h(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");f[e]=(0,i.D)(t,d()),(0,n.Qy)(e,f[e],"config")}function g(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");var r=l(e);if(r){for(var n=t.split("."),i=0;i {r.d(t,{D:()=>i});var n=r(50);function i(e,t){try{if(!e||"object"!=typeof e)return(0,n.Z)("Setting a Configurable requires an object as input");if(!t||"object"!=typeof t)return(0,n.Z)("Setting a Configurable requires a model to set its initial properties");const r=Object.create(Object.getPrototypeOf(t),Object.getOwnPropertyDescriptors(t)),o=0===Object.keys(r).length?e:r;for(let a in o)if(void 0!==e[a])try{"object"==typeof e[a]&&"object"==typeof t[a]?r[a]=i(e[a],t[a]):r[a]=e[a]}catch(e){(0,n.Z)("An error occurred while setting a property of a Configurable",e)}return r}catch(e){(0,n.Z)("An error occured while setting a Configurable",e)}}},6818:(e,t,r)=>{r.d(t,{Re:()=>i,gF:()=>o,q4:()=>n});const n="1.236.0",i="PROD",o="CDN"},385:(e,t,r)=>{r.d(t,{FN:()=>a,IF:()=>u,Nk:()=>f,Tt:()=>s,_A:()=>o,il:()=>n,pL:()=>c,v6:()=>i,w1:()=>d});const n="undefined"!=typeof window&&!!window.document,i="undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self.navigator instanceof WorkerNavigator||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis.navigator instanceof WorkerNavigator),o=n?window:"undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis),a=""+o?.location,s=/iPad|iPhone|iPod/.test(navigator.userAgent),c=s&&"undefined"==typeof SharedWorker,u=(()=>{const e=navigator.userAgent.match(/Firefox[/\s](\d+\.\d+)/);return Array.isArray(e)&&e.length>=2?+e[1]:0})(),d=Boolean(n&&window.document.documentMode),f=!!navigator.sendBeacon},1117:(e,t,r)=>{r.d(t,{w:()=>o});var n=r(50);const i={agentIdentifier:"",ee:void 0};class o{constructor(e){try{if("object"!=typeof e)return(0,n.Z)("shared context requires an object as input");this.sharedContext={},Object.assign(this.sharedContext,i),Object.entries(e).forEach((e=>{let[t,r]=e;Object.keys(i).includes(t)&&(this.sharedContext[t]=r)}))}catch(e){(0,n.Z)("An error occured while setting SharedContext",e)}}}},8e3:(e,t,r)=>{r.d(t,{L:()=>d,R:()=>c});var n=r(2177),i=r(1284),o=r(4322),a=r(3325);const s={};function c(e,t){const r={staged:!1,priority:a.p[t]||0};u(e),s[e].get(t)||s[e].set(t,r)}function u(e){e&&(s[e]||(s[e]=new Map))}function d(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:"",t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:"feature";if(u(e),!e||!s[e].get(t))return a(t);s[e].get(t).staged=!0;const r=[...s[e]];function a(t){const r=e?n.ee.get(e):n.ee,a=o.X.handlers;if(r.backlog&&a){var s=r.backlog[t],c=a[t];if(c){for(var u=0;s&&u {let[t,r]=e;return r.staged}))&&(r.sort(((e,t)=>e[1].priority-t[1].priority)),r.forEach((e=>{let[t]=e;a(t)})))}function f(e,t){var r=e[1];(0,i.D)(t[r],(function(t,r){var n=e[0];if(r[0]===n){var i=r[1],o=e[3],a=e[2];i.apply(o,a)}}))}},2177:(e,t,r)=>{r.d(t,{c:()=>f,ee:()=>u});var n=r(8632),i=r(2210),o=r(1284),a=r(5763),s="nr@context";let c=(0,n.fP)();var u;function d(){}function f(e){return(0,i.X)(e,s,l)}function l(){return new d}function h(){u.aborted=!0,u.backlog={}}c.ee?u=c.ee:(u=function e(t,r){var n={},c={},f={},g=!1;try{g=16===r.length&&(0,a.OP)(r).isolatedBacklog}catch(e){}var p={on:b,addEventListener:b,removeEventListener:y,emit:v,get:x,listeners:w,context:m,buffer:A,abort:h,aborted:!1,isBuffering:E,debugId:r,backlog:g?{}:t&&"object"==typeof t.backlog?t.backlog:{}};return p;function m(e){return e&&e instanceof d?e:e?(0,i.X)(e,s,l):l()}function v(e,r,n,i,o){if(!1!==o&&(o=!0),!u.aborted||i){t&&o&&t.emit(e,r,n);for(var a=m(n),s=w(e),d=s.length,f=0;fn,p:()=>i});var n=r(2177).ee.get("handle");function i(e,t,r,i,o){o?(o.buffer([e],i),o.emit(e,t,r)):(n.buffer([e],i),n.emit(e,t,r))}},4322:(e,t,r)=>{r.d(t,{X:()=>o});var n=r(5546);o.on=a;var i=o.handlers={};function o(e,t,r,o){a(o||n.E,i,e,t,r)}function a(e,t,r,i,o){o||(o="feature"),e||(e=n.E);var a=t[o]=t[o]||{};(a[r]=a[r]||[]).push([e,i])}},3239:(e,t,r)=>{r.d(t,{bP:()=>s,iz:()=>c,m$:()=>a});var n=r(385);let i=!1,o=!1;try{const e={get passive(){return i=!0,!1},get signal(){return o=!0,!1}};n._A.addEventListener("test",null,e),n._A.removeEventListener("test",null,e)}catch(e){}function a(e,t){return i||o?{capture:!!e,passive:i,signal:t}:!!e}function s(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;window.addEventListener(e,t,a(r,n))}function c(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;document.addEventListener(e,t,a(r,n))}},4402:(e,t,r)=>{r.d(t,{Ht:()=>u,M:()=>c,Rl:()=>a,ky:()=>s});var n=r(385);const i="xxxxxxxx-xxxx-4xxx-yxxx-xxxxxxxxxxxx";function o(e,t){return e?15&e[t]:16*Math.random()|0}function a(){const e=n._A?.crypto||n._A?.msCrypto;let t,r=0;return e&&e.getRandomValues&&(t=e.getRandomValues(new Uint8Array(31))),i.split("").map((e=>"x"===e?o(t,++r).toString(16):"y"===e?(3&o()|8).toString(16):e)).join("")}function s(e){const t=n._A?.crypto||n._A?.msCrypto;let r,i=0;t&&t.getRandomValues&&(r=t.getRandomValues(new Uint8Array(31)));const a=[];for(var s=0;s {r.d(t,{Bq:()=>n,Hb:()=>o,oD:()=>i});const n="NRBA",i=144e5,o=18e5},7894:(e,t,r)=>{function n(){return Math.round(performance.now())}r.d(t,{z:()=>n})},7243:(e,t,r)=>{r.d(t,{e:()=>o});var n=r(385),i={};function o(e){if(e in i)return i[e];if(0===(e||"").indexOf("data:"))return{protocol:"data"};let t;var r=n._A?.location,o={};if(n.il)t=document.createElement("a"),t.href=e;else try{t=new URL(e,r.href)}catch(e){return o}o.port=t.port;var a=t.href.split("://");!o.port&&a[1]&&(o.port=a[1].split("/")[0].split("@").pop().split(":")[1]),o.port&&"0"!==o.port||(o.port="https"===a[0]?"443":"80"),o.hostname=t.hostname||r.hostname,o.pathname=t.pathname,o.protocol=a[0],"/"!==o.pathname.charAt(0)&&(o.pathname="/"+o.pathname);var s=!t.protocol||":"===t.protocol||t.protocol===r.protocol,c=t.hostname===r.hostname&&t.port===r.port;return o.sameOrigin=s&&(!t.hostname||c),"/"===o.pathname&&(i[e]=o),o}},50:(e,t,r)=>{function n(e,t){"function"==typeof console.warn&&(console.warn("New Relic: ".concat(e)),t&&console.warn(t))}r.d(t,{Z:()=>n})},2587:(e,t,r)=>{r.d(t,{N:()=>c,T:()=>u});var n=r(2177),i=r(5546),o=r(8e3),a=r(3325);const s={stn:[a.D.sessionTrace],err:[a.D.jserrors,a.D.metrics],ins:[a.D.pageAction],spa:[a.D.spa],sr:[a.D.sessionReplay,a.D.sessionTrace]};function c(e,t){const r=n.ee.get(t);e&&"object"==typeof e&&(Object.entries(e).forEach((e=>{let[t,n]=e;void 0===u[t]&&(s[t]?s[t].forEach((e=>{n?(0,i.p)("feat-"+t,[],void 0,e,r):(0,i.p)("block-"+t,[],void 0,e,r),(0,i.p)("rumresp-"+t,[Boolean(n)],void 0,e,r)})):n&&(0,i.p)("feat-"+t,[],void 0,void 0,r),u[t]=Boolean(n))})),Object.keys(s).forEach((e=>{void 0===u[e]&&(s[e]?.forEach((t=>(0,i.p)("rumresp-"+e,[!1],void 0,t,r))),u[e]=!1)})),(0,o.L)(t,a.D.pageViewEvent))}const u={}},2210:(e,t,r)=>{r.d(t,{X:()=>i});var n=Object.prototype.hasOwnProperty;function i(e,t,r){if(n.call(e,t))return e[t];var i=r();if(Object.defineProperty&&Object.keys)try{return Object.defineProperty(e,t,{value:i,writable:!0,enumerable:!1}),i}catch(e){}return e[t]=i,i}},1284:(e,t,r)=>{r.d(t,{D:()=>n});const n=(e,t)=>Object.entries(e||{}).map((e=>{let[r,n]=e;return t(r,n)}))},4351:(e,t,r)=>{r.d(t,{P:()=>o});var n=r(2177);const i=()=>{const e=new WeakSet;return(t,r)=>{if("object"==typeof r&&null!==r){if(e.has(r))return;e.add(r)}return r}};function o(e){try{return JSON.stringify(e,i())}catch(e){try{n.ee.emit("internal-error",[e])}catch(e){}}}},3960:(e,t,r)=>{r.d(t,{K:()=>a,b:()=>o});var n=r(3239);function i(){return"undefined"==typeof document||"complete"===document.readyState}function o(e,t){if(i())return e();(0,n.bP)("load",e,t)}function a(e){if(i())return e();(0,n.iz)("DOMContentLoaded",e)}},8632:(e,t,r)=>{r.d(t,{EZ:()=>u,Qy:()=>c,ce:()=>o,fP:()=>a,gG:()=>d,mF:()=>s});var n=r(7894),i=r(385);const o={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net"};function a(){return i._A.NREUM||(i._A.NREUM={}),void 0===i._A.newrelic&&(i._A.newrelic=i._A.NREUM),i._A.NREUM}function s(){let e=a();return e.o||(e.o={ST:i._A.setTimeout,SI:i._A.setImmediate,CT:i._A.clearTimeout,XHR:i._A.XMLHttpRequest,REQ:i._A.Request,EV:i._A.Event,PR:i._A.Promise,MO:i._A.MutationObserver,FETCH:i._A.fetch}),e}function c(e,t,r){let i=a();const o=i.initializedAgents||{},s=o[e]||{};return Object.keys(s).length||(s.initializedAt={ms:(0,n.z)(),date:new Date}),i.initializedAgents={...o,[e]:{...s,[r]:t}},i}function u(e,t){a()[e]=t}function d(){return function(){let e=a();const t=e.info||{};e.info={beacon:o.beacon,errorBeacon:o.errorBeacon,...t}}(),function(){let e=a();const t=e.init||{};e.init={...t}}(),s(),function(){let e=a();const t=e.loader_config||{};e.loader_config={...t}}(),a()}},7956:(e,t,r)=>{r.d(t,{N:()=>i});var n=r(3239);function i(e){let t=arguments.length>1&&void 0!==arguments[1]&&arguments[1],r=arguments.length>2?arguments[2]:void 0,i=arguments.length>3?arguments[3]:void 0;return void(0,n.iz)("visibilitychange",(function(){if(t)return void("hidden"==document.visibilityState&&e());e(document.visibilityState)}),r,i)}},1214:(e,t,r)=>{r.d(t,{em:()=>v,u5:()=>N,QU:()=>S,_L:()=>I,Gm:()=>L,Lg:()=>M,gy:()=>U,BV:()=>Q,Kf:()=>ee});var n=r(2177);const i="nr@original";var o=Object.prototype.hasOwnProperty,a=!1;function s(e,t){return e||(e=n.ee),r.inPlace=function(e,t,n,i,o){n||(n="");var a,s,c,u="-"===n.charAt(0);for(c=0;c 2?n-2:0),o=2;o {r(A[T],e,w),r(E[T],e,w)})),r(l._A,"fetch",y),t.on(y+"end",(function(e,r){var n=this;if(r){var i=r.headers.get("content-length");null!==i&&(n.rxSize=i),t.emit(y+"done",[null,r],n)}else t.emit(y+"done",[e],n)})),t}const O={},j=["pushState","replaceState"];function S(e){const t=function(e){return(e||n.ee).get("history")}(e);return!l.il||O[t.debugId]++||(O[t.debugId]=1,s(t).inPlace(window.history,j,"-")),t}var P=r(3239);const C={},R=["appendChild","insertBefore","replaceChild"];function I(e){const t=function(e){return(e||n.ee).get("jsonp")}(e);if(!l.il||C[t.debugId])return t;C[t.debugId]=!0;var r=s(t),i=/[?&](?:callback|cb)=([^&#]+)/,o=/(.*)\.([^.]+)/,a=/^(\w+)(\.|$)(.*)$/;function c(e,t){var r=e.match(a),n=r[1],i=r[3];return i?c(i,t[n]):t[n]}return r.inPlace(Node.prototype,R,"dom-"),t.on("dom-start",(function(e){!function(e){if(!e||"string"!=typeof e.nodeName||"script"!==e.nodeName.toLowerCase())return;if("function"!=typeof e.addEventListener)return;var n=(a=e.src,s=a.match(i),s?s[1]:null);var a,s;if(!n)return;var u=function(e){var t=e.match(o);if(t&&t.length>=3)return{key:t[2],parent:c(t[1],window)};return{key:e,parent:window}}(n);if("function"!=typeof u.parent[u.key])return;var d={};function f(){t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}function l(){t.emit("jsonp-error",[],d),t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}r.inPlace(u.parent,[u.key],"cb-",d),e.addEventListener("load",f,(0,P.m$)(!1)),e.addEventListener("error",l,(0,P.m$)(!1)),t.emit("new-jsonp",[e.src],d)}(e[0])})),t}var k=r(5763);const H={};function L(e){const t=function(e){return(e||n.ee).get("mutation")}(e);if(!l.il||H[t.debugId])return t;H[t.debugId]=!0;var r=s(t),i=k.Yu.MO;return i&&(window.MutationObserver=function(e){return this instanceof i?new i(r(e,"fn-")):i.apply(this,arguments)},MutationObserver.prototype=i.prototype),t}const z={};function M(e){const t=function(e){return(e||n.ee).get("promise")}(e);if(z[t.debugId])return t;z[t.debugId]=!0;var r=n.c,o=s(t),a=k.Yu.PR;return a&&function(){function e(r){var n=t.context(),i=o(r,"executor-",n,null,!1);const s=Reflect.construct(a,[i],e);return t.context(s).getCtx=function(){return n},s}l._A.Promise=e,Object.defineProperty(e,"name",{value:"Promise"}),e.toString=function(){return a.toString()},Object.setPrototypeOf(e,a),["all","race"].forEach((function(r){const n=a[r];e[r]=function(e){let i=!1;[...e||[]].forEach((e=>{this.resolve(e).then(a("all"===r),a(!1))}));const o=n.apply(this,arguments);return o;function a(e){return function(){t.emit("propagate",[null,!i],o,!1,!1),i=i||!e}}}})),["resolve","reject"].forEach((function(r){const n=a[r];e[r]=function(e){const r=n.apply(this,arguments);return e!==r&&t.emit("propagate",[e,!0],r,!1,!1),r}})),e.prototype=a.prototype;const n=a.prototype.then;a.prototype.then=function(){var e=this,i=r(e);i.promise=e;for(var a=arguments.length,s=new Array(a),c=0;c e())),t};function m(e,t){i.inPlace(t,["onreadystatechange"],"fn-",E)}function b(){var e=this,t=r.context(e);e.readyState>3&&!t.resolved&&(t.resolved=!0,r.emit("xhr-resolved",[],e)),i.inPlace(e,f,"fn-",E)}if(function(e,t){for(var r in e)t[r]=e[r]}(o,p),p.prototype=o.prototype,i.inPlace(p.prototype,J,"-xhr-",E),r.on("send-xhr-start",(function(e,t){m(e,t),function(e){h.push(e),a&&(y?y.then(A):u?u(A):(w=-w,x.data=w))}(t)})),r.on("open-xhr-start",m),a){var y=c&&c.resolve();if(!u&&!c){var w=1,x=document.createTextNode(w);new a(A).observe(x,{characterData:!0})}}else t.on("fn-end",(function(e){e[0]&&e[0].type===d||A()}));function A(){for(var e=0;e {r.d(t,{t:()=>n});const n=r(3325).D.ajax},6660:(e,t,r)=>{r.d(t,{A:()=>i,t:()=>n});const n=r(3325).D.jserrors,i="nr@seenError"},3081:(e,t,r)=>{r.d(t,{gF:()=>o,mY:()=>i,t9:()=>n,vz:()=>s,xS:()=>a});const n=r(3325).D.metrics,i="sm",o="cm",a="storeSupportabilityMetrics",s="storeEventMetrics"},4649:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageAction},7633:(e,t,r)=>{r.d(t,{Dz:()=>i,OJ:()=>a,qw:()=>o,t9:()=>n});const n=r(3325).D.pageViewEvent,i="firstbyte",o="domcontent",a="windowload"},9251:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageViewTiming},3614:(e,t,r)=>{r.d(t,{BST_RESOURCE:()=>i,END:()=>s,FEATURE_NAME:()=>n,FN_END:()=>u,FN_START:()=>c,PUSH_STATE:()=>d,RESOURCE:()=>o,START:()=>a});const n=r(3325).D.sessionTrace,i="bstResource",o="resource",a="-start",s="-end",c="fn"+a,u="fn"+s,d="pushState"},7836:(e,t,r)=>{r.d(t,{BODY:()=>A,CB_END:()=>E,CB_START:()=>u,END:()=>x,FEATURE_NAME:()=>i,FETCH:()=>_,FETCH_BODY:()=>v,FETCH_DONE:()=>m,FETCH_START:()=>p,FN_END:()=>c,FN_START:()=>s,INTERACTION:()=>l,INTERACTION_API:()=>d,INTERACTION_EVENTS:()=>o,JSONP_END:()=>b,JSONP_NODE:()=>g,JS_TIME:()=>T,MAX_TIMER_BUDGET:()=>a,REMAINING:()=>f,SPA_NODE:()=>h,START:()=>w,originalSetTimeout:()=>y});var n=r(5763);const i=r(3325).D.spa,o=["click","submit","keypress","keydown","keyup","change"],a=999,s="fn-start",c="fn-end",u="cb-start",d="api-ixn-",f="remaining",l="interaction",h="spaNode",g="jsonpNode",p="fetch-start",m="fetch-done",v="fetch-body-",b="jsonp-end",y=n.Yu.ST,w="-start",x="-end",A="-body",E="cb"+x,T="jsTime",_="fetch"},5938:(e,t,r)=>{r.d(t,{W:()=>o});var n=r(5763),i=r(2177);class o{constructor(e,t,r){this.agentIdentifier=e,this.aggregator=t,this.ee=i.ee.get(e,(0,n.OP)(this.agentIdentifier).isolatedBacklog),this.featureName=r,this.blocked=!1}}},9144:(e,t,r)=>{r.d(t,{j:()=>m});var n=r(3325),i=r(5763),o=r(5546),a=r(2177),s=r(7894),c=r(8e3),u=r(3960),d=r(385),f=r(50),l=r(3081),h=r(8632);function g(){const e=(0,h.gG)();["setErrorHandler","finished","addToTrace","inlineHit","addRelease","addPageAction","setCurrentRouteName","setPageViewName","setCustomAttribute","interaction","noticeError","setUserId"].forEach((t=>{e[t]=function(){for(var r=arguments.length,n=new Array(r),i=0;i 1?r-1:0),i=1;i {e.exposed&&e.api[t]&&o.push(e.api[t](...n))})),o.length>1?o:o[0]}(t,...n)}}))}var p=r(2587);function m(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:{},m=arguments.length>2?arguments[2]:void 0,v=arguments.length>3?arguments[3]:void 0,{init:b,info:y,loader_config:w,runtime:x={loaderType:m},exposed:A=!0}=t;const E=(0,h.gG)();y||(b=E.init,y=E.info,w=E.loader_config),(0,i.Dg)(e,b||{}),(0,i.GE)(e,w||{}),(0,i.sU)(e,x),y.jsAttributes??