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Idrus E, Wahono NA, Yanuar R, Wimardhani YS, Puspitawati R, Amir LR. Students' Perspective on Undergraduate Research Experiences in Indonesian Dental Schools. Int J Dent 2024; 2024:5898527. [PMID: 38766574 PMCID: PMC11102107 DOI: 10.1155/2024/5898527] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Revised: 04/09/2024] [Accepted: 04/21/2024] [Indexed: 05/22/2024] Open
Abstract
Undergraduate (UG) research is considered as an essential part of dental education. Numerous dental schools have included required course-based undergraduate research in their curricula. However, the implementation of UG research courses in the curriculum may vary between dental schools. In the present study, we aimed to evaluate student perspectives on UG research in the curriculum of Indonesian dental schools. A total of 203 participants from 10 dental schools returned the questionnaire. The participants were clinical students of the dentistry profession program who completed their undergraduate dentistry program from 2017 to 2022. The majority of study participants favored UG research in the curriculum of the undergraduate dentistry study program. Less than 20% participants perceived UG research experiments were not important in dental education. Factors that influenced these perceptions included the availability of adequate time to complete the course and sufficient support from research supervisors. Recommendations for improvement included providing an adequate time to complete UG research and adequate supervision to guide students to understand the conceptual background information of the research topics, designs, and scientific communication of data interpretation. Regular monitoring of students' performance and progress would ensure completion of UG research courses in a timely manner. In conclusion, although UG research as a compulsory course in the Indonesian dental curriculum was well received by the students, overcoming the challenges is essential for the improvement of the research environment for undergraduate dental students.
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Affiliation(s)
- Erik Idrus
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Jakarta 10430, Indonesia
| | - Nieka A. Wahono
- Department of Pediatric Dentistry, Faculty of Dentistry, Universitas Indonesia, Jakarta 10430, Indonesia
| | - Rezon Yanuar
- Department of Pharmacology, School of Dentistry, Health Sciences University of Hokkaido, Ishikari-Tobetsu, Hokkaido, Japan
| | | | - Ria Puspitawati
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Jakarta 10430, Indonesia
- Dental Education Unit, Faculty of Dentistry, Universitas Indonesia, Jakarta 10430, Indonesia
| | - Lisa R. Amir
- Department of Oral Biology, Faculty of Dentistry, Universitas Indonesia, Jakarta 10430, Indonesia
- Dental Education Unit, Faculty of Dentistry, Universitas Indonesia, Jakarta 10430, Indonesia
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Xu J, Shao Z, Jia S, Sha J, Li J, Gao F, Shi X, Wang J, Jin C, Jiang M, Tian H, Cao J, Pu H, Xu L, Lu L. A comprehensive stem cell laboratory module with blended learning for medical students at Tongji University. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2024; 52:291-298. [PMID: 38189805 DOI: 10.1002/bmb.21812] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 12/14/2023] [Accepted: 12/30/2023] [Indexed: 01/09/2024]
Abstract
The laboratory practice "Primary culture and directional differentiation of rat bone marrow mesenchymal stem cells (BMSCs)" is part of a required course for sophomore medical students at Tongji university, which has been conducted since 2012. Blended learning has been widely applied in medical courses. Based on a student-centered teaching philosophy, we reconstructed a comprehensive stem cell laboratory module with blended learning in 2021, aiming to facilitate students in enhancing their understanding of the multi-lineage differentiation potential of stem cells and improve their experimental skills, self-directed learning ability, and innovative thinking. First, we constructed in-depth online study resources, including videos demonstrating laboratory procedures, a PowerPoint slide deck, and published literature on student self-learning before class. In class, students performed a primary culture of BMSCs, freely chose among adipogenic, osteogenic, or chondrogenic differentiation, and used cytochemical or immunofluorescence staining for identification. After class, the extracurricular part involved performing quantitative polymerase chain reaction to examine the expression of multi-lineage differentiation marker genes, which was designed as an elective. After 2 years of practice, positive feedback was obtained from both students and faculty members who achieved, the learning goal as expected. The reconstructed stem cell laboratory module provides comprehensive practice opportunities for students. Students have a better understanding of BMSC at the molecular, cellular, and functional levels and have improved their experimental skills, which forms a basis for scientific research for medical students. Introducing blended learning into other medical laboratory practices thus seems valuable.
