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Dhote A, Puygrenier P, Tranchart H, Penna C, Fuks D, Gaillard M. Publication Fate of Research Works Achieved During Master's Degree in Surgical Science in a French Survey. MEDICAL SCIENCE EDUCATOR 2024; 34:363-370. [PMID: 38686154 PMCID: PMC11055823 DOI: 10.1007/s40670-023-01973-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/21/2023] [Indexed: 05/02/2024]
Abstract
The aim of this study was to assess the publication fate of research projects performed during the research year by students enrolled in a Master's degree (MSc) of surgical science and to identify factors associated with subsequent publication. An anonymous online survey of 35 questions was sent to students enrolled in MSc of surgical science between 2013 and 2020. The questionnaire included student's characteristics, topic, and supervision of the research projects developed during the research year and dissemination of the research work. Data regarding publication was collected using PubMed database. Factors associated with publication were identified by univariate analysis. Among 361 students, 26% completed the survey. Among respondents, the publication rate of research projects was 53.7%. The median time interval between the end of the research year and the date of publication was 2 (1-3) years. The student was listed as a first author in 70.6% of publications. Factors associated with publication of the research work completed during the research year were student's previous publications (P = 0.041) and presentation of the research work in academic conferences (P = 0.005). The most mentioned cause for non-publication was the absence of completion of the research work. Among respondents, the publication rate of research works performed during the MSc was high, which emphasizes the quality of the work carried out by the students and their involvement. Significant efforts must be undertaken to encourage the enrollment of residents in scientific research. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01973-y.
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Affiliation(s)
- Alix Dhote
- Department of Digestive, Hepatobiliary and Endocrine Surgery, Hôpital Cochin, APHP.Centre, 27 rue du Faubourg Saint Jacques, 75014 Paris, France
- Faculté de Médecine, Université Paris Cité, 75006 Paris, France
| | - Pierre Puygrenier
- Department of Digestive, Hepatobiliary and Endocrine Surgery, Hôpital Cochin, APHP.Centre, 27 rue du Faubourg Saint Jacques, 75014 Paris, France
- Faculté de Médecine, Université Paris Cité, 75006 Paris, France
| | - Hadrien Tranchart
- Department of Minimally Invasive Digestive Surgery, Hôpital Antoine Béclère, APHP, Université Paris Saclay, 92140 Clamart, France
- Université Paris Saclay, Faculté de Médecine Paris Sud, 94275 Le Kremlin-Bicêtre, France
| | - Christophe Penna
- Université Paris Saclay, Faculté de Médecine Paris Sud, 94275 Le Kremlin-Bicêtre, France
- Department of Oncologic and Digestive Surgery, Hôpital Bicêtre, APHP, Université Paris Saclay, 94725 Le Kremlin-Bicêtre, France
| | - David Fuks
- Department of Digestive, Hepatobiliary and Endocrine Surgery, Hôpital Cochin, APHP.Centre, 27 rue du Faubourg Saint Jacques, 75014 Paris, France
- Faculté de Médecine, Université Paris Cité, 75006 Paris, France
| | - Martin Gaillard
- Department of Digestive, Hepatobiliary and Endocrine Surgery, Hôpital Cochin, APHP.Centre, 27 rue du Faubourg Saint Jacques, 75014 Paris, France
- Faculté de Médecine, Université Paris Cité, 75006 Paris, France
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Cuschieri A, Cuschieri S. Analysing the Impact of an Elective Research Experience on Medical Students' Research Perceptions. MEDICAL SCIENCE EDUCATOR 2023; 33:157-164. [PMID: 36688012 PMCID: PMC9845813 DOI: 10.1007/s40670-023-01727-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/09/2023] [Indexed: 06/02/2023]
Abstract
INTRODUCTION Physicians are at the centre of bench-to-bedside research, yet the number of physicians engaging in research is declining. One solution to overcome this alarming trend is exposing medical students to research. This study aims to assess the impact of engaging medical students in research, and the feasibility of conducting research solely using online communication. METHODS A pilot elective research opportunity was offered to medical students enrolled to the University of Malta Doctor of Medicine and Surgery course by a resident academic (summer 2021) of the same institute to assess the epidemiology of COVID-19 in Europe. An anonymous survey was distributed to seventy medical students recruited to participate in this elective research project. The data collected was analysed and interpreted. RESULTS A response rate of 88.73% was achieved. "Career progression" and "lack of time" were the most reported motivating and hindering factors towards conducting research, respectively, before engaging in a research experience. Research experience helped overcome reported barriers (p < 0.01), while also challenging students' perceptions towards research. An increase in positive perceptions towards research was observed after conducting research. An overwhelming majority (90.47%) of participants reported that mentorship played an influential role in their overall experience, and 95.24% commented that they would like research opportunities to be made available by their faculty. DISCUSSION AND CONCLUSION Giving students the opportunity to conduct research demonstrated how research experience improves students' soft skills and the understanding of research. This study also portrayed how remote research opportunities are effective in engaging students and increased the number of students who would consider a career in research. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-023-01727-w.