={},d.v6&&(y.jsAttributes.isWorker=!0),(0,i.CX)(e,y),g();const T=function(e,t){t||(0,c.R)(e,"api");const h={};var g=a.ee.get(e),p=g.get("tracer"),m="api-",v=m+"ixn-";function b(t,r,n,o){const a=(0,i.C5)(e);return null===r?delete a.jsAttributes[t]:(0,i.CX)(e,{...a,jsAttributes:{...a.jsAttributes,[t]:r}}),x(m,n,!0,o||null===r?"session":void 0)(t,r)}function y(){}["setErrorHandler","finished","addToTrace","inlineHit","addRelease"].forEach((e=>h[e]=x(m,e,!0,"api"))),h.addPageAction=x(m,"addPageAction",!0,n.D.pageAction),h.setCurrentRouteName=x(m,"routeName",!0,n.D.spa),h.setPageViewName=function(t,r){if("string"==typeof t)return"/"!==t.charAt(0)&&(t="/"+t),(0,i.OP)(e).customTransaction=(r||"http://custom.transaction")+t,x(m,"setPageViewName",!0)()},h.setCustomAttribute=function(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2];if("string"==typeof e){if(["string","number"].includes(typeof t)||null===t)return b(e,t,"setCustomAttribute",r);(0,f.Z)("Failed to execute setCustomAttribute.\nNon-null value must be a string or number type, but a type of was provided."))}else(0,f.Z)("Failed to execute setCustomAttribute.\nName must be a string type, but a type of was provided."))},h.setUserId=function(e){if("string"==typeof e||null===e)return b("enduser.id",e,"setUserId",!0);(0,f.Z)("Failed to execute setUserId.\nNon-null value must be a string type, but a type of was provided."))},h.interaction=function(){return(new y).get()};var w=y.prototype={createTracer:function(e,t){var r={},i=this,a="function"==typeof t;return(0,o.p)(v+"tracer",[(0,s.z)(),e,r],i,n.D.spa,g),function(){if(p.emit((a?"":"no-")+"fn-start",[(0,s.z)(),i,a],r),a)try{return t.apply(this,arguments)}catch(e){throw p.emit("fn-err",[arguments,this,"string"==typeof e?new Error(e):e],r),e}finally{p.emit("fn-end",[(0,s.z)()],r)}}}};function x(e,t,r,i){return function(){return(0,o.p)(l.xS,["API/"+t+"/called"],void 0,n.D.metrics,g),i&&(0,o.p)(e+t,[(0,s.z)(),...arguments],r?null:this,i,g),r?void 0:this}}function A(){r.e(439).then(r.bind(r,7438)).then((t=>{let{setAPI:r}=t;r(e),(0,c.L)(e,"api")})).catch((()=>(0,f.Z)("Downloading runtime APIs failed...")))}return["actionText","setName","setAttribute","save","ignore","onEnd","getContext","end","get"].forEach((e=>{w[e]=x(v,e,void 0,n.D.spa)})),h.noticeError=function(e,t){"string"==typeof e&&(e=new Error(e)),(0,o.p)(l.xS,["API/noticeError/called"],void 0,n.D.metrics,g),(0,o.p)("err",[e,(0,s.z)(),!1,t],void 0,n.D.jserrors,g)},d.il?(0,u.b)((()=>A()),!0):A(),h}(e,v);return(0,h.Qy)(e,T,"api"),(0,h.Qy)(e,A,"exposed"),(0,h.EZ)("activatedFeatures",p.T),T}},3325:(e,t,r)=>{r.d(t,{D:()=>n,p:()=>i});const n={ajax:"ajax",jserrors:"jserrors",metrics:"metrics",pageAction:"page_action",pageViewEvent:"page_view_event",pageViewTiming:"page_view_timing",sessionReplay:"session_replay",sessionTrace:"session_trace",spa:"spa"},i={[n.pageViewEvent]:1,[n.pageViewTiming]:2,[n.metrics]:3,[n.jserrors]:4,[n.ajax]:5,[n.sessionTrace]:6,[n.pageAction]:7,[n.spa]:8,[n.sessionReplay]:9}}},n={};function i(e){var t=n[e];if(void 0!==t)return t.exports;var o=n[e]={exports:{}};return r[e](o,o.exports,i),o.exports}i.m=r,i.d=(e,t)=>{for(var r in t)i.o(t,r)&&!i.o(e,r)&&Object.defineProperty(e,r,{enumerable:!0,get:t[r]})},i.f={},i.e=e=>Promise.all(Object.keys(i.f).reduce(((t,r)=>(i.f[r](e,t),t)),[])),i.u=e=>(({78:"page_action-aggregate",147:"metrics-aggregate",242:"session-manager",317:"jserrors-aggregate",348:"page_view_timing-aggregate",412:"lazy-feature-loader",439:"async-api",538:"recorder",590:"session_replay-aggregate",675:"compressor",733:"session_trace-aggregate",786:"page_view_event-aggregate",873:"spa-aggregate",898:"ajax-aggregate"}[e]||e)+"."+{78:"ac76d497",147:"3dc53903",148:"1a20d5fe",242:"2a64278a",317:"49e41428",348:"bd6de33a",412:"2f55ce66",439:"30bd804e",538:"1b18459f",590:"cf0efb30",675:"ae9f91a8",733:"83105561",786:"06482edd",860:"03a8b7a5",873:"e6b09d52",898:"998ef92b"}[e]+"-1.236.0.min.js"),i.o=(e,t)=>Object.prototype.hasOwnProperty.call(e,t),e={},t="NRBA:",i.l=(r,n,o,a)=>{if(e[r])e[r].push(n);else{var s,c;if(void 0!==o)for(var u=document.getElementsByTagName("script"),d=0;d {s.onerror=s.onload=null,clearTimeout(h);var i=e[r];if(delete e[r],s.parentNode&&s.parentNode.removeChild(s),i&&i.forEach((e=>e(n))),t)return t(n)},h=setTimeout(l.bind(null,void 0,{type:"timeout",target:s}),12e4);s.onerror=l.bind(null,s.onerror),s.onload=l.bind(null,s.onload),c&&document.head.appendChild(s)}},i.r=e=>{"undefined"!=typeof Symbol&&Symbol.toStringTag&&Object.defineProperty(e,Symbol.toStringTag,{value:"Module"}),Object.defineProperty(e,"__esModule",{value:!0})},i.j=364,i.p="https://js-agent.newrelic.com/",(()=>{var e={364:0,953:0};i.f.j=(t,r)=>{var n=i.o(e,t)?e[t]:void 0;if(0!==n)if(n)r.push(n[2]);else{var o=new Promise(((r,i)=>n=e[t]=[r,i]));r.push(n[2]=o);var a=i.p+i.u(t),s=new Error;i.l(a,(r=>{if(i.o(e,t)&&(0!==(n=e[t])&&(e[t]=void 0),n)){var o=r&&("load"===r.type?"missing":r.type),a=r&&r.target&&r.target.src;s.message="Loading chunk "+t+" failed.\n("+o+": "+a+")",s.name="ChunkLoadError",s.type=o,s.request=a,n[1](s)}}),"chunk-"+t,t)}};var t=(t,r)=>{var n,o,[a,s,c]=r,u=0;if(a.some((t=>0!==e[t]))){for(n in s)i.o(s,n)&&(i.m[n]=s[n]);if(c)c(i)}for(t&&t(r);u {i.r(o);var e=i(3325),t=i(5763);const r=Object.values(e.D);function n(e){const n={};return r.forEach((r=>{n[r]=function(e,r){return!1!==(0,t.Mt)(r,"".concat(e,".enabled"))}(r,e)})),n}var a=i(9144);var s=i(5546),c=i(385),u=i(8e3),d=i(5938),f=i(3960),l=i(50);class h extends d.W{constructor(e,t,r){let n=!(arguments.length>3&&void 0!==arguments[3])||arguments[3];super(e,t,r),this.auto=n,this.abortHandler,this.featAggregate,this.onAggregateImported,n&&(0,u.R)(e,r)}importAggregator(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:{};if(this.featAggregate||!this.auto)return;const r=c.il&&!0===(0,t.Mt)(this.agentIdentifier,"privacy.cookies_enabled");let n;this.onAggregateImported=new Promise((e=>{n=e}));const o=async()=>{let t;try{if(r){const{setupAgentSession:e}=await Promise.all([i.e(860),i.e(242)]).then(i.bind(i,3228));t=e(this.agentIdentifier)}}catch(e){(0,l.Z)("A problem occurred when starting up session manager. This page will not start or extend any session.",e)}try{if(!this.shouldImportAgg(this.featureName,t))return void(0,u.L)(this.agentIdentifier,this.featureName);const{lazyFeatureLoader:r}=await i.e(412).then(i.bind(i,8582)),{Aggregate:o}=await r(this.featureName,"aggregate");this.featAggregate=new o(this.agentIdentifier,this.aggregator,e),n(!0)}catch(e){(0,l.Z)("Downloading and initializing ".concat(this.featureName," failed..."),e),this.abortHandler?.(),n(!1)}};c.il?(0,f.b)((()=>o()),!0):o()}shouldImportAgg(r,n){return r!==e.D.sessionReplay||!1!==(0,t.Mt)(this.agentIdentifier,"session_trace.enabled")&&(!!n?.isNew||!!n?.state.sessionReplay)}}var g=i(7633),p=i(7894);class m extends h{static featureName=g.t9;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];if(super(r,n,g.t9,i),("undefined"==typeof PerformanceNavigationTiming||c.Tt)&&"undefined"!=typeof PerformanceTiming){const n=(0,t.OP)(r);n[g.Dz]=Math.max(Date.now()-n.offset,0),(0,f.K)((()=>n[g.qw]=Math.max((0,p.z)()-n[g.Dz],0))),(0,f.b)((()=>{const t=(0,p.z)();n[g.OJ]=Math.max(t-n[g.Dz],0),(0,s.p)("timing",["load",t],void 0,e.D.pageViewTiming,this.ee)}))}this.importAggregator()}}var v=i(1117),b=i(1284);class y extends v.w{constructor(e){super(e),this.aggregatedData={}}store(e,t,r,n,i){var o=this.getBucket(e,t,r,i);return o.metrics=function(e,t){t||(t={count:0});return t.count+=1,(0,b.D)(e,(function(e,r){t[e]=w(r,t[e])})),t}(n,o.metrics),o}merge(e,t,r,n,i){var o=this.getBucket(e,t,n,i);if(o.metrics){var a=o.metrics;a.count+=r.count,(0,b.D)(r,(function(e,t){if("count"!==e){var n=a[e],i=r[e];i&&!i.c?a[e]=w(i.t,n):a[e]=function(e,t){if(!t)return e;t.c||(t=x(t.t));return t.min=Math.min(e.min,t.min),t.max=Math.max(e.max,t.max),t.t+=e.t,t.sos+=e.sos,t.c+=e.c,t}(i,a[e])}}))}else o.metrics=r}storeMetric(e,t,r,n){var i=this.getBucket(e,t,r);return i.stats=w(n,i.stats),i}getBucket(e,t,r,n){this.aggregatedData[e]||(this.aggregatedData[e]={});var i=this.aggregatedData[e][t];return i||(i=this.aggregatedData[e][t]={params:r||{}},n&&(i.custom=n)),i}get(e,t){return t?this.aggregatedData[e]&&this.aggregatedData[e][t]:this.aggregatedData[e]}take(e){for(var t={},r="",n=!1,i=0;i t.max&&(t.max=e),e 2&&void 0!==arguments[2])||arguments[2];super(e,r,j.t,n),c.il&&((0,t.OP)(e).initHidden=Boolean("hidden"===document.visibilityState),(0,N.N)((()=>(0,s.p)("docHidden",[(0,p.z)()],void 0,j.t,this.ee)),!0),(0,O.bP)("pagehide",(()=>(0,s.p)("winPagehide",[(0,p.z)()],void 0,j.t,this.ee))),this.importAggregator())}}var P=i(3081);class C extends h{static featureName=P.t9;constructor(e,t){let r=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(e,t,P.t9,r),this.importAggregator()}}var R,I=i(2210),k=i(1214),H=i(2177),L={};try{R=localStorage.getItem("__nr_flags").split(","),console&&"function"==typeof console.log&&(L.console=!0,-1!==R.indexOf("dev")&&(L.dev=!0),-1!==R.indexOf("nr_dev")&&(L.nrDev=!0))}catch(e){}function z(e){try{L.console&&z(e)}catch(e){}}L.nrDev&&H.ee.on("internal-error",(function(e){z(e.stack)})),L.dev&&H.ee.on("fn-err",(function(e,t,r){z(r.stack)})),L.dev&&(z("NR AGENT IN DEVELOPMENT MODE"),z("flags: "+(0,b.D)(L,(function(e,t){return e})).join(", ")));var M=i(6660);class B extends h{static featureName=M.t;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(r,n,M.t,i),this.skipNext=0;try{this.removeOnAbort=new AbortController}catch(e){}const o=this;o.ee.on("fn-start",(function(e,t,r){o.abortHandler&&(o.skipNext+=1)})),o.ee.on("fn-err",(function(t,r,n){o.abortHandler&&!n[M.A]&&((0,I.X)(n,M.A,(function(){return!0})),this.thrown=!0,(0,s.p)("err",[n,(0,p.z)()],void 0,e.D.jserrors,o.ee))})),o.ee.on("fn-end",(function(){o.abortHandler&&!this.thrown&&o.skipNext>0&&(o.skipNext-=1)})),o.ee.on("internal-error",(function(t){(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,o.ee)})),this.origOnerror=c._A.onerror,c._A.onerror=this.onerrorHandler.bind(this),c._A.addEventListener("unhandledrejection",(t=>{const r=function(e){let t="Unhandled Promise Rejection: ";if(e instanceof Error)try{return e.message=t+e.message,e}catch(t){return e}if(void 0===e)return new Error(t);try{return new Error(t+(0,D.P)(e))}catch(e){return new Error(t)}}(t.reason);(0,s.p)("err",[r,(0,p.z)(),!1,{unhandledPromiseRejection:1}],void 0,e.D.jserrors,this.ee)}),(0,O.m$)(!1,this.removeOnAbort?.signal)),(0,k.gy)(this.ee),(0,k.BV)(this.ee),(0,k.em)(this.ee),(0,t.OP)(r).xhrWrappable&&(0,k.Kf)(this.ee),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}onerrorHandler(t,r,n,i,o){"function"==typeof this.origOnerror&&this.origOnerror(...arguments);try{this.skipNext?this.skipNext-=1:(0,s.p)("err",[o||new F(t,r,n),(0,p.z)()],void 0,e.D.jserrors,this.ee)}catch(t){try{(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,this.ee)}catch(e){}}return!1}}function F(e,t,r){this.message=e||"Uncaught error with no additional information",this.sourceURL=t,this.line=r}let U=1;const q="nr@id";function G(e){const t=typeof e;return!e||"object"!==t&&"function"!==t?-1:e===c._A?0:(0,I.X)(e,q,(function(){return U++}))}function V(e){if("string"==typeof e&&e.length)return e.length;if("object"==typeof e){if("undefined"!=typeof ArrayBuffer&&e instanceof ArrayBuffer&&e.byteLength)return e.byteLength;if("undefined"!=typeof Blob&&e instanceof Blob&&e.size)return e.size;if(!("undefined"!=typeof FormData&&e instanceof FormData))try{return(0,D.P)(e).length}catch(e){return}}}var X=i(7243);class W{constructor(e){this.agentIdentifier=e,this.generateTracePayload=this.generateTracePayload.bind(this),this.shouldGenerateTrace=this.shouldGenerateTrace.bind(this)}generateTracePayload(e){if(!this.shouldGenerateTrace(e))return null;var r=(0,t.DL)(this.agentIdentifier);if(!r)return null;var n=(r.accountID||"").toString()||null,i=(r.agentID||"").toString()||null,o=(r.trustKey||"").toString()||null;if(!n||!i)return null;var a=(0,_.M)(),s=(0,_.Ht)(),c=Date.now(),u={spanId:a,traceId:s,timestamp:c};return(e.sameOrigin||this.isAllowedOrigin(e)&&this.useTraceContextHeadersForCors())&&(u.traceContextParentHeader=this.generateTraceContextParentHeader(a,s),u.traceContextStateHeader=this.generateTraceContextStateHeader(a,c,n,i,o)),(e.sameOrigin&&!this.excludeNewrelicHeader()||!e.sameOrigin&&this.isAllowedOrigin(e)&&this.useNewrelicHeaderForCors())&&(u.newrelicHeader=this.generateTraceHeader(a,s,c,n,i,o)),u}generateTraceContextParentHeader(e,t){return"00-"+t+"-"+e+"-01"}generateTraceContextStateHeader(e,t,r,n,i){return i+"@nr=0-1-"+r+"-"+n+"-"+e+"----"+t}generateTraceHeader(e,t,r,n,i,o){if(!