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Affiliation(s)
- Jie Xu
- Teaching Laboratory Center, Tongji University School of Medicine, Shanghai, China
| | - Zhihua Shao
- Department of Cell Biology, Tongji University School of Medicine, Shanghai, China
| | - Song Jia
- Teaching Laboratory Center, Tongji University School of Medicine, Shanghai, China
| | - Jihong Sha
- Department of Cell Biology, Tongji University School of Medicine, Shanghai, China
| | - Jiao Li
- Teaching Laboratory Center, Tongji University School of Medicine, Shanghai, China
| | - Furong Gao
- Department of Biochemistry and Molecular Biology, Tongji University School of Medicine, Shanghai, China
| | - Xiujuan Shi
- Department of Biochemistry and Molecular Biology, Tongji University School of Medicine, Shanghai, China
| | - Juan Wang
- Department of Biochemistry and Molecular Biology, Tongji University School of Medicine, Shanghai, China
| | - Caixia Jin
- Department of Biochemistry and Molecular Biology, Tongji University School of Medicine, Shanghai, China
| | - Mei Jiang
- Department of Biochemistry and Molecular Biology, Tongji University School of Medicine, Shanghai, China
| | - Haibin Tian
- Department of Biochemistry and Molecular Biology, Tongji University School of Medicine, Shanghai, China
| | - Jinfeng Cao
- Teaching Office of Undergraduate, Tongji University School of Medicine, Shanghai, China
| | - Hu Pu
- Laboratory Animal Research Center, Tongji University School of Medicine, Shanghai, China
| | - Lei Xu
- Teaching Laboratory Center, Tongji University School of Medicine, Shanghai, China
| | - Lixia Lu
- Department of Biochemistry and Molecular Biology, Tongji University School of Medicine, Shanghai, China
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Alduraibi KM, Aldosari M, Alharbi AD, Alkhudairy AI, Almutairi MN, Alanazi NS, Almosa MS. Challenges and Barriers to Medical Research Among Medical Students in Saudi Arabia. Cureus 2024; 16:e59505. [PMID: 38826878 PMCID: PMC11144033 DOI: 10.7759/cureus.59505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/01/2024] [Indexed: 06/04/2024] Open
Abstract
BACKGROUND The pivotal role of research in medicine is undeniable, as it is vital for the progress of healthcare methods and patients' well-being. This notwithstanding, medical and dental students in Saudi Arabia face many barriers that prevent them from participating in research activities. This research aims to reveal the impediments that are particularly relevant, with select challenges and barriers being mentioned, such as time issues, the inadequate supply of resources, and insufficient training and guidance. MATERIALS AND METHODS By using a cross-sectional study, the researchers have provided a questionnaire for medical students across multiple Saudi Arabian medical colleges via the online platform. The IBM SPSS Statistics for Windows, Version 23 (Released 2015; IBM Corp., Armonk, New York, United States) was used for data analysis, which leaned clearly on the descriptive statistical part, using a chi-square test to investigate the association between two categorical variables. RESULTS There were 469 total participants, and data analysis clearly showed that lack of statistical skills (74.2%), time constraints (73.3%), and research topic selection (71.4%) were the most major obstacles to research participation. Even though the same barriers existed, a significant percentage of students (75.5%) definitely showed interest in the research, with 89.6% of the students recognizing the importance of research in the medical field. Furthermore, it should be highlighted that the female students showed a stronger positive attitude toward research than the male students (70% vs. 58.3%). CONCLUSION The results highlight the necessity for the improvement of the medical education curriculum within Saudi Arabia, including the creation of a research participation system for the students. Through learning strategies emphasizing the importance of research, mentorship programs, and providing resources to the students, there will be an increase in their participation and success in the research. This will lead to an enriching medical research environment.
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Affiliation(s)
- Khalid M Alduraibi
- College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, SAU
| | | | - Abdulrahman D Alharbi
- College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, SAU
| | - Abdulaziz I Alkhudairy
- College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, SAU
| | | | | | - Mohammad S Almosa
- College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, SAU
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