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Affiliation(s)
- Andrea Cuschieri
- Department of Anatomy, Faculty of Medicine and Surgery, University of Malta, Imsida, MSD2080 Malta
| | - Sarah Cuschieri
- Department of Anatomy, Faculty of Medicine and Surgery, University of Malta, Imsida, MSD2080 Malta
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Sandvei MS, Jacobsen GW, Stien MH, Ræder H, Munthe LA, Skogen V. A national intercalated medical student research program - student perceptions, satisfaction, and factors associated with pursuing a PhD. MEDICAL EDUCATION ONLINE 2022; 27:2122105. [PMID: 36069755 PMCID: PMC9467552 DOI: 10.1080/10872981.2022.2122105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Revised: 08/25/2022] [Accepted: 09/04/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND To counteract a decreasing number of physician-scientists, a national intercalated Medical Student Research Programme (MSRP) was launched in Norway in 2002. We aimed to assess whether the students' favourable perceptions and satisfaction with the program had prevailed since the inception in 2002 and until 2015, and to identify factors associated with pursuing a PhD. METHODS The study was an incorporation of data from two previous national evaluations of the MSRP performed in 2007 and 2015. We used electronic questionnaires to explore demographic characteristics, area and type of research, student satisfaction, and future scientific goals. In 2007, questionnaires were sent to all 208 students, and 183 (88%) replied. In 2015, the corresponding numbers were 279, and 240 (86%). Categorical data were analysed using either Kruskal-Wallis or Pearson's chi square test. Differences between sample means were assessed with Student`s t-test while logistic regression was used to test associations between selected covariates and the students' ambitions to pursue a PhD degree. RESULTS Overall, the student satisfaction was 79%. However, more students in 2015 received less regular and less supervision time and expressed a need for more of it. Seventy-seven per cent expressed an ambition to pursue a PhD. Students were more likely to have a PhD ambition if they were satisfied with the program, had a supervisor with high expectations for them, or had already published some of their results. At both time points, students (86% vs. 89%) responded that the MSRP had a positive impact on their regular curriculum achievements. CONCLUSIONS The high degree of satisfaction with the national MSRP among undergraduate students has prevailed since the inception in 2002. By far, the program has also met its goal to increase the number of aspiring physician-scientists. However, to maintain that goal over time, adequate and personal supervision is a prerequisite.
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Affiliation(s)
- Marie Søfteland Sandvei
- Department of Public Health and Nursing, Norwegian University of Science and Technology - NTNU, Trondheim, Norway
- The Cancer Clinic, St Olavs Hospital, Trondheim University Hospital, Trondheim, Norway
| | - Geir Wenberg Jacobsen
- Department of Public Health and Nursing, Norwegian University of Science and Technology - NTNU, Trondheim, Norway
| | | | - Helge Ræder
- Department of Clinical Science, University of Bergen, Bergen, Norway
| | - Ludvig Andre Munthe
- KG Jebsen Centre for Bcell Malignancies, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Vegard Skogen
- Faculty of Health Sciences, UiT Arctic University of Norway, Tromsø, Norway
- Department of Infectious Diseases, Division of Internal Medicine, University Hospital of North Norway, Tromsø, Norway
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Shrivastava SR, Shrivastava PS. Strategies to Reduce the Cost of Medical Education in India: A Narrative Review. Avicenna J Med 2022; 12:100-104. [PMID: 36092386 PMCID: PMC9458346 DOI: 10.1055/s-0042-1755333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
Abstract
Background The global population is being plagued by several diseases and health conditions, and this calls for the need to adopt a strategy to enable people from all socioeconomic backgrounds to have the freedom and choice to opt for a medical profession as their career. The purpose of the current review is to explore the reasons which make medical education expensive and identify the strategies by which the cost of medical education can be minimized.
Methods An extensive search of all materials related to the topic was performed on the PubMed search engine and web site of the National Medical Commission. Relevant research articles focusing on costs in medical education published in the period 2005 to 2021 were included in the review. A total of 37 articles were selected based on their suitability with the current review objectives and analyzed. Keywords used in the search include medical education and cost in the title alone only.
Results We have to accept the fact that medical education is quite expensive and that's not the case with one nation but the trend is worldwide. It is the need of the hour to plan and implement strategies that make medical training accessible and available to people from all socioeconomic classes and regardless of other variables.