("function"==typeof c._A?.btoa))return null;var a={v:[0,1],d:{ty:"Browser",ac:n,ap:i,id:e,tr:t,ti:r}};return o&&n!==o&&(a.d.tk=o),btoa((0,D.P)(a))}shouldGenerateTrace(e){return this.isDtEnabled()&&this.isAllowedOrigin(e)}isAllowedOrigin(e){var r=!1,n={};if((0,t.Mt)(this.agentIdentifier,"distributed_tracing")&&(n=(0,t.P_)(this.agentIdentifier).distributed_tracing),e.sameOrigin)r=!0;else if(n.allowed_origins instanceof Array)for(var i=0;i 2&&void 0!==arguments[2])||arguments[2];super(r,n,Z.t,i),(0,t.OP)(r).xhrWrappable&&(this.dt=new W(r),this.handler=(e,t,r,n)=>(0,s.p)(e,t,r,n,this.ee),(0,k.u5)(this.ee),(0,k.Kf)(this.ee),function(r,n,i,o){function a(e){var t=this;t.totalCbs=0,t.called=0,t.cbTime=0,t.end=E,t.ended=!1,t.xhrGuids={},t.lastSize=null,t.loadCaptureCalled=!1,t.params=this.params||{},t.metrics=this.metrics||{},e.addEventListener("load",(function(r){_(t,e)}),(0,O.m$)(!1)),c.IF||e.addEventListener("progress",(function(e){t.lastSize=e.loaded}),(0,O.m$)(!1))}function s(e){this.params={method:e[0]},T(this,e[1]),this.metrics={}}function u(e,n){var i=(0,t.DL)(r);i.xpid&&this.sameOrigin&&n.setRequestHeader("X-NewRelic-ID",i.xpid);var a=o.generateTracePayload(this.parsedOrigin);if(a){var s=!1;a.newrelicHeader&&(n.setRequestHeader("newrelic",a.newrelicHeader),s=!0),a.traceContextParentHeader&&(n.setRequestHeader("traceparent",a.traceContextParentHeader),a.traceContextStateHeader&&n.setRequestHeader("tracestate",a.traceContextStateHeader),s=!0),s&&(this.dt=a)}}function d(e,t){var r=this.metrics,i=e[0],o=this;if(r&&i){var a=V(i);a&&(r.txSize=a)}this.startTime=(0,p.z)(),this.listener=function(e){try{"abort"!==e.type||o.loadCaptureCalled||(o.params.aborted=!0),("load"!==e.type||o.called===o.totalCbs&&(o.onloadCalled||"function"!=typeof t.onload)&&"function"==typeof o.end)&&o.end(t)}catch(e){try{n.emit("internal-error",[e])}catch(e){}}};for(var s=0;s 1?e[1]=i:e.push(i)}else e[0]&&e[0].headers&&s(e[0].headers,n)&&(this.dt=n);function s(e,t){var r=!1;return t.newrelicHeader&&(e.set("newrelic",t.newrelicHeader),r=!0),t.traceContextParentHeader&&(e.set("traceparent",t.traceContextParentHeader),t.traceContextStateHeader&&e.set("tracestate",t.traceContextStateHeader),r=!0),r}}function x(e,t){this.params={},this.metrics={},this.startTime=(0,p.z)(),this.dt=t,e.length>=1&&(this.target=e[0]),e.length>=2&&(this.opts=e[1]);var r,n=this.opts||{},i=this.target;"string"==typeof i?r=i:"object"==typeof i&&i instanceof Y?r=i.url:c._A?.URL&&"object"==typeof i&&i instanceof URL&&(r=i.href),T(this,r);var o=(""+(i&&i instanceof Y&&i.method||n.method||"GET")).toUpperCase();this.params.method=o,this.txSize=V(n.body)||0}function A(t,r){var n;this.endTime=(0,p.z)(),this.params||(this.params={}),this.params.status=r?r.status:0,"string"==typeof this.rxSize&&this.rxSize.length>0&&(n=+this.rxSize);var o={txSize:this.txSize,rxSize:n,duration:(0,p.z)()-this.startTime};i("xhr",[this.params,o,this.startTime,this.endTime,"fetch"],this,e.D.ajax)}function E(t){var r=this.params,n=this.metrics;if(!this.ended){this.ended=!0;for(var o=0;o 2&&void 0!==arguments[2])||arguments[2];super(e,t,we.t,r),this.importAggregator()}}new class{constructor(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:(0,_.ky)(16);c._A?(this.agentIdentifier=t,this.sharedAggregator=new y({agentIdentifier:this.agentIdentifier}),this.features={},this.desiredFeatures=new Set(e.features||[]),this.desiredFeatures.add(m),Object.assign(this,(0,a.j)(this.agentIdentifier,e,e.loaderType||"agent")),this.start()):(0,l.Z)("Failed to initial the agent. Could not determine the runtime environment.")}get config(){return{info:(0,t.C5)(this.agentIdentifier),init:(0,t.P_)(this.agentIdentifier),loader_config:(0,t.DL)(this.agentIdentifier),runtime:(0,t.OP)(this.agentIdentifier)}}start(){const t="features";try{const r=n(this.agentIdentifier),i=[...this.desiredFeatures];i.sort(((t,r)=>e.p[t.featureName]-e.p[r.featureName])),i.forEach((t=>{if(r[t.featureName]||t.featureName===e.D.pageViewEvent){const n=function(t){switch(t){case e.D.ajax:return[e.D.jserrors];case e.D.sessionTrace:return[e.D.ajax,e.D.pageViewEvent];case e.D.sessionReplay:return[e.D.sessionTrace];case e.D.pageViewTiming:return[e.D.pageViewEvent];default:return[]}}(t.featureName);n.every((e=>r[e]))||(0,l.Z)("".concat(t.featureName," is enabled but one or more dependent features has been disabled (").concat((0,D.P)(n),"). This may cause unintended consequences or missing data...")),this.features[t.featureName]=new t(this.agentIdentifier,this.sharedAggregator)}})),(0,T.Qy)(this.agentIdentifier,this.features,t)}catch(e){(0,l.Z)("Failed to initialize all enabled instrument classes (agent aborted) -",e);for(const e in this.features)this.features[e].abortHandler?.();const r=(0,T.fP)();return delete r.initializedAgents[this.agentIdentifier]?.api,delete r.initializedAgents[this.agentIdentifier]?.[t],delete this.sharedAggregator,r.ee?.abort(),delete r.ee?.get(this.agentIdentifier),!1}}}({features:[J,m,S,class extends h{static featureName=oe;constructor(t,r){if(super(t,r,oe,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;const n=this.ee;let i;(0,k.QU)(n),this.eventsEE=(0,k.em)(n),this.eventsEE.on(se,(function(e,t){this.bstStart=(0,p.z)()})),this.eventsEE.on(ae,(function(t,r){(0,s.p)("bst",[t[0],r,this.bstStart,(0,p.z)()],void 0,e.D.sessionTrace,n)})),n.on(ce+ne,(function(e){this.time=(0,p.z)(),this.startPath=location.pathname+location.hash})),n.on(ce+ie,(function(t){(0,s.p)("bstHist",[location.pathname+location.hash,this.startPath,this.time],void 0,e.D.sessionTrace,n)}));try{i=new PerformanceObserver((t=>{const r=t.getEntries();(0,s.p)(te,[r],void 0,e.D.sessionTrace,n)})),i.observe({type:re,buffered:!0})}catch(e){}this.importAggregator({resourceObserver:i})}},C,xe,B,class extends h{static featureName=de;constructor(e,r){if(super(e,r,de,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;if(!(0,t.OP)(e).xhrWrappable)return;try{this.removeOnAbort=new AbortController}catch(e){}let n,i=0;const o=this.ee.get("tracer"),a=(0,k._L)(this.ee),s=(0,k.Lg)(this.ee),u=(0,k.BV)(this.ee),d=(0,k.Kf)(this.ee),f=this.ee.get("events"),l=(0,k.u5)(this.ee),h=(0,k.QU)(this.ee),g=(0,k.Gm)(this.ee);function m(e,t){h.emit("newURL",[""+window.location,t])}function v(){i++,n=window.location.hash,this[ve]=(0,p.z)()}function b(){i--,window.location.hash!==n&&m(0,!0);var e=(0,p.z)();this[pe]=~~this[pe]+e-this[ve],this[ye]=e}function y(e,t){e.on(t,(function(){this[t]=(0,p.z)()}))}this.ee.on(ve,v),s.on(be,v),a.on(be,v),this.ee.on(ye,b),s.on(ge,b),a.on(ge,b),this.ee.buffer([ve,ye,"xhr-resolved"],this.featureName),f.buffer([ve],this.featureName),u.buffer(["setTimeout"+le,"clearTimeout"+fe,ve],this.featureName),d.buffer([ve,"new-xhr","send-xhr"+fe],this.featureName),l.buffer([me+fe,me+"-done",me+he+fe,me+he+le],this.featureName),h.buffer(["newURL"],this.featureName),g.buffer([ve],this.featureName),s.buffer(["propagate",be,ge,"executor-err","resolve"+fe],this.featureName),o.buffer([ve,"no-"+ve],this.featureName),a.buffer(["new-jsonp","cb-start","jsonp-error","jsonp-end"],this.featureName),y(l,me+fe),y(l,me+"-done"),y(a,"new-jsonp"),y(a,"jsonp-end"),y(a,"cb-start"),h.on("pushState-end",m),h.on("replaceState-end",m),window.addEventListener("hashchange",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("load",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("popstate",(function(){m(0,i>1)}),(0,O.m$)(!0,this.removeOnAbort?.signal)),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}}],loaderType:"spa"})})(),window.NRBA=o})(); const cookieDomain = window.location.hostname; const tld = buildTLD(); function buildTLD() { const domainParts = cookieDomain.split('.'); while (domainParts.length > 2) { domainParts.shift(); } return domainParts.join('.'); } function deleteCookie(cookieName) { if (!cookieName) { return; } const cookiePath = (cookieName.startsWith('retraction_warning_') || cookieName.startsWith('version_warning_')) ? '/articles/' + cookieName : '/'; // Yes, these three slightly different ways to try and remove cookies are necessary document.cookie = cookieName + '=; path=' + cookiePath + '; domain=' + cookieDomain + '; expires=Thu, 01 Jan 1970 00:00:01 GMT;'; document.cookie = cookieName + '=; path=' + cookiePath + '; domain=.' + tld + '; expires=Thu, 01 Jan 1970 00:00:01 GMT;'; document.cookie = cookieName + '=; path=' + cookiePath + '; expires=Thu, 01 Jan 1970 00:00:01 GMT;'; } function deleteGroupCookies(group) { if (!group) { return; } const domainData = OneTrust.GetDomainData(), cookies = domainData.Groups.filter(cookieGroup => cookieGroup.OptanonGroupId === group)[0].Cookies; cookies.forEach(cookie => deleteCookie(cookie.Name)); } function OptanonWrapper() { const cookieConsentGroups = []; for (group of OneTrust.GetDomainData().Groups) { cookieConsentGroups.push(group.OptanonGroupId); } OneTrust.OnConsentChanged(function(e) { const cookieConsentActiveGroups = OnetrustActiveGroups.split(',').filter(activeGroup => activeGroup); cookieConsentGroups.forEach(group => { if (!cookieConsentActiveGroups.includes(group)) { deleteGroupCookies(group); }; }); }); } window.jQuery || document.write(' ') CKEDITOR_BASEPATH='https://hrbopenresearch.org/js/vendor/ckeditor/' window.reactTheme = 'HRB'; window.MathJax = { CommonHTML: { linebreaks: { automatic: true } }, 'HTML-CSS': { linebreaks: { automatic: true } }, SVG: { linebreaks: { automatic: true } }, AuthorInit: function() { MathJax.Hub.Register.MessageHook('End Process', function () { let timeout = false; // holder for timeout id const delay = 250; // delay after event is "complete" to run callback const reflowMath = function() { const dispFormulas = document.querySelectorAll('.disp-formula.panel'); if (!dispFormulas) { return; } for (const dispFormula of dispFormulas) { const child = dispFormula.querySelector('.MathJax_Preview').nextSibling.firstChild; const isMultiline = MathJax.Hub.getAllJax(dispFormula)[0].root.isMultiline; if (dispFormula.offsetWidth < child.offsetWidth || isMultiline) { MathJax.Hub.Queue(['Rerender', MathJax.Hub, dispFormula]); } } }; window.addEventListener('resize', function() { clearTimeout(timeout); // clear the timeout timeout = setTimeout(reflowMath, delay); // start timing for event "completion" }); }); }, }; if (window.location.hash == '#_=_'){ window.location = window.location.href.split('#')[0] } !function(f,b,e,v,n,t,s){if(f.fbq)return;n=f.fbq=function() {n.callMethod? n.callMethod.apply(n,arguments):n.queue.push(arguments)} ;if(!f._fbq)f._fbq=n; n.push=n;n.loaded=!0;n.version='2.0';n.queue=[];t=b.createElement(e);t.async=!0; t.src=v;s=b.getElementsByTagName(e)[0];s.parentNode.insertBefore(t,s)}(window, document,'script','https://connect.facebook.net/en_US/fbevents.js'); fbq('init', '1641728616063202'); fbq('track', "PixelInitialized", {}); Skip to content HRB Open Research file_upload Submit your research search clear search menu close clear Search Browse Gateways & Collections How to Publish Submit your Research My Submissions Article Guidelines Article Guidelines (New Versions) Data Guidelines Prepublication Checks Production Process Article Processing Charges Finding Article Reviewers About How it Works For Reviewers National Steering Group Policies Glossary FAQs Contact Blog My Account Submissions Content and Tracking Alerts My Details Sign In file_upload Submit your research { "@context": "https://schema.org", "@type": "ScholarlyArticle", "mainEntityOfPage": { "@type": "WebPage", "@id": "https://hrbopenresearch.org/articles/7-64" }, "headline": "Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school", "datePublished": "2024-10-08T19:33:45", "dateModified": "2024-10-08T19:33:45", "author": [ { "@type": "Person", "name": "Logan Verlaque" }, { "@type": "Person", "name": "Benjamin Jacob" }, { "@type": "Person", "name": "Kurdo Araz" }, { "@type": "Person", "name": "Aileen Barrett" }, { "@type": "Person", "name": "Fiona Kent" }, { "@type": "Person", "name": "Patrick Redmond" } ], "publisher": { "@type": "Organization", "name": "HRB Open Research", "logo": { "@type": "ImageObject", "url": "https://hrbopenresearch.org/img/AMP/HRB_image.png", "height": 566, "width": 60 } }, "image": { "@type": "ImageObject", "url": "https://hrbopenresearch.org/img/AMP/HRB_image.png", "height": 1200, "width": 127 }, "description": " Background The increasing necessity for specialised training in primary care cancer research stems from GPs' pivotal role in cancer detection and holistic care coupled with the unique primary care context. This has led to the development of the PRiCAN Scholars Network, an initiative to enhance the research capabilities of Graduate Entry Medicine (GEM) students in RCSI University of Medicine and Health Sciences, Dublin, Ireland. This protocol outlines a proposal for the systematic development, implementation, and evaluation of a curriculum aimed at improving the primary care cancer research skills of this cohort. Methods The curriculum development process will be guided by Kern’s six-step approach. Initial stages involve comprehensive needs assessments via surveys and focus groups to identify educational needs. Subsequently, targeted learning objectives and aligned educational strategies will be defined to maximise learning opportunities and impact. The curriculum’s impact will be evaluated in a pilot phase with selected students and faculty, utilising both qualitative and quantitative feedback to drive continuous improvements. Conclusion This protocol describes a detailed method for establishing a primary care cancer research curriculum within the PRiCAN Scholars Network. Designed with a focus on sustainability and adaptability, the curriculum will be structured to develop and support a generation of medical professionals' literate in primary care research, contributing to the advancement of medical education and cancer research. