From Alzheimer’s to Zebrafish: Eclectic Science and Regulatory Stories 42
files. To develop oral skills, employees should present course summaries at staff department
meetings. RAPS certification, Toastmasters (if available) and clinical research and quality
assurance cross-training would be optional, but highly recommended for advancement. Job
enrichment should be continuous, with senior employees assigned as mentors.
In hindsight, I should have expressed my teaching philosophy in greater detail at the
beginning of the semester. My explanation of the breadth of skills and knowledge required
beyond the mere regulations should have been more explicit. If some students had been
more aware of the expected attributes, they might have been more receptive or opted for
another class. Graduate students should not hold their criticism until the semester’s end.
Most instructors appreciate constructive comments as the course progresses and they, and
the class members would benefit from the insight.
References
1. Collins JC. Good to Great. Harper Business, New York, 2001.
2. Levitt T. Betterness. Harvard Business Rev. Nov/Dec, 1988.
3. Sinclair U. The Jungle. New American Library, New York, 1906.
4. Young JH. Pure Food. Princeton University Press, Princeton, NJ, 1989.
5. Hilts PJ. Protecting America’s Health. Alfred A. Knopf, New York, 2003.
6. Pocock SJ. Clinical Trials—A Practical Approach. John Wiley &Sons, Chichester, 2000.
7. Zinsser W. On Writing Well, 2nd Ed. Harper &Row, New York, 1980.
8. Strunk W and White EB. The Elements of Style 3rd Ed. MacMillan Publishing Co, New York, 1979.
9. Fisher R and Urey W. Getting to Yes. Penguin Books, New York, 1991.
10. Bailar JC and Mosteller F, Eds. Medical Uses of Statistics. 2nd Ed. NEJM Books, Boston, 1992.
Published in Regulatory Affairs Focus, July 2006. Copyright © 2006 Regulatory Affairs Professionals Society.
files. To develop oral skills, employees should present course summaries at staff department
meetings. RAPS certification, Toastmasters (if available) and clinical research and quality
assurance cross-training would be optional, but highly recommended for advancement. Job
enrichment should be continuous, with senior employees assigned as mentors.
In hindsight, I should have expressed my teaching philosophy in greater detail at the
beginning of the semester. My explanation of the breadth of skills and knowledge required
beyond the mere regulations should have been more explicit. If some students had been
more aware of the expected attributes, they might have been more receptive or opted for
another class. Graduate students should not hold their criticism until the semester’s end.
Most instructors appreciate constructive comments as the course progresses and they, and
the class members would benefit from the insight.
References
1. Collins JC. Good to Great. Harper Business, New York, 2001.
2. Levitt T. Betterness. Harvard Business Rev. Nov/Dec, 1988.
3. Sinclair U. The Jungle. New American Library, New York, 1906.
4. Young JH. Pure Food. Princeton University Press, Princeton, NJ, 1989.
5. Hilts PJ. Protecting America’s Health. Alfred A. Knopf, New York, 2003.
6. Pocock SJ. Clinical Trials—A Practical Approach. John Wiley &Sons, Chichester, 2000.
7. Zinsser W. On Writing Well, 2nd Ed. Harper &Row, New York, 1980.
8. Strunk W and White EB. The Elements of Style 3rd Ed. MacMillan Publishing Co, New York, 1979.
9. Fisher R and Urey W. Getting to Yes. Penguin Books, New York, 1991.
10. Bailar JC and Mosteller F, Eds. Medical Uses of Statistics. 2nd Ed. NEJM Books, Boston, 1992.
Published in Regulatory Affairs Focus, July 2006. Copyright © 2006 Regulatory Affairs Professionals Society.