Conclusion In conclusion, the process of training medical students is expensive and accounts for a wide range of impacts on the medical aspirants. Thus, there is an indispensable need for the policy makers and the concerned stakeholders to join their hands together and take appropriate steps to minimize the overall cost of medical training, and thereby making it affordable to everyone.
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Affiliation(s)
- Saurabh R. Shrivastava
- Sri Balaji Vidyapeeth–Deemed to be University, Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
| | - Prateek S. Shrivastava
- Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth–Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
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den Bakker CR, Ommering BW, van Leeuwen TN, Dekker FW, De Beaufort AJ. Assessing publication rates from medical students' mandatory research projects in the Netherlands: a follow-up study of 10 cohorts of medical students. BMJ Open 2022; 12:e056053. [PMID: 35379628 PMCID: PMC8981330 DOI: 10.1136/bmjopen-2021-056053] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
Abstract
OBJECTIVES The medical field is facing a clinician-scientist shortage. Medical schools could foster the clinician-scientist workforce by offering students research opportunities. Most medical schools offer elective research programmes. Subsequently, a subset of doctors graduates without any research experience. Mandatory research projects may be more sufficient to develop clinician-scientist, but take more supervision and curricular time. There is limited insight in the scientific outcomes of mandatory research experiences. This study aims to examine publication rates of a mandatory research experience, identify factors associated with publication, and includes postgraduate research engagement. DESIGN AND SETTING Prospective follow-up study involving 10 cohorts of medical students' mandatory research projects from Leiden University Medical Center. PARTICIPANTS All medical students who conducted their research project between 2008 and 2018 (n=2329) were included. MAIN OUTCOME MEASURE Publication rates were defined as peer-reviewed scientific publications, including research papers, reviews, and published meeting abstracts. Postgraduate research engagement was defined as research participation and dissemination of research at scientific conferences or in journals. RESULTS In total, 644 (27.7%) of all mandatory research experiences resulted in publication, with students mainly as first (n=984, 42.5%) or second author (n=587, 25.3%) and above world average citation impact (mean normalised journal score 1.29, mean normalised citation score 1.23). Students who conducted their research in an academic centre (adjusted OR 2.82; 95% CI 2.10 to 3.77), extended their research (adjusted OR 1.73; 95% CI 1.35 to 2.20), were involved in an excellency track (adjusted OR 2.08; 95% CI 1.44 to 3.01), or conducted clinical (adjusted OR 2.08; 95% CI 1.15 to 3.74) or laboratory (adjusted OR 2.16; 95% CI 1.16 to 4.01) research published their research more often. Later as junior doctors, this group significantly more often disseminate their research results at scientific conferences (adjusted OR 1.89; 95% CI 1.11 to 3.23) or in journals (adjusted OR 1.98; 95% CI 1.14 to 3.43). CONCLUSIONS Our findings suggest that a significant subset of hands-on mandatory research projects with flexible learning pathways result in tangible research output with proper impact and that such successful experiences can be considered as diving board towards a research-oriented career.
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Affiliation(s)
- Charlotte R den Bakker
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Belinda Wc Ommering
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Thed N van Leeuwen
- Centre for Science and Technology Studies, Leiden University, Leiden, The Netherlands
| | - Friedo W Dekker
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
- Department of Clinical Epidemiology, Leiden University Medical Center, Leiden, The Netherlands
| | - Arnout Jan De Beaufort
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
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Hamby T, Wilson DP, Bui P, Lowery J, Basha R. Medical student research opportunities: a survey of osteopathic medical schools in the United States. J Osteopath Med 2022; 122:289-295. [PMID: 35245010 PMCID: PMC9131179 DOI: 10.1515/jom-2021-0242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 01/27/2022] [Indexed: 12/01/2022]
Abstract
Context It is important for colleges of osteopathic medicine (COMs) to provide opportunities for osteopathic medical students (OMSs) to conduct research under the guidance of professional researchers. However, COMs historically lag behind allopathic medical schools in research offerings for medical students. The literature would benefit from a synopsis of research opportunities for OMSs at COMs. Objectives This study aims to assess the availability of research opportunities currently offered to OMSs and to identify structured research programs (SRPs) to provide data that may help COMs expand such opportunities. Methods Two online surveys were developed. The General Survey asked about general research opportunities, research requirements, and SRPs, which we define as optional, intramural, and mentored research programs. The follow-up SRP Survey sought to understand the history, funding, and organizational structure of SRPs. Between February and June 2021, the General and SRP Surveys were sent to all COMs in the United States. Response data were analyzed descriptively. Results Responses were received from 32 (84.2%) of 38 COMs. Nearly all COMs offered research symposia, offered third- or fourth-year research elective rotations, and provided some form of funding for OMSs to participate in research. Fourteen (43.8%) COMs had mandatory research requirements. Twenty COMs (62.5%) offered 31 SRPs, and surveys were completed for 25 (80.6%) SRPs. SRPs were founded a median (range) of 7 (1–43) years prior and accommodated 20 (4–50) OMSs annually. Among the responding SRPs, 12.0% had external funding, 96.0% required applications, 50.0% interviewed applicants prior to acceptance into the program, 72.0% required OMSs to identify their own mentors, 68.0% offered stipends to OMSs, 28.0% offered course credits, 96.0% had clinical research opportunities, and 68.0% offered research-oriented didactics. In 84.0% of SRPs, OMSs worked predominantly in the summer after OMS-I; for these SRPs, students had 4–10 weeks of dedicated time for participation in research. Conclusions Findings from our surveys provide a synopsis of the research opportunities currently provided by COMs in the United States. Our data demonstrated wide variability of research opportunities among COMs.