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://hrbopenresearch.org/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://hrbopenresearch.org/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://hrbopenresearch.org/articles/7-64", "name": "Protocol to develop a specialised curriculum in primary care cancer..." } } ] } Home Browse Protocol to develop a specialised curriculum in primary care cancer... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Verlaque L, Jacob B, Araz K et al. Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school [version 1; peer review: 2 approved] . HRB Open Res 2024, 7 :64 ( https://doi.org/10.12688/hrbopenres.13911.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Study Protocol Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school [version 1; peer review: 2 approved] Logan Verlaque https://orcid.org/0009-0005-2549-7193 1 , Benjamin Jacob https://orcid.org/0000-0003-1119-064X 1 , Kurdo Araz https://orcid.org/0000-0002-6476-8735 1 , Aileen Barrett https://orcid.org/0000-0002-6400-9624 2 , Fiona Kent 3 , Patrick Redmond 1 Logan Verlaque https://orcid.org/0009-0005-2549-7193 1 , Benjamin Jacob https://orcid.org/0000-0003-1119-064X 1 , [...] Kurdo Araz https://orcid.org/0000-0002-6476-8735 1 , Aileen Barrett https://orcid.org/0000-0002-6400-9624 2 , Fiona Kent 3 , Patrick Redmond 1 PUBLISHED 08 Oct 2024 Author details Author details 1 Department of General Practice, Royal College of Surgeons in Ireland, Dublin, Ireland 2 Irish College of General Practitioners, Dublin, Ireland 3 Health Professions Education Centre, Royal College of Surgeons in Ireland, Dublin, Ireland Logan Verlaque Roles: Conceptualization, Formal Analysis, Investigation, Project Administration, Writing – Original Draft Preparation, Writing – Review & Editing Benjamin Jacob Roles: Conceptualization, Methodology, Project Administration, Supervision, Writing – Review & Editing Kurdo Araz Roles: Writing – Review & Editing Aileen Barrett Roles: Supervision, Validation, Writing – Review & Editing Fiona Kent Roles: Writing – Review & Editing Patrick Redmond Roles: Conceptualization, Funding Acquisition, Methodology, Project Administration, Resources, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Background The increasing necessity for specialised training in primary care cancer research stems from GPs' pivotal role in cancer detection and holistic care coupled with the unique primary care context. This has led to the development of the PRiCAN Scholars Network, an initiative to enhance the research capabilities of Graduate Entry Medicine (GEM) students in RCSI University of Medicine and Health Sciences, Dublin, Ireland. This protocol outlines a proposal for the systematic development, implementation, and evaluation of a curriculum aimed at improving the primary care cancer research skills of this cohort. Methods The curriculum development process will be guided by Kern’s six-step approach. Initial stages involve comprehensive needs assessments via surveys and focus groups to identify educational needs. Subsequently, targeted learning objectives and aligned educational strategies will be defined to maximise learning opportunities and impact. The curriculum’s impact will be evaluated in a pilot phase with selected students and faculty, utilising both qualitative and quantitative feedback to drive continuous improvements. Conclusion This protocol describes a detailed method for establishing a primary care cancer research curriculum within the PRiCAN Scholars Network. Designed with a focus on sustainability and adaptability, the curriculum will be structured to develop and support a generation of medical professionals' literate in primary care research, contributing to the advancement of medical education and cancer research. READ ALL READ LESS Keywords Curriculum; Education, Medical; Program Development; Needs Assessment; Research Design; Primary Care; Cancer Research Corresponding Author(s) Logan Verlaque ( [email protected] ) Benjamin Jacob ( [email protected] ) Close Corresponding authors: Logan Verlaque, Benjamin Jacob Competing interests: No competing interests were disclosed. Grant information: Health Research Board [SDAP-2023-033]. This work was also supported by the RCSI Student Engagement and Partnership (StEP) programme. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright: © 2024 Verlaque L et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Verlaque L, Jacob B, Araz K et al. Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school [version 1; peer review: 2 approved] . HRB Open Res 2024, 7 :64 ( https://doi.org/10.12688/hrbopenres.13911.1 ) First published: 08 Oct 2024, 7 :64 ( https://doi.org/10.12688/hrbopenres.13911.1 ) Latest published: 08 Oct 2024, 7 :64 ( https://doi.org/10.12688/hrbopenres.13911.1 ) Background General practice is fundamental within the broader network of health care services known as “primary care”, which refers to all health care services located within the patient’s community 1 . This includes General practitioners (GPs), GP nurses, Public Health Nurses (PHNs), community-based pharmacists, dental practitioners, physiotherapists, occupational therapists, psychotherapists, and medical social workers 1 . In many healthcare systems across the world—such as those in Ireland, the UK, the Netherlands, Denmark, Australia, and New Zealand—primary care is the first point of contact with the health system. GPs hold a unique position within the healthcare system due to the continuous nature of their relationship with patients, enabling them to observe subtle health changes over time. They act as the patient’s advocate, reviewing a high volume of patients with undifferentiated symptoms despite limited access to diagnostics and relying on their generalist medical knowledge to screen for significant pathology 2 . GPs often tolerate a higher degree of uncertainty compared to their counterparts in secondary care. Given this distinct role of primary care, and the unique characteristics of its population, and healthcare context, evidence supporting primary healthcare cannot be solely derived from secondary care research—i.e. research conducted by secondary care clinicians—primary care research is needed. This project aims to contribute to the development of primary care researchers equipped to answer the research questions posed by this multifaceted discipline, focusing on cancer due to its significant burden to public health. Role of primary care in cancer control Cancer poses a significant public health challenge in Ireland, mirroring global trends in morbidity and mortality. In 2022, cancer was responsible for nearly 30% of all deaths, underlining the urgent need for comprehensive cancer control strategies 3 , 4 . The National Cancer Strategy 2017–2026 is Ireland’s response to this challenge, outlining objectives to improve prevention, early diagnosis, and patient care 3 , 5 , 6 . Primary care functions across the cancer care continuum, particularly in early detection and initial management which significantly impacts treatment success rates and patient survival 7 . In Ireland, GPs bear the responsibility of detecting early signs and symptoms, carrying out diagnostic tests, and referring patients for specialist care 8 . GPs can play a pivotal role in primary care research due to the quick turnover of patients, volume of patient contacts, management of multi-morbidity, and involvement in cancer screening programmes and health promotion campaigns. Despite the crucial role of primary care in cancer control, there are areas requiring improvement, particularly in streamlining referral pathways, enhancing GP access to diagnostic tools, and refining integration of primary care into the broader cancer care network 9 . To address these challenges, primary care cancer research is needed, and as such, the capacity for primary care research generally must enhanced. Strengthening the role of primary care professionals in primary care research is central to this vision, requiring targeted investments in training, resources, and infrastructure to support GPs in their crucial role in cancer detection and management 10 . Medical training in Ireland Medical education in Ireland is structured across a continuum from undergraduate to postgraduate levels, emphasising medical sciences, clinical skills, and early patient engagement. Graduate Entry Medicine (GEM) programmes offer a condensed, four-year curriculum designed to leverage the students’ previous academic achievements 11 . However, this intensive and clinically focused structure provides limited opportunities for in-depth research engagement 11 . Existing self-directed courses and summer research projects, while beneficial, yield variable outcomes and do not consistently afford all students the depth of research experience required for contemporary medical practice or a future clinical academic career 12 . Enhanced student participation in research has been correlated with increased student knowledge and a sustained interest in research, highlighting the importance of such engagement 13 . Longitudinal results of graduates from short-term research training programme found that 15% of students went on to conduct research as part of their professional responsibilities, suggesting the potential of such programmes to guide future physicians into research orientated careers 14 . Incorporating similar approaches within Ireland's medical training framework could profoundly enhance the quality and relevance of medical education, ensuring alignment with international standards and addressing the evolving needs of healthcare. The long-established model of intercalated BSc degrees, allowing for focused study and research in specific medical fields, illustrates the benefits of integrating foundational research skills into medical training 15 . Internationally, initiatives such as the Tisch Cancer Institute (TCI) Scholars Programme at the Icahn School of Medicine at Mount Sinai and the Scholars in Oncology-Associated Research (SOAR) programme at the University of Chicago demonstrate the value and impact of embedding research methodologies and projects within medical curricula 12 , 13 . The University of Edinburgh’s approach to integrating research skills development throughout the undergraduate medical curriculum sets a benchmark for research integration in medical education 16 . These programmes enhance students' understanding of medical research, guide them in choosing future career specialties and research interests 17 , and support research outputs 18 . A specialised curriculum in primary care cancer research Primary care based cancer research, critical for effective cancer control, has historically been underfunded compared to its laboratory and hospital-based counterparts, leading to significant gaps in knowledge and practice within the field 19 . The Primary Care Research into Cancer (PRiCAN) research group aims to address these discrepancies by fostering collaboration among clinical academics, primary care researchers, clinicians, educators, and patient partners to develop a unified research agenda and optimise resource utilisation 20 . In response to these challenges and to align with the competencies for research prescribed by the Irish Medical Council 21 , we propose the development of a specialised curriculum in primary care cancer research, embedded within the PRiCAN research group. This curriculum, which will aim to develop the primary care research capacity in health science students and primary care professionals, will initially be implemented in a group of GEM students—the “PRiCAN Scholars Network” (PSN). The proposed curriculum for the PRiCAN Scholars Network will be designed to align with current educational standards 22 , ensuring that the curriculum is both relevant for the evolving research demands of clinical practice and supported by best practices in medical education. Aim and objectives The aim of this study is to develop a comprehensive research curriculum for the PRiCAN Scholars Network. We will achieve this aim via the following specific objectives: 1. To conduct a needs assessment, systematically identifying the essential competencies and skills required in primary care cancer research. 2. To develop an educational curriculum that incorporates the identified needs and utilises the most effective teaching strategies. 3. To introduce the curriculum within the PRiCAN Scholars Network and evaluate its feasibility. 4. To assess the impact of the curriculum on student research competencies and their engagement in primary care cancer research. 