The estimated delay of 17 years for scientific discovery to reach clinical practice is a matter of great concern. The current flow-charts do not even acknowledge the important role of Effective Teaching of Basic sciences that is oriented to real-life clinical practice. This brief PPT set addresses this issue.

1. Lab-Lecture-Bedside Lag –
The delay in Translating Research to
Practice
Dr KR Sethuraman MD PGDHE FICA
Dean and Senior Professor of Medicine
AIMST University
NB: All the images shown are available through internet; the
respective originators are thankfully acknowledged for permitting
non-commercial use of their creations

2. What is the Time Lag In Translational
Research?
• The answer is 17 years !
Teaching-
Learning /
CME

3. Implementation: the ‘elephant in the room’

5. www.nationalacademies.org › Files › Quality Chasm 2001 report brief
• Crossing the Quality Chasm: A
New Health System for the 21st
Century. ...
• This book recommends a
sweeping redesign of the
American health care
system and provides
overarching principles for
specific direction for
policymakers, health
care leaders, clinicians,
educators, regulators and
others.

6. Some Real Life Narratives
• A GP refers a patient with 128/88 as a
hypertension to Emergency at midnight based
on theory knowledge “normal BP = 120/80”.
• Beta blocker Test dose given in “Clinical
Failure” because research recommends it (!?)
– Patient died mins later (stress when NOT to give)
• Antihypertensives with ‘rebound rise’ on
discontinuation are prescribed without advice
– BP of 150/90 on rebound rose to 190/120 and
resulted in coma due to an intracerebral bleed

8. Often Not Practiced in Patient care
• ‘Diabetic walk’ versus ‘Cardiac walk’
• Importance of gravity aided drainage
– of sputum in COPD – Bronchiectasis
– of dependant oedema
• Diurnal and circadian variations of bodily
functions and of test results
– eg, Low tolerance to iv Potassium at night

10. Translational
Research 2.0

13. Ask Oneself, “How could I teach this principle,
so that my students use it in Practice?”
• Basic science educators need to sit down with
relevant clinical counterparts and embed:
– Application of basic science principles to be
anchored to real life scenarios
– Important “key factors” and “key concepts”, which
are needed to practice safely
– Assess the outcomes by key factor questions (KFQ)
Thank You All !