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Affiliation(s)
- Tyler Hamby
- Department of Research Operations, Cook Children’s Health Care System, Fort Worth, TX, USA
- Texas College of Osteopathic Medicine at The University of North Texas Health Science Center, Fort Worth, TX, USA
| | - Don P. Wilson
- Department of Pediatric Endocrinology and Diabetes, Cook Children’s Health Care System, Fort Worth, TX, USA
| | - Priya Bui
- Texas College of Osteopathic Medicine at The University of North Texas Health Science Center, Fort Worth, TX, USA
| | - Jonathan Lowery
- College of Osteopathic Medicine at Marian University, Indianapolis, IN, USA
| | - Riyaz Basha
- Department of Research Operations, Cook Children’s Health Care System, Fort Worth, TX, USA
- Texas College of Osteopathic Medicine at The University of North Texas Health Science Center, Fort Worth, TX, USA
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Haugh M, O'Tuathaigh C. Adapting for sustainability: Ensuring provision of research skills development for undergraduate medical students. CLINICAL TEACHER 2022; 19:86-91. [PMID: 35023293 DOI: 10.1111/tct.13453] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 12/07/2021] [Accepted: 12/20/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND The Covid-19 pandemic forced undergraduate medical students and staff to adapt and adjust to new strategies for conducting research. The aim of this study was to investigate its impact on student research opportunities across Irish and UK medical schools and how these programmes have responded, both in terms of innovation and practical solutions. METHODS A 17-item online mixed methods survey was distributed to academic staff across 31 Irish and UK medical schools. Participants were asked about (a) the effect of the pandemic on undergraduate research teaching and project opportunities, (b) measures taken to mitigate pandemic effects on these curricular elements. Descriptive analysis was used to summarise quantitative data, and free-text responses were thematically grouped. FINDINGS We received a 66.74% (n = 21) response rate to our survey. Over 75% of respondents stated that the availability of clinical research, lab-based research, summer research programmes and QI/clinical audit projects was negatively impacted by Covid-19. Mitigation strategies included adaptation and adjustment in design of research projects; migration to online content delivery and collaborative platforms; virtualisation of research dissemination opportunities; increased workload for staff involved in delivery of research programmes; flexibility around assessment of research-based assignments; and importance of open communication. DISCUSSION AND CONCLUSIONS Covid-19 has affected traditional clinical research opportunities for medical students, particularly patient-facing projects, as well as laboratory-based research options. Mitigation strategies included the introduction of time- and cost-efficient virtual data collection methods. Some of these innovations have potential for ongoing and future development, but others are short-term responsive solutions that may prove less sustainable.
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Affiliation(s)
- Meg Haugh
- Medical Education Unit, School of Medicine, University College Cork, Cork, Ireland
| | - Colm O'Tuathaigh
- Medical Education Unit, School of Medicine, University College Cork, Cork, Ireland
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Cuschieri A, Cuschieri S. Medical Students' Perceptions on Research: Results from a Small European Island State. MEDICAL SCIENCE EDUCATOR 2021; 31:1991-1999. [PMID: 34956709 PMCID: PMC8651879 DOI: 10.1007/s40670-021-01426-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/27/2021] [Indexed: 06/02/2023]
Abstract
BACKGROUND A crucial aspect of medical education is research training. Many studies have been conducted targeting the publishing rate among medical students, but information is lacking about the perceptions of medical students towards research, especially of students studying in small island states. This study aims to investigate students' perceptions towards research and increase the insight on what motivates and hinders medical students to conduct research. METHODS An anonymous mixed-methods cross-sectional online questionnaire was distributed to five hundred and forty-nine medical students studying at the University of Malta. The data gathered was statistically analysed and consequently interpreted. RESULTS A response rate of 25.05% was achieved, with 10.00% of students having already published their research. Despite 86.43% of students interested in conducting research, only 22.86% have pursued a research endeavour. The main reason for conducting research was 'out of students' own interest'. The main barrier hindering students from conducting research was perceived as the absence of research opportunities. DISCUSSION Medical students have a positive attitude towards the conduction of research, to enhance their medical education. Hence, identification of potential barriers hindering medical students from conducting research should be sought out and hands-on research opportunities should be provided, on an elective basis, to pursue their research interest. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01426-4.