5. To establish quality assurance processes to ensure the curriculum remains relevant, up-to-date, and continues to meet the educational standards and needs of primary care cancer research in Ireland. Methods Theoretical framework This protocol for developing a curriculum in primary care cancer research for the PRiCAN Scholars Network is based on Kern’s six-step approach to curriculum development and is reported according to the “DoCTRINE Guidelines” for innovation in medical education 23 . Kern’s model offers a structured, methodical framework that is well-suited for the development of a medical curriculum 22 . Following Kern’s approach, we will begin with problem identification and general needs assessment, including a wide-ranging stakeholder engagement process crucial for understanding the specific educational requirements in primary care cancer research. The subsequent steps involve a targeted needs assessment of learners, setting specific goals and objectives, selecting appropriate educational strategies, implementing these strategies, and finally evaluating and refining the curriculum (see Table 1 ). Table 1. Curriculum development process. Step Description Step 1 General Needs Assessment: Surveys and interviews to understand current educational landscape in primary care cancer research. Step 2 Targeted Needs Assessment: Student questionnaires and current curriculum review for in-depth understanding of specific learner needs. Step 3 Goals and Objectives: Drafting and refining specific learning objectives for the curriculum. Step 4 Educational Strategies: Development of curriculum framework and selection of effective teaching methods. Step 5 Implementation: Pilot programme with small cohort before integration and coordination with existing curriculum. Step 6 Evaluation and Feedback: Designing evaluation tools, conducting feedback sessions, and continuous curriculum refinement. Quality Assurance Review and Update: Regular curriculum review cycle and updates based on feedback, new research, and educational trends. Health education context The curriculum development will take place within the Department of General Practice at RCSI University of Medicine and Health Sciences 11 . RCSI is ranked as one of the top 250 universities worldwide and one of the top 50 for 'International Outlook' in the Times Higher Education World University Rankings 2023 23 . In 2023, RCSI retained 4,833 students with 330 graduating students 23 , 24 . The medical school offers both direct entry and graduate entry medicine programmes. The PSN will be established within the GEM programme, where students have previously completed at least a bachelor's degree, demonstrating foundational academic and literature skills, a level of commitment, problem-solving and communication skills. The PSN is supported by RCSI’s Student Engagement and Partnership (StEP) programme which fosters collaboration between students, staff, and the RCSI community. The StEP programme was named as the winner of the 2022 ASPIRE-to-Excellence Award for Student Engagement 25 . Curriculum development process The research team will form a working group that will meet regularly to facilitate the educational research and implementation of the new curriculum. Representatives of the working group will include primary care and cancer researchers, medical students, PPI (public and patient involvement) representatives, and a medical education researcher. The curriculum development process will be completed over the six steps recommended by Kern et al. 22 (see Table 1 ), as outlined below. Step 1: “Problem identification and general needs assessment” At the centre of this curriculum development initiative is the observation that primary care plays a key role in the diagnosis of cancer and the medical management of people living with cancer 8 . This role is distinct from secondary care due to the low prevalence of undiagnosed cancer and the holistic focus of primary care. Therefore, this unique healthcare context demands tailored research to address cancer control in the community. However, the requisite primary care research will not materialise if future GPs and primary care professionals are taught medical research from a secondary care perspective, which focuses on managing specific diseases in small populations in high-resource, high-prevalence settings. Instead, a medical research curriculum that focus on primary care and population health study designs is needed. Thus, the general needs assessment for a curriculum in primary care cancer research will include an analysis of the current approach and the ideal approach in medical education. The difference between the current and ideal approach represents the general needs assessment 26 . Surveys. We will develop three distinct online surveys for medical students, faculty, and clinical professionals in Ireland to better understand how primary care cancer researchers are currently trained. The student survey will focus on educational experiences, areas of perceived under-preparation, and interest in cancer research topics. The faculty survey will explore teaching experiences, perceptions of student readiness, and areas needing curricular enhancement. The clinical professionals' survey will gather opinions on the readiness of graduates for primary care cancer research and suggestions for curriculum improvements. Each survey will be available open access via the Open Science Framework 27 . They will consist of a mix of multiple-choice questions and open-ended question and will be distributed via institutional email lists, professional networks, and social media platforms. We aim to reach at least 100 medical students, 50 faculty members, and 50 clinical professionals with an anticipated response rate of approximate 40–50% in each subgroup, which is typical for higher educational surveys 27 . The survey period will extend over four weeks, with bi-weekly reminders sent to encourage responses. Literature review. The ideal approach is focused to answer the question: “In an ideal world, how could primary care cancer researchers be trained?”. This will be determined by a review of the current literature on primary care cancer research. This review will help to identify both gaps and strengths in the current curricula in place internationally. Step 2: “Targeted Needs Assessment” To better understand the needs related to approaches to primary care cancer research in medical curricula, specifically at RCSI for RCSI medical students, we will gather perspectives on the current state of primary care cancer research education from RCSI medical students, faculty, and clinical professionals. We will do this via a documentary analysis, interviews and focus groups. Documentary analysis. This involves collecting and analysing curriculum materials, syllabi, and teaching methodologies from different medical schools within Ireland and comparing them with international standards. The review will benchmark these curricula against international standards and recent advancements in primary care cancer research education. This will include a comparison with guidelines from recognised international medical education bodies and recent literature in the field of medical education. The review will be carried out by a team comprising medical educators, curriculum development experts, and representatives from the student body. This diverse team will ensure a comprehensive and balanced assessment of the current curricula. Interviews. We will conduct one-to-one interviews with the above-mentioned groups to gain insights into the specific needs and recommendations for the curriculum. We will target six key stakeholders, including RCSI senior medical educators, researchers in primary care cancer research, and experienced clinical professionals, ensuring a diverse representation of expertise and experience levels. Participation will be incentivised where appropriate to increase participation rates. Focus groups. We will also conduct focus groups with the above-mentioned groups to further understand the gaps that need to be addressed by the curriculum development process. We aim to recruit a total of 24 participants, divided evenly across at least 4 sessions 28 . Each focus group session will last approximately 90 minutes, structured around predefined discussion points but also allowing for open-ended exploration of new ideas. The participants will include RCSI medical students, medical researchers and educators. The sessions will be facilitated by experienced moderators to ensure constructive discussions. Data analysis. Upon completion of data collection, we will analyse the data using various methods. Quantitative data from the surveys will be analysed using statistical software. We will use descriptive statistics to summarise responses and inferential statistics to identify significant trends and differences between groups. Transcripts from focus groups and interviews will be analysed using an open-source qualitative data analysis software such as Taguette 29 . Thematic analysis will be employed to identify and categorize key themes, patterns, and insights relevant to curriculum development. We will synthesise findings from both the quantitative surveys and qualitative sessions to form a comprehensive understanding of the current landscape and needs in primary care cancer research education. This will inform the development of targeted educational strategies in subsequent curriculum development stages. Step 3: “Goals and objectives” At this step, after general and targeted needs assessments have been completed, we will be able to define a list of broad and specific goals and objectives for the curriculum. These goals and objectives will reflect the gaps identified in the needs assessment and help to determine the content and learning methods of the curriculum. When defining the goals, we will use the “SMART” criteria, which ensures each goal is specific, measurable, achievable, realistic and within a certain period 30 . Step 4: “Educational strategies” After defining the curriculum goals, we will create a comprehensive curriculum framework, incorporating effective and innovative teaching methodologies tailored to the learning objectives and student needs. The curriculum framework will outline core content areas, instructional methods, and the integration of technology. This framework will be informed by the latest teaching methodologies and technological advancements in medical education. We will evaluate various teaching methods, such as interactive case studies, laboratory work, virtual simulations, and online learning platforms, to identify the most effective approaches for each curriculum component. Step 5: “Implementation” After completing the above reviews and formulating a curriculum framework, we will implement the pilot curriculum within the PRiCAN Scholars Network, a small group of medical students (approximately 10–15 annually) who demonstrate exceptional interest and capability in primary care cancer research. These students will be selected through a rigorous application process that assesses motivation, academic excellence and research potential. We will develop a strategy to integrate the curriculum into the existing medical studies of these students. This will include scheduling that accommodates the demands of their regular medical courses while allowing for meaningful engagement with the research curriculum. This may include flexible timetabling, use of online platforms for some components of the curriculum and providing support for time management. It will be necessary to allocate resources such as faculty mentors, research facilities, and learning materials specifically for this group. To orient students, we will conduct an session to introduce the students to the curriculum objectives, expectations, and logistics. At this point we will begin the pilot phase. The pilot phase will be carefully monitored to assess the feasibility and impact of running the curriculum in parallel with standard medical studies. Adjustments will be made as needed based on initial observations and feedback. Step 6: “Evaluation and feedback” Various evaluation and feedback mechanisms will be established to comprehensively evaluate the impact of the curriculum within the PRiCAN Scholars Network and develop a robust feedback system to continuously refine the programme. These evaluation tools will be tailored to the small cohort size and the specialised nature of the curriculum. This may include pre- and post-curriculum assessments to gauge knowledge and skills acquisition, regular reflective journals or portfolios to track progress, and specific project evaluations to assess research competencies. We will implement surveys and feedback forms that are designed to capture detailed qualitative and quantitative feedback from both students and faculty. Utilize online platforms for continuous and convenient feedback collection. This can include discussion forums or digital suggestion boxes where students can share thoughts and feedback asynchronously. We will also schedule regular feedback sessions, including one-on-one meetings and small group discussions, to gather in-depth feedback from the students. These sessions will allow for a more nuanced understanding of the students' experiences and challenges. We will use the insights gained from these evaluation and feedback mechanisms to make ongoing adjustments and improvements to the curriculum. Given the dynamic nature of the field and the high calibre of the students, the curriculum should be agile and responsive to both emerging trends in cancer research and specific learning needs of the cohort. Longer term, we aim to implement a system to evaluate the curriculum’s long-term impact on students’ career trajectories and research contributions, providing valuable insights for further programme development 31 . To do this, we will apply the RE-AIM framework, used to plan and implement public health and behaviour change innovations, encompassing five stages – Reach, Effectiveness, Adoption, Implementation, and Maintenance/Sustainment – to adopt and implement sustainable interventions 32 . Quality assurance and enhancement To ensure the curriculum is consistently up to medical school standards, there will be a structured review cycle that is tailored to the unique nature of the programme. This cycle should involve semi-annual reviews to align with the academic year. An independent committee comprising medical education experts, primary care cancer research specialists, and external academic advisors will form the review committee. We would also like to include alumni of the programme and representatives from relevant healthcare sectors, in the review process to provide diverse perspectives and enhance the curriculum's relevance to real-world practices This committee will conduct periodic assessments of the curriculum to ensure it maintains high standards and remains at the forefront of educational excellence. Curriculum update procedures We will develop a protocol for regularly updating the curriculum based on direct feedback from students and faculty, insights from the review committee, and evaluations. This process should be agile to allow for timely implementation of changes. Simultaneously, we will implement a mechanism for continuously monitoring and integrating new research findings, technological advancements, and educational trends into the curriculum. This may involve a dedicated