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Affiliation(s)
- Andrea Cuschieri
- Faculty of Medicine and Surgery, University of Malta, MSD2080 Imsida, Malta
| | - Sarah Cuschieri
- Faculty of Medicine and Surgery, University of Malta, MSD2080 Imsida, Malta
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Howell K. Enhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: A student-centred approach. PLoS One 2021; 16:e0257799. [PMID: 34570801 PMCID: PMC8475989 DOI: 10.1371/journal.pone.0257799] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Accepted: 09/10/2021] [Indexed: 11/18/2022] Open
Abstract
OBJECTIVES Research is a core competency of a modern-day doctor and evidence-based practice underpins a career in medicine. Early exposure encourages graduates to embed research in their medical career and improves graduate attributes and student experience. However, there is wide variability of research and scholarly experiences offered in medicals schools, many developed with a significant degree of pragmatism based on resources and financial and time constraints. We examined undergraduate medical students' awareness and experience of research throughout their degree to provide recommendations for implementation and improvement of research and scholarly experiences. METHOD Focus groups were conducted with medical students at all five stages of the medical degree programme. Data was coded to facilitate qualitative analysis for identification of important themes from each stage. RESULTS Students reported positive impacts of research on undergraduate experience, future career and society in general. Two important themes emerged from the data, the opportunity for research and timing of research experiences. Early-stage students were concerned by their lack of experience and opportunity, whereas later-stage students identified the importance of research to employability, personal development and good medical practice, but ironically suggested it should be integrated in early stages of the course due to limitations of time. CONCLUSIONS Students provided feedback for improving research and scholarly experiences, ideally involving early exposure, a clear programme overview, with equality of access and a longitudinal approach. An emerging framework is proposed summarising the important issues identified by students and the positive impacts research experiences provide for them. These recommendations can be applied to both existing and new research programmes to provide a student-centred approach designed to augment the students' critical analysis, inspire life-long learning, enhance the student experience and inevitably train better physicians.
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Affiliation(s)
- Katherine Howell
- School of Medicine, University College Dublin, Belfield, Dublin, Ireland
- * E-mail:
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Carberry C, McCombe G, Tobin H, Stokes D, Last J, Bury G, Cullen W. Curriculum initiatives to enhance research skills acquisition by medical students: a scoping review. BMC MEDICAL EDUCATION 2021; 21:312. [PMID: 34078364 PMCID: PMC8173745 DOI: 10.1186/s12909-021-02754-0] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2021] [Accepted: 05/06/2021] [Indexed: 05/24/2023]
Abstract
BACKGROUND Although it is accepted that providing medical students with opportunities to engage in research activity is beneficial, little data has been collated on how medical degree curricula may address this issue. This review aims to address this knowledge gap by conducting a scoping review examining curriculum initiatives that seek to enhance research experience for medical students. METHODS This review looks to specifically look at 'doing research' as defined by the MEDINE 2 consensus rather than 'using research' for the bachelor component of the Bologna Cycle. The framework developed by Arksey & O'Malley was utilised and a consultation with stakeholders was incorporated to clarify and enhance the framework. RESULTS A total of 120 articles were included in this scoping review; 26 related to intercalated degree options and 94 to non-intercalated degree options. Research initiatives from the United States were most common (53/120 articles). For non-intercalated research options, mandatory and elective research projects predominated. The included studies were heterogeneous in their methodology. The main outcomes reported were student research output, description of curriculum initiative(s) and self-reported research skills acquisition. For intercalated degree options, the three main findings were descriptions of more 'novel' intercalated degree options than the traditional BSc, student perspectives on intercalating and the effect of intercalating on medical student performance and careers. CONCLUSIONS There are several options available to faculty involved in planning medical degree programmes but further research is needed to determine whether research activity should be optional or mandatory. For now, flexibility is probably appropriate depending on a medical school's resources, curriculum, educational culture and population needs.
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Affiliation(s)
- Crea Carberry
- School of Medicine, University College Dublin, Dublin, Ireland.
| | - Geoff McCombe
- School of Medicine, University College Dublin, Dublin, Ireland
| | - Helen Tobin
- School of Medicine, University College Dublin, Dublin, Ireland
| | - Diarmuid Stokes
- Health Sciences Library, University College Dublin, Dublin, Ireland
| | - Jason Last
- School of Medicine, University College Dublin, Dublin, Ireland
| | - Gerard Bury
- School of Medicine, University College Dublin, Dublin, Ireland
| | - Walter Cullen
- School of Medicine, University College Dublin, Dublin, Ireland
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Lee GSJ, Chin YH, Jiang AA, Mg CH, Nistala KRY, Iyer SG, Lee SS, Chong CS, Samarasekera DD. Teaching Medical Research to Medical Students: a Systematic Review. MEDICAL SCIENCE EDUCATOR 2021; 31:945-962. [PMID: 34457935 PMCID: PMC8368360 DOI: 10.1007/s40670-020-01183-w] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/01/2020] [Indexed: 06/13/2023]
Abstract
PHENOMENON Research literacy remains important for equipping clinicians with the analytical skills to tackle an ever-evolving medical landscape and maintain an evidence-based approach when treating patients. While the role of research in medical education has been justified and established, the nuances involving modes of instruction and relevant outcomes for students have yet to be analyzed. Institutions acknowledge an increasing need to dedicate time and resources towards educating medical undergraduates on research but have individually implemented different pedagogies over differing lengths of time. APPROACH While individual studies have evaluated the efficacy of these curricula, the evaluations of educational methods and curriculum design have not been reviewed systematically. This study thereby aims to perform a systematic review of studies incorporating research into the undergraduate medical curriculum, to provide insights on various pedagogies utilized to educate medical students on research. FINDINGS Studies predominantly described two major components of research curricula-(1) imparting basic research skills and the (2) longitudinal application of research skills. Studies were assessed according to the 4-level Kirkpatrick model for evaluation. Programs that spanned minimally an academic year had the greatest proportion of level 3 outcomes (50%). One study observed a level 4 outcome by assessing the post-intervention effects on participants. Studies primarily highlighted a shortage of time (53%), resulting in inadequate coverage of content. INSIGHTS This study highlighted the value in long-term programs that support students in acquiring research skills, by providing appropriate mentors, resources, and guidance to facilitate their learning. The Dreyfus model of skill acquisition underscored the importance of tailoring educational interventions to allow students with varying experience to develop their skills. There is still room for further investigation of multiple factors such as duration of intervention, student voluntariness, and participants' prior research experience. Nevertheless, it stands that mentoring is a crucial aspect of curricula that has allowed studies to achieve level 3 Kirkpatrick outcomes and engender enduring changes in students. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-020-01183-w.
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Affiliation(s)
- Gabriel Sheng Jie Lee
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Yip Han Chin
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Aimei Amy Jiang
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Cheng Han Mg
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | | | - Shridhar Ganpathi Iyer
- Division of Hepatobiliary & Pancreatic Surgery, Department of Surgery, National University Hospital, Singapore, Singapore
- Liver Transplantation, National University Centre for Organ Transplantation, National University Hospital, Singapore, Singapore
| | - Shuh Shing Lee
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Choon Seng Chong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Colorectal Surgery, Department of Surgery, National University Hospital, 1E Kent Ridge Road, Singapore, 119228 Singapore
| | - Dujeepa D. Samarasekera
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Alamri Y, Monasterio E, Wilkinson TJ. Factors Predictive of Medical Student Involvement in Research: Results from a New Zealand Institution. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:183-187. [PMID: 33654449 PMCID: PMC7914051 DOI: 10.2147/amep.s284117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/26/2020] [Accepted: 02/06/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Previous studies have elucidated several benefits of engagement in research by medical students. The aim of the current study was to assess if any factors influenced the student's actual involvement (not mere interest) in scholarly activities during medical school. METHODS All medical students at the University of Otago were invited via e-mail to complete an online questionnaire. The outcome was a substantial contribution to a research project. The predictors were prior research experience, student's entry route, and planned career type. Multiple regression analysis was undertaken to control for any confounding factors influencing medical students' involvement in research. RESULTS Valid responses were gathered from 669 students (yielding a response rate of 44.8%). Of those, 254 students (38.3%) had engaged in one or more research activities. Students who engaged in research activities indicated a higher likelihood of future involvement in research but expressed less interest in internal medicine sub-specialties as potential future careers. CONCLUSION A sizeable proportion of our samples has been involved in the research. Targeting medical students not yet involved in research may necessitate additional curricular and faculty support in order to stimulate their research curiosity.