team or individual responsible for staying up to date with the latest developments in primary care cancer research and medical education. Additionally, we would implement a quality improvement process, where data from regular evaluations and feedback are used not only to update the curriculum but also to refine teaching methodologies, assessment strategies, and overall programme structure. Comprehensive documentation of all changes and updates to the curriculum will be maintained, including the rationale behind these changes. This practice will ensure transparency and provide valuable insights for future curriculum development. Conclusion The development of this specialised curriculum in primary care cancer research is anticipated to yield several key outputs. Firstly, it will create an educational framework that fills the current gap in primary care cancer research training in Ireland, particularly tailored for a cohort of Graduate Entry Medicine students through the PSN. This framework will include a comprehensive set of learning outcomes, educational resources and assessment tools. Additionally, the curriculum is expected to foster a stronger foundation in research among students, preparing them for future roles as innovators and leaders in healthcare. Risks and opportunities The curriculum’s impact will be largely dependent on the engagement and feedback from participants, which could vary. We plan to target a large cohort of individuals during the data collection phase to ensure substantial feedback is obtained. Furthermore, the specific focus on primary care cancer research within the GEM cohort at RCSI may limit the transferability of the curriculum to other settings or cohorts; however the detailed and transparent approach to its design, implementation and evaluation may service as an easily adaptable model for research development in other contexts Additional challenges include research planning complexities, lack of infrastructure, difficulties in engaging healthcare professionals, and barriers to knowledge translation 33 . Implications for practice, policy, education, and research The development and implementation of this curriculum has the potential for broad implications. In practice, it will provide a defined cohort of GEM students with specialised research skills, enhancing the capabilities of future primary care practitioners in cancer research. In terms of policy and education, this initiative can serve as a model for curriculum development in other specialised areas of healthcare, promoting a more research-intensive approach in medical training 34 . The programme also aims to build a community of academic primary care professionals, encouraging further studies into effective educational strategies in medical education. Ultimately, the programme can act as a catalyst for building a research-oriented community in primary care 35 . Dissemination The dissemination of the new primary care cancer research curriculum developed through the PRiCAN Scholars Network will be multi-layered and targeted to reach a wide array of stakeholders in both the academic and healthcare sectors. Upon project completion, findings and curriculum details will be published in high-impact medical education and primary care journals. The project will be presented at both national and international medical education conferences to reach educators and policymakers, ensuring the curriculum's innovations and effectiveness are widely recognised. We will engage with educational policymakers and accrediting bodies to advocate for the integration of key components of the curriculum into broader medical training programmes. We will host workshops and webinars for medical educators and administrators from other institutions. These sessions can serve as a guide for adopting similar curricular structures in their programmes, fostering a community of practice around innovative medical education. We will also engage with graduates and current students as ambassadors to share their experiences and insights from the curriculum with their professional networks, thus creating a ripple effect in the medical community. These initiatives could potentially influence national and international medical education standards. We will also partner with healthcare organisations and primary care networks to demonstrate how the curriculum aligns with current clinical practices and enhances the research capacity in primary care settings. This can facilitate the translation of educational outcomes into practical healthcare improvements. To reach a broader audience, we will utilise digital platforms, including dedicated websites and social media channels, to share curriculum resources, such as syllabi, teaching materials, and assessment tools. This open-access approach can facilitate adaptation and adoption by other medical schools and training programmes. By implementing this comprehensive dissemination strategy, the new curriculum's impact can be extended significantly, influencing medical education practices, enhancing primary care research capacity, and ultimately contributing to improved healthcare outcomes. Conclusion This protocol presents a strategic approach to developing a curriculum that addresses a significant need in medical education – the integration of research training in primary care cancer research. By doing so, it aims to not only enhance the skills and competencies of medical students in this critical area but also to provide a template for similar initiatives in other medical disciplines. The expected outputs, despite potential limitations, have the capacity to influence practice, policy, education, and research significantly. The dissemination of the outcomes will further contribute to the ongoing evolution of medical education, aligning it more closely with the demands and challenges of contemporary healthcare. Ethical approval and written consent This research will be conducted in full compliance with the ethical guidelines and policies of the Royal College of Surgeons in Ireland (RCSI) and reviewed by the Research Ethics Committee. A plan for informed consent and ethics specific to each proposed work package (mapped to Kern’s Six Steps) is here outlined: Step 1 (Surveys) : Following peer review of the protocol, research ethics committee approval will be sought from the RCSI Research Ethics Committee to conduct the surveys. Informed, written consent will be obtained electronically as part of the step in any non-anonymous online surveys. Sample consent forms are available via the Open Science Framework . Step 1 (Literature review) : No research ethics committee approval is required for a literature review. Step 2 (Documentary analysis) : Research ethics committee approval is not required for a documentary analysis. Step 2 (Interviews) : Following completion of Step 1, research ethics committee approval will be sought from the RCSI Research Ethics Committee to conduct both the interviews and the focus groups. Informed written consent will be obtained in advance of the interview commencement. Sample consent forms are available via the Open Science Framework . Step 2 (Focus groups) : Following completion of Step 1, research ethics committee approval will be sought from the RCSI Research Ethics Committee to conduct both the interviews and the focus groups. Informed written consent will be obtained in advance of conducting the focus groups. Sample consent forms are available via the Open Science Framework . Step 3 (Goals and Objectives): Research ethics committee approval is not required for a planning and design process, as this is not a research study, nor does it involve human subjects or data subjects. Step 4 (Educational Strategies): Research ethics committee approval is not required for a planning and design process, as this is not a research study, nor does it involve human subjects or data subjects. Step 5 (Implementation): Research ethics committee approval is not required for the implementation of a medical education curriculum, as this does not constitute a research study. Step 6 (Evaluation and Feedback): Research ethics committee approval is not required for the evaluation and feedback step, as this does not constitute a research study, but rather a routine curriculum evaluation process adhering to the relevant policies within RCSI University of Medicine and Health Sciences. Patient and Public Involvement Ms. Carmel Geoghegan, a patient and public involvement (PPI) contributor for the Primary Care Research into Cancer (PRiCAN) research group, offered feedback on this protocol. PPI contribution on this project—in the conduct, analysis and dissemination of the research—will continue via the SPARC (Stakeholder Group for Primary Care) PPI panel. Data availability This article is a research protocol, and as such, does not include any associated datasets. Datasets generated during the research will be made permanently available in an open-access repository, the Open Science Framework, ensuring they are accessible to the public and other researchers. Extended data The following extended data (i.e., supplementary files) are available via the Open Science Framework at the following: PRiCAN Development Programme: PSN Protocol, https://doi.org/10.17605/OSF.IO/HGDYU 27 . Consent form for Focus Group Participation Pre-participation information for Focus Group s Discussion guide for Focus Groups Consent form for Interview Guide to Interview Pre-participation information for interview Survey for Clinical Professionals Survey for Medical Faculty Survey for Medical Students Copyright: © 2024 Verlaque L et al. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By Attribution 4.0 International), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Acknowledgement The authors would like to acknowledge Dr. Tina Barrett and Dr. Alison O’Mahony, GP trainees on the RCSI GP Training Scheme, for their contributions in revising this protocol to align with editorial requirements and clarifying the relevance of this work to General Practice in Ireland. The authors would also like to acknowledge Carmel Geoghegan for her review of the protocol and for providing valuable feedback on the study objectives and outputs. Faculty Opinions recommended References 1. HSE.ie: Primary care. [cited 2024 Jul 31]. Reference Source 2. Green T, Atkin K, Macleod U: Cancer detection in primary care: insights from General Practitioners. Br J Cancer. 2015; 112 Suppl 1 : S41–9. PubMed Abstract | Publisher Full Text | Free Full Text 3. National cancer strategy 2017 - 2026. 2017; [cited 2024 Feb 9]. Reference Source 4. Vital statistics yearly summary 2022. Central Statistics Office. CSO, 2023; [cited 2024 Feb 9]. Reference Source 5. Houses of the Oireachtas committee on the future of healthcare sláintecare report. Dublin: Houses of the Oireachtas, May, 2019; 191. Reference Source 6. Sláintecare implementation strategy and action plan 2021–2023. Department of Health; 2021. Reference Source 7. Etzioni R, Urban N, Ramsey S, et al. : The case for early detection. Nat Rev Cancer. 2003; 3 (4): 243–52. PubMed Abstract | Publisher Full Text 8. Emery JD, Shaw K, Williams B, et al. : The role of primary care in early detection and follow-up of cancer. Nat Rev Clin Oncol. 2014; 11 (1): 38–48. PubMed Abstract | Publisher Full Text 9. Report on the implementation of ‘A strategy for cancer control in Ireland 2006’. Dublin: National Cancer Control Programme; 2006. Reference Source 10. Sung H, Ferlay J, Siegel RL, et al. : Global cancer statistics 2020: GLOBOCAN estimates of incidence and mortality worldwide for 36 cancers in 185 countries. CA Cancer J Clin. 2021; 71 (3): 209–49. PubMed Abstract | Publisher Full Text 11. Graduate entry medicine course at RCSI Dublin - course details. [cited 2024 Mar 11]. Reference Source 12. Research summer school at RCSI Dublin. [cited 2024 Mar 11]. Reference Source 13. Amgad M, Tsui MMK, Liptrott SJ, et al. : Medical student research: an integrated mixed-methods systematic review and meta-analysis. Manalo E, editor. PLoS One. 2015; 10 (6): e0127470. PubMed Abstract | Publisher Full Text | Free Full Text 14. Desmond RA, Padilla LA, Daniel CL, et al. : Career outcomes of graduates of R25E short-term cancer research training programs. J Cancer Educ. 2016; 31 (1): 93–100. PubMed Abstract | Publisher Full Text | Free Full Text 15. Jones M, Hutt P, Eastwood S, et al. : Impact of an Intercalated BSc on medical student performance and careers: a BEME systematic review: BEME Guide No. 28. Med Teach. 2013; 35 (10): e1493–510. PubMed Abstract | Publisher Full Text 16. Ben-David K, Lin JJ, Ferrara JLM, et al. : Tisch Cancer Institute scholars program: mentored cancer research training pipeline for medical students. J Cancer Educ. 2022; 37 (4): 1166–71. PubMed Abstract | Publisher Full Text | Free Full Text 17. Vayani OR, Asif H, Klein A, et al. : Adapting a medical school cancer research education program to the virtual environment: a mixed-methods study. J Cancer Educ. 2023; 38 (5): 1501–8. PubMed Abstract | Publisher Full Text | Free Full Text 18. Riley SC, Morton J, Ray DC, et al. : An integrated model for developing research skills in an undergraduate medical curriculum: appraisal of an approach using student selected components. Perspect Med Educ. 2013; 2 (4): 230–47. PubMed Abstract | Publisher Full Text | Free Full Text 19. Jacob B, O’Connor L, Clyne B, et al. : Early cancer detection in primary care in Ireland: a protocol for a research prioritisation exercise [version 1; peer review: 3 approved with reservations]. HRB Open Res. 2023; 6 : 52. Publisher Full Text 20. PRiCAN: Our vision. [cited 2024 Mar 11]. Reference Source 21. 8 Domains of Good Professional Practice - ICGP Web Site. [cited 2024 Feb 5]. Reference Source 22. Harden RM, Grant J, Buckley G, et al. : BEME guide no. 1: Best Evidence Medical Education. Med Teach. 