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Affiliation(s)
- Yassar Alamri
- Department of Medicine, University of Otago, Christchurch, New Zealand
| | - Erik Monasterio
- Department of Psychological Medicine, Canterbury District Health Board, Christchurch, New Zealand
| | - Tim J Wilkinson
- Department of Medicine, University of Otago, Christchurch, New Zealand
- Medical Education Unit, University of Otago, Christchurch, New Zealand
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Öcek Z, Batı H, Sezer ED, Köroğlu ÖA, Yılmaz Ö, Yılmaz ND, Mandıracıoğlu A. Research training program in a Turkish medical school: challenges, barriers and opportunities from the perspectives of the students and faculty members. BMC MEDICAL EDUCATION 2021; 21:2. [PMID: 33397360 PMCID: PMC7780673 DOI: 10.1186/s12909-020-02454-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Accepted: 12/11/2020] [Indexed: 05/29/2023]
Abstract
BACKGROUND Providing medical students with opportunities for research experience is challenging for medical schools in developing countries. The Research Training Program (RTP), which is carried out in Ege University Faculty of Medicine (EUFM) parallel to the core curriculum, aims to improve the scientific competencies of the highly motivated students and to provide them with the opportunity to conduct a research. The purpose of this project is to evaluate RTP through the perspectives of students and faculty members. METHODS This phenomenological study included two groups; students of RTP and faculty members who contributed to the program. Interviews were conducted with the research group whose selection was determined by maximum variation technique. Interviews with new individuals continued until data saturation was reached. Interpretative data analysis started with close reading of the transcripts and generating a list of codes. Coding by two independently, developing categories and themes were the following steps. RESULTS Twenty-one RTP students and 14 faculty members were interviewed. The main motivation for students to participate was the desire to learn how to do research. The introduction course providing the students with the basic competencies needs to be improved in terms of practical activities. It was reported that during the project process students needed intensive guidance especially in finding a research topic and a mentor. The students' lack of time, deficit of enough mentoring and the fact that conducting a research does not provide a competitive advantage for residency are important obstacles to the completion of the program. The most frequently mentioned achievement of the students is to learn all the stages of the research as well as getting acquainted with critical thinking. CONCLUSIONS This research showed that it was realistic to implement research programs for highly motivated students in medical schools with conditions like those in EUFM. The solution of mentor shortage emerged in this study is dependent on the adoption of student research as a national policy. Getting acquainted with the interrogative thinking style, conducting research, and making lifelong learning a core value are more important outcomes of research programs than the number of completed projects.
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Affiliation(s)
- Zeliha Öcek
- Department of Public Health, Faculty of Medicine, Ege University, Izmir, Turkey
| | - Hilal Batı
- Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey
| | - Ebru Demirel Sezer
- Department of Medical Biochemistry, Faculty of Medicine, Ege University, 35100, Izmir, Turkey.
| | - Özge Altun Köroğlu
- Division of Neonatology, Department of Paediatrics, Faculty of Medicine, Ege University, Izmir, Turkey
| | - Özlem Yılmaz
- Department of Histology and Embryology, Faculty of Medicine, Ege University, Izmir, Turkey
| | | | - Aliye Mandıracıoğlu
- Department of Public Health, Faculty of Medicine, Ege University, Izmir, Turkey
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Reed M, Cygan H, Bejster M. A scholarly concentration program to promote public health nursing for generalist Clinical Nurse Leader students. J Prof Nurs 2021; 37:348-353. [PMID: 33867089 PMCID: PMC9767317 DOI: 10.1016/j.profnurs.2021.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Indexed: 12/24/2022]
Abstract
BACKGROUND The number of public health nurses has decreased consistently and significantly since the 1920's. The recent COVID-19 pandemic has put a spotlight on the need for more public health nurses in the workforce. The number of novice nurses entering into public health roles is declining, demonstrating a clear need to mentor pre-licensure nursing students into the public health nursing workforce. Scholarly concentration (SC) programs are a method to explore specialty roles through in-depth scholarly activities, outside of core curriculum. However, SC programs have not been described in the nursing literature. The purpose of this paper is to describe the development of a SC program to engage pre-licensure Clinical Nurse Leader (CNL) students in scholarly activities related to public health nursing. PROGRAM OVERVIEW This Public Health Nurse Scholars program was developed in 2014 with the goal of developing a cadre of generalist CNL students with experiences in public health nursing scholarly activities. The program aimed to increase awareness of career and scholarship opportunities through mentorship with public health nursing faculty. Students were encouraged to attend and present at professional conferences, participate in active scholarly projects and conduct quality improvement projects from a public health nursing perspective. The program was designed to foster students' public health nursing leadership and presentation skills and enhance their self-directed learning. RESULTS To date, 46 pre-licensure nursing students were selected as Public Health Nurse Scholars. Sixty-seven percent (n = 31) have graduated as Public Health Nurse Scholars; 33% (n = 15) are current Public Health Nurse Scholars. Twelve public health nursing faculty have served as mentors. As a result of the program 15 scholars attended and 3 scholars presented respectively at community/public health nursing conferences, and several scholars had related professional development opportunities. A majority of Public Health Nurse Scholars have designed and implemented a capstone quality improvement project with a public health nursing perspective, 15 of which were completed at community-based sites. CONCLUSIONS In the face of our current global, public health crisis, there is a clear need to develop a cadre of novice nurses prepared to enter the public health nursing workforce. The Public Health Nurse Scholars program shows promise towards encouraging an interest in public health nursing scholarship. Schools of nursing may consider the implementation of similar SC programs as an approach to mentor pre-licensure nurses in other specialty areas such as gerontological and neonatal nursing.
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DiBiase RM, Beach MC, Carrese JA, Haythornthwaite JA, Wheelan SJ, Atkinson MA, Geller G, Gebo KA, Greene JA, Sozio SM. A medical student scholarly concentrations program: scholarly self-efficacy and impact on future research activities. MEDICAL EDUCATION ONLINE 2020; 25:1786210. [PMID: 32589550 PMCID: PMC7482758 DOI: 10.1080/10872981.2020.1786210] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 06/15/2020] [Accepted: 06/17/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The Scholarly Concentrations program was established at Johns Hopkins University School of Medicine in 2009 with the aim of instilling passion for scholarship. OBJECTIVE Our study aimed to determine whether the Scholarly Concentrations program achieves positive changes in medical student self-efficacy in conducting research and, if so, whether this results in future career aspirations toward scholarship. DESIGN We used the Clinical Research Appraisal Inventory-Short Form (CRAI-SF) to assess changes in self-efficacy among students completing the Scholarly Concentrations program between 2014 and 2017. We calculated composite mean scores of six domains. We included outcomes on whether students published a manuscript, overall program perceptions, and likelihood of future research careers. We analyzed relationships between CRAI-SF scores and outcomes using paired t-tests and multivariable-adjusted logistic regression. RESULTS A total of 419 students completed the Scholarly Concentrations program. All 6 CRAI domain scores showed significant improvements in self-efficacy between the pre-Scholarly Concentrations and post-Scholarly Concentrations ratings (range of changes 0.76-1.39, p < 0.05 for all). We found significant associations between post-Scholarly Concentrations self-efficacy ratings and course satisfaction (adjusted OR 1.57 [95% CI 1.20, 2.07]) and mentor satisfaction (OR 1.46 [1.15, 1.86]), as well as students' intent to conduct future research (OR 1.46 [1.15, 1.86]). These results were robust to sensitivity analyses, and pronounced in the group of students without prior research experience. CONCLUSIONS Our findings suggest that a Scholarly Concentrations program is associated with an increased self-efficacy for research, and these changes in self-efficacy are associated with higher satisfaction in the scholarly experience and increased likelihood of pursuing scholarly work. Other medical schools could use such a tool of self-efficacy to both investigate the overall Scholarly Concentrations experience and understand factors that may increase interest in future physician-scientist pathways.
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Affiliation(s)
- Rebecca M. DiBiase
- Department of Medicine, McGaw Medical Center of Northwestern University, Chicago, IL, USA
| | - Mary Catherine Beach
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
- Welch Center for Prevention, Epidemiology, and Clinical Research, Johns Hopkins Medical Institutions, Baltimore, MD, USA
- Berman Institute of Bioethics, Johns Hopkins University, Baltimore, MD, USA
- Department of Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Joseph A. Carrese
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
- Berman Institute of Bioethics, Johns Hopkins University, Baltimore, MD, USA
| | - Jennifer A. Haythornthwaite
- Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Sarah J. Wheelan
- Department of Oncology, Johns Hopkins University School of Medicine, Baltimore, MD, USA
- Department of Molecular Biology and Genetics, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Meredith A. Atkinson
- Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Gail Geller
- Department of Medicine, McGaw Medical Center of Northwestern University, Chicago, IL, USA
- Berman Institute of Bioethics, Johns Hopkins University, Baltimore, MD, USA
| | - Kelly A. Gebo
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Jeremy A. Greene
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
- Department of History of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Stephen M. Sozio
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA
- Welch Center for Prevention, Epidemiology, and Clinical Research, Johns Hopkins Medical Institutions, Baltimore, MD, USA
- Department of Epidemiology, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
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Lee MGY, Hu WCY, Bilszta JLC. Determining Expected Research Skills of Medical