1999; 21 (6): 553–62. PubMed Abstract | Publisher Full Text 23. Thomas PA, Kern DE, Hughes MT, et al. : Curriculum Development for Medical Education: a six-step approach. JHU Press, 2022; 389. 24. RCSI Annual Report 2022–2023. Dublin: The Royal College of Surgeons, 2023; 11. Reference Source 25. RCSI celebrates graduation of 330 new doctors. 2023; [cited 2024 Apr 2]. Reference Source 26. Student engagement and partnership. [cited 2024 Apr 2]. Reference Source 27. Verlaque L, Jacob BM: PSN Curriculum (Protocol). OSF Registries, 2024; [cited 2024 Jul 31]. http://osf.io/hgdyu 28. Wilson AB, Brooks WS, Edwards DN, et al. : Survey response rates in health sciences education research: a 10–year meta-analysis. Anat Sci Educ. 2024; 17 (1): 11–23. PubMed Abstract | Publisher Full Text 29. Casey MA, Krueger RA: Focus groups: a practical guide for applied research. 4th ed. Thousand Oaks, CA: Sage Publications Inc, 2000. Reference Source 30. Rampin R, Rampin V: Taguette: open-source qualitative data analysis. J Open Source Softw. 2021; 6 (68): 3522. Publisher Full Text 31. Balmer DF, Varpio L, Bennett D, et al. : Longitudinal qualitative research in medical education: time to conceptualise time. Med Educ. 2021; 55 (11): 1253–1260. PubMed Abstract | Publisher Full Text | Free Full Text 32. What is RE-AIM? – RE-AIM, [cited 2024 Jul 4]. Reference Source 33. Bonfim D, Belotti L, De Almeida LY, et al. : Challenges and strategies for conducting research in primary health care practice: an integrative review. BMC Health Serv Res. 2023; 23 (1): 1380. PubMed Abstract | Publisher Full Text | Free Full Text 34. Gilson L, Alliance for Health Policy and Systems Research, World Health Organization: Health policy and systems research : a methodology reader / edited by Lucy Gilson. 2012; 18. Reference Source 35. Terry AL, Stewart M, Ashcroft R, et al. : Complex skills are required for new primary health care researchers: a training program responds. BMC Med Educ. 2022; 22 (1): 565. PubMed Abstract | Publisher Full Text | Free Full Text Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 08 Oct 2024 ADD YOUR COMMENT Comment Author details Author details 1 Department of General Practice, Royal College of Surgeons in Ireland, Dublin, Ireland 2 Irish College of General Practitioners, Dublin, Ireland 3 Health Professions Education Centre, Royal College of Surgeons in Ireland, Dublin, Ireland Logan Verlaque Roles: Conceptualization, Formal Analysis, Investigation, Project Administration, Writing – Original Draft Preparation, Writing – Review & Editing Benjamin Jacob Roles: Conceptualization, Methodology, Project Administration, Supervision, Writing – Review & Editing Kurdo Araz Roles: Writing – Review & Editing Aileen Barrett Roles: Supervision, Validation, Writing – Review & Editing Fiona Kent Roles: Writing – Review & Editing Patrick Redmond Roles: Conceptualization, Funding Acquisition, Methodology, Project Administration, Resources, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information Health Research Board [SDAP-2023-033]. This work was also supported by the RCSI Student Engagement and Partnership (StEP) programme. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Article Versions (1) version 1 Published: 08 Oct 2024, 7:64 https://doi.org/10.12688/hrbopenres.13911.1 Copyright © 2024 Verlaque L et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics VIEWS $counts.viewCount downloads Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Verlaque L, Jacob B, Araz K et al. Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school [version 1; peer review: 2 approved] . HRB Open Res 2024, 7 :64 ( https://doi.org/10.12688/hrbopenres.13911.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 08 Oct 2024 Views 0 Cite How to cite this report: Lombe D. Reviewer Report For: Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school [version 1; peer review: 2 approved] . HRB Open Res 2024, 7 :64 ( https://doi.org/10.21956/hrbopenres.15259.r42918 ) The direct URL for this report is: https://hrbopenresearch.org/articles/7-64/v1#referee-response-42918 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 16 Dec 2024 Dorothy Lombe , Department of Radiation Oncology, MidCentral District Health Board, Palmerston, New Zealand Approved VIEWS 0 https://doi.org/10.21956/hrbopenres.15259.r42918 Title and Abstract: The title and abstract are representative of the content of this manuscript. They summarise the intended content well. References: The references utilised are appropriate and within reasonable time period Background: the ... Continue reading READ ALL Title and Abstract: The title and abstract are representative of the content of this manuscript. They summarise the intended content well. References: The references utilised are appropriate and within reasonable time period Background: the background of the problem is well articulated and provides sufficient precedence for this study. The authors rightfully correlated the role of primary care in cancer control. Their observations are accurate. Methods: The methods being proposed are appropriate. in table 1, the authors may consider elaborating step 2 and the role of faculty in this step. General comments: This is a well designed study protocol and i wish the authors success. I look forward to the results of its conduct. Is the rationale for, and objectives of, the study clearly described? Yes Is the study design appropriate for the research question? Yes Are sufficient details of the methods provided to allow replication by others? Yes Are the datasets clearly presented in a useable and accessible format? Not applicable Competing Interests: No competing interests were disclosed. Reviewer Expertise: Cancer I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Lombe D. Reviewer Report For: Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school [version 1; peer review: 2 approved] . HRB Open Res 2024, 7 :64 ( https://doi.org/10.21956/hrbopenres.15259.r42918 ) The direct URL for this report is: https://hrbopenresearch.org/articles/7-64/v1#referee-response-42918 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Benstead K. Reviewer Report For: Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school [version 1; peer review: 2 approved] . HRB Open Res 2024, 7 :64 ( https://doi.org/10.21956/hrbopenres.15259.r42913 ) The direct URL for this report is: https://hrbopenresearch.org/articles/7-64/v1#referee-response-42913 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 08 Nov 2024 Kim Benstead , Gloucestershire Hospitals, NHS Foundation Trust, Cheltenham, UK Approved VIEWS 0 https://doi.org/10.21956/hrbopenres.15259.r42913 This paper describes a protocol to develop, implement and evaluate a curriculum aimed at enhancing the research capabilities of Graduate Entry Medicine students in a single institution using the Kern's six-step approach. The paper is well written. The methodology for ... Continue reading READ ALL This paper describes a protocol to develop, implement and evaluate a curriculum aimed at enhancing the research capabilities of Graduate Entry Medicine students in a single institution using the Kern's six-step approach. The paper is well written. The methodology for all elements, the development, implementation and evaluation are appropriate and thorough. The presence of public and patient involvement representatives on the working group is very positive. Mechanisms for future updating of the curriculum are well described. The strategy for dissemination of the curriculum is comprehensive. The choice of the pilot group from the Graduate Entry Medical Programme rather than the undergraduate stream could be discussed more thoroughly. The authors discuss the benefits of intercalated BSc degrees. The participants in the Graduate Entry Programme will have already have undertaken a degree likely to be a BSc and may have already undertaken training in research and small research projects as part of those degrees. The benefit seen in the undergraduate stream might therefore be expected to be greater than the graduate stream. What proportion of the students choose a career in primary care from the graduate stream compared with the undergraduate stream and do the authors think this might be relevant? I note that the survey for medical students is aimed at both the undergraduate and graduate streams. It might be expected that this will result in the curriculum being applicable to both but not tailored to the pilot study group who are on the graduate entry scheme. Will the results for these two groups be analysed separately? Is the rationale for, and objectives of, the study clearly described? Yes Is the study design appropriate for the research question? Yes Are sufficient details of the methods provided to allow replication by others? Yes Are the datasets clearly presented in a useable and accessible format? Not applicable Competing Interests: No competing interests were disclosed. Reviewer Expertise: Curriculum design I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Benstead K. Reviewer Report For: Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school [version 1; peer review: 2 approved] . HRB Open Res 2024, 7 :64 ( https://doi.org/10.21956/hrbopenres.15259.r42913 ) The direct URL for this report is: https://hrbopenresearch.org/articles/7-64/v1#referee-response-42913 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 08 Oct 2024 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 Version 1 08 Oct 24 read read Kim Benstead , NHS Foundation Trust, Cheltenham, UK Dorothy Lombe , MidCentral District Health Board, Palmerston, New Zealand Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2024 Lombe D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 16 Dec 2024 | for Version 1 Dorothy Lombe , Department of Radiation Oncology, MidCentral District Health Board, Palmerston, New Zealand 0 Views copyright © 2024 Lombe D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Title and Abstract: The title and abstract are representative of the content of this manuscript. They summarise the intended content well. References: The references utilised are appropriate and within reasonable time period Background: the background of the problem is well articulated and provides sufficient precedence for this study. The authors rightfully correlated the role of primary care in cancer control. Their observations are accurate. Methods: The methods being proposed are appropriate. in table 1, the authors may consider elaborating step 2 and the role of faculty in this step. General comments: This is a well designed study protocol and i wish the authors success. I look forward to the results of its conduct. Is the rationale for, and objectives of, the study clearly described? Yes Is the study design appropriate for the research question? Yes Are sufficient details of the methods provided to allow replication by others? Yes Are the datasets clearly presented in a useable and accessible format? Not applicable Competing Interests No competing interests were disclosed. Reviewer Expertise Cancer I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Lombe D. Peer Review Report For: Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school [version 1; peer review: 2 approved] . HRB Open Res 2024, 7 :64 ( https://doi.org/10.21956/hrbopenres.15259.r42918) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://hrbopenresearch.org/articles/7-64/v1#referee-response-42918 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2024 Benstead K. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 08 Nov 2024 | for Version 1 Kim Benstead , Gloucestershire Hospitals, NHS Foundation Trust, Cheltenham, UK 0 Views copyright © 2024 Benstead K. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This paper describes a protocol to develop, implement and evaluate a curriculum aimed at enhancing the research capabilities of Graduate Entry Medicine students in a single institution using the Kern's six-step approach. The paper is well written. The methodology for all elements, the development, implementation and evaluation are appropriate and thorough. The presence of public and patient involvement representatives on the working group is very positive. Mechanisms for future updating of the curriculum are well described. The strategy for dissemination of the curriculum is comprehensive. The choice of the pilot group from the Graduate Entry Medical Programme rather than the undergraduate stream could be discussed more thoroughly. The authors discuss the benefits of intercalated BSc degrees. The participants in the Graduate Entry Programme will have already have undertaken a degree likely to be a BSc and may have already undertaken training in research and small research projects as part of those degrees. The benefit seen in the undergraduate stream might therefore be expected to be greater than the graduate stream. What proportion of the students choose a career in primary care from the graduate stream compared with the undergraduate stream and do the authors think this might be relevant? I note that the survey for medical students is aimed at both the undergraduate and graduate streams. It might be expected that this will result in the curriculum being applicable to both but not tailored to the pilot study group who are on the graduate entry scheme. Will the results for these two groups be analysed separately? Is the rationale for, and objectives of, the study clearly described? Yes Is the study design appropriate for the research question? Yes Are sufficient details of the methods provided to allow replication by others? Yes Are the datasets clearly presented in a useable and accessible format? Not applicable Competing Interests No competing interests were disclosed. Reviewer Expertise Curriculum design I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Benstead K. Peer Review Report For: Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school [version 1; peer review: 2 approved] . HRB Open Res 2024, 7 :64 ( https://doi.org/10.21956/hrbopenres.15259.r42913) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://hrbopenresearch.org/articles/7-64/v1#referee-response-42913 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Stay Updated Sign up for content alerts and receive a weekly or monthly email with all newly published articles Register with HRB Open Research Already registered? Sign in Not now, thanks close PLEASE NOTE If you are an AUTHOR of this article, please check that you signed in with the account associated with this article otherwise we cannot automatically identify your role as an author and your comment will be labelled as a “User Comment”. If you are a REVIEWER of this article, please check that you have signed in with the account associated with this article and then go to your account to submit your report, please do not post your review here. If you do not have access to your original account, please contact us . All commenters must hold a formal affiliation as per our Policies . The information that you give us will be displayed next to your comment. User comments must be in English, comprehensible and relevant to the article under discussion. We reserve the right to remove any comments that we consider to be inappropriate, offensive or otherwise in breach of the User Comment Terms and Conditions . Commenters must not use a comment for personal attacks. When criticisms of the article are based on unpublished data, the data should be made available. I accept the User Comment Terms and Conditions Please confirm that you accept the User Comment Terms and Conditions. Affiliation ✕ refresh Please enter your institution. Note: To add your institution or organisation, start typing the name and then select the correct name from the list. Where applicable, the name will appear in both the original language and in English. Do not paste in the name. If the name does not appear in the drop-down list, we will display the information you have entered. ✕ refresh Country/Region * USA UK Canada China France Germany Afghanistan Aland Islands Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory British Virgin Islands Brunei Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Cayman Islands Central African Republic Chad Chile China Christmas Island Cocos (Keeling) Islands Colombia Comoros Congo Cook Islands Costa Rica Cote d'Ivoire Croatia Cuba Cyprus Czech Republic Democratic Republic of the Congo Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Falkland Islands Faroe Islands Federated States of Micronesia Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Heard Island and Mcdonald Islands Holy See (Vatican City State) Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kiribati Kosovo (Serbia and Montenegro) Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macao Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Minor Outlying Islands of the United States Moldova Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands Antilles New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island North Korea North Macedonia Northern Mariana Islands Norway Oman Pakistan Palau Palestinian Territory Panama Papua New Guinea Paraguay Peru Philippines Pitcairn Poland Portugal Puerto Rico Qatar Reunion Romania Russian Federation Rwanda Saint Helena Saint Kitts and Nevis Saint Lucia Saint Pierre and Miquelon Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands Somalia South Africa South Georgia and the South Sandwich Is South Korea South Sudan Spain Sri Lanka Sudan Suriname Svalbard and Jan Mayen Swaziland Sweden Switzerland Syria Taiwan Tajikistan Tanzania Thailand The Gambia The Netherlands Timor-Leste Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Turks and Caicos Islands Tuvalu UK USA Uganda Ukraine United Arab Emirates United States Virgin Islands Uruguay Uzbekistan Vanuatu Venezuela Vietnam Wallis and Futuna West Bank and Gaza Strip Western Sahara Yemen Zambia Zimbabwe Please select your country/region. You must enter a comment. Competing Interests Please disclose any competing interests that might be construed to influence your judgment of the article's or peer review report's validity or importance. Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Please state your competing interests The comment has been saved. An error has occurred. Please try again. Cancel Post var lTitle = "Protocol to develop a specialised curriculum...".replace("'", ''); var linkedInUrl = "http://www.linkedin.com/shareArticle?url=https://hrbopenresearch.org/articles/7-64/v1" + "&title=" + encodeURIComponent(lTitle) + "&summary=" + encodeURIComponent('Read the article by '); var deliciousUrl = "https://del.icio.us/post?url=https://hrbopenresearch.org/articles/7-64/v1&title=" + encodeURIComponent(lTitle); var redditUrl = "http://reddit.com/submit?url=https://hrbopenresearch.org/articles/7-64/v1" + "&title=" + encodeURIComponent(lTitle); linkedInUrl += encodeURIComponent('Verlaque L et al.'); var offsetTop = /chrome/i.test( navigator.userAgent ) ? 4 : -10; var addthis_config = { ui_offset_top: offsetTop, services_compact : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_expanded : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_custom : [ { name: "LinkedIn", url: linkedInUrl, icon:"/img/icon/at_linkedin.svg" }, { name: "Mendeley", url: "http://www.mendeley.com/import/?url=https://hrbopenresearch.org/articles/7-64/v1/mendeley", icon:"/img/icon/at_mendeley.svg" }, { name: "Reddit", url: redditUrl, icon:"/img/icon/at_reddit.svg" }, ] }; var addthis_share = { url: "https://hrbopenresearch.org/articles/7-64", templates : { twitter : "Protocol to develop a specialised curriculum in primary care.... Verlaque L et al., published by " + "@HRBOpenRes" + ", https://hrbopenresearch.org/articles/7-64/v1" } }; if (typeof(addthis) != "undefined"){ addthis.addEventListener('addthis.ready', checkCount); addthis.addEventListener('addthis.menu.share', checkCount); } $(".f1r-shares-twitter").attr("href", "https://twitter.com/intent/tweet?text=" + addthis_share.templates.twitter); $(".f1r-shares-facebook").attr("href", "https://www.facebook.com/sharer/sharer.php?u=" + addthis_share.url); $(".f1r-shares-linkedin").attr("href", addthis_config.services_custom[0].url); $(".f1r-shares-reddit").attr("href", addthis_config.services_custom[2].url); $(".f1r-shares-mendelay").attr("href", addthis_config.services_custom[1].url); function checkCount(){ setTimeout(function(){ $(".addthis_button_expanded").each(function(){ var count = $(this).text(); if (count !== "" && count != "0") $(this).removeClass("is-hidden"); else $(this).addClass("is-hidden"); }); }, 1000); } close How to cite this report {{reportCitation}} Cancel Copy Citation Details $(function(){R.ui.buttonDropdowns('.dropdown-for-downloads');}); $(function(){R.ui.toolbarDropdowns('.toolbar-dropdown-for-downloads');}); $.get("/articles/acj/13911/15259") new F1000.Clipboard(); new F1000.ThesaurusTermsDisplay("articles", "article", "15259"); $(document).ready(function() { $( "#frame1" ).on('load', function() { var mydiv = $(this).contents().find("div"); var h = mydiv.height(); console.log(h) }); var tooltipLivingFigure = jQuery(".interactive-living-figure-label .icon-more-info"), titleLivingFigure = tooltipLivingFigure.attr("title"); tooltipLivingFigure.simpletip({ fixed: true, position: ["-115", "30"], baseClass: 'small-tooltip', content:titleLivingFigure + " " }); tooltipLivingFigure.removeAttr("title"); $("body").on("click", ".cite-living-figure", function(e) { e.preventDefault(); var ref = $(this).attr("data-ref"); $(this).closest(".living-figure-list-container").find("#" + ref).fadeIn(200); }); $("body").on("click", ".close-cite-living-figure", function(e) { e.preventDefault(); $(this).closest(".popup-window-wrapper").fadeOut(200); }); $(document).on("mouseup", function(e) { var metricsContainer = $(".article-metrics-popover-wrapper"); if (!metricsContainer.is(e.target) && metricsContainer.has(e.target).length === 0) { $(".article-metrics-close-button").click(); } }); var articleId = $('#articleId').val(); if($("#main-article-count-box").attachArticleMetrics) { $("#main-article-count-box").attachArticleMetrics(articleId, { articleMetricsView: true }); } }); var figshareWidget = $(".new_figshare_widget"); if (figshareWidget.length > 0) { window.figshare.load("f1000", function(Widget) { // Select a tag/tags defined in your page. In this tag we will place the widget. _.map(figshareWidget, function(el){ var widget = new Widget({ articleId: $(el).attr("figshare_articleId") //height:300 // this is the height of the viewer part. [Default: 550] }); widget.initialize(); // initialize the widget widget.mount(el); // mount it in a tag that's on your page // this will save the widget on the global scope for later use from // your JS scripts. This line is optional. //window.widget = widget; }); }); } close Error Close Add Reset F1000.MICROSERVICES.AFFILIATION = ''; $(document).ready(function () { $('.js-affiliations-form').each((index, form) => { new AffiliationForm({ formId: form.id, institutionErrorSelector: '.comment-enter-institution', departmentErrorSelector: '.comment-enter-department', placeSelector: '.js-add-comment-place', stateSelector: '.js-add-comment-state', zipCodeSelector: '.js-add-comment-zipcode', countrySelector: '.js-add-comment-country', countryErrorSelector: '.comment-enter-country', }); }); }); $(document).ready(function () { var reportIds = { "43521": 0, "43522": 0, "43523": 0, "43524": 0, "43525": 0, "43526": 0, "43527": 0, "43528": 0, "43529": 0, "43530": 0, "42912": 0, "42913": 16, "42914": 0, "42915": 0, "42916": 0, "42917": 0, "42918": 12, "42919": 0, "42920": 0, "42921": 0, "42740": 0, "42741": 0, "42742": 0, "42743": 0, "42744": 0, "42745": 0, "42746": 0, "42747": 0, "42748": 0, "42749": 0, }; $(".referee-response-container,.js-referee-report").each(function(index, el) { var reportId = $(el).attr("data-reportid"), reportCount = reportIds[reportId] || 0; $(el).find(".comments-count-container,.js-referee-report-views").html(reportCount); }); var uuidInput = $("#article_uuid"), oldUUId = uuidInput.val(), newUUId = "3da0a8b0-9c07-4484-9a31-35cd403a2dc2"; uuidInput.val(newUUId); $("a[href*='article_uuid=']").each(function(index, el) { var newHref = $(el).attr("href").replace(oldUUId, newUUId); $(el).attr("href", newHref); }); }); Are you a HRB-funded researcher? Submission to HRB Open Research is open to all HRB grantholders or people working on a HRB-funded/co-funded grant on or since 1 January 2017. Sign up for information about developments, publishing and publications from HRB Open Research. First Name * You must provide your first name Last Name * You must provide your last name Email * You must provide a valid email address Institution You must provide an institution. Submit Thank you! We'll keep you updated on any major new updates to HRB Open Research HRB Open Research Browse How to Publish About Contact RSS Cookie Notice Privacy Notice Legal Submit Your Research © F1000 Research Limited and its licensors ISSN 2515-4826 | Legal background var F1000platform = new F1000.Platform({ name: "hrb", displayName: "HRB Open Research", hostName: "hrbopenresearch.org", id: "5", editorialEmail: "[email protected]", infoEmail: "[email protected]" }); Sign In Remember me Forgotten your password? Sign In Cancel Email or password not correct. Please try again Please wait... $(function(){ // Note: All the setup needs to run against a name attribute and *not* the id due the clonish // nature of facebox... $("a[id=googleSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("GOOGLE"); $("form[id=oAuthForm]").submit(); }); $("a[id=facebookSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("FACEBOOK"); $("form[id=oAuthForm]").submit(); }); $("a[id=orcidSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("ORCID"); $("form[id=oAuthForm]").submit(); }); }); If you've forgotten your password, please enter your email address below and we'll send you instructions on how to reset your password. The email address should be the one you originally registered with F1000. Email address not valid, please try again You registered with F1000 via Google, so we cannot reset your password. To sign in, please click here . If you still need help with your Google account password, please click here . You registered with F1000 via Facebook, so we cannot reset your password. To sign in, please click here . If you still need help with your Facebook account password, please click here . Code not correct, please try again Reset password Cancel Email us for further assistance. Server error, please try again. If your email address is registered with us, we will email you instructions to reset your password. If you think you should have received this email but it has not arrived, please check your spam filters and/or contact for further assistance. Please wait... Register $(document).ready(function () { signIn.createSignInAsRow($("#sign-in-form-gfb-popup")); $(".target-field").each(function () { var uris = $(this).val().split("/"); if (uris.pop() === "login") { $(this).val(uris.toString().replace(",","/")); } }); }); (function(){function c(){var b=a.contentDocument||a.contentWindow.document;if(b){var d=b.createElement('script');d.innerHTML="window.__CF$cv$params={r:'a03992ceeaaf58f4',t:'MTc4MDEwMDQzMQ=='};var a=document.createElement('script');a.src='/cdn-cgi/challenge-platform/scripts/jsd/main.js';document.getElementsByTagName('head')[0].appendChild(a);";b.getElementsByTagName('head')[0].appendChild(d)}}if(document.body){var a=document.createElement('iframe');a.height=1;a.width=1;a.style.position='absolute';a.style.top=0;a.style.left=0;a.style.border='none';a.style.visibility='hidden';document.body.appendChild(a);if('loading'!==document.readyState)c();else if(window.addEventListener)document.addEventListener('DOMContentLoaded',c);else{var e=document.onreadystatechange||function(){};document.onreadystatechange=function(b){e(b);'loading'!==document.readyState&&(document.onreadystatechange=e,c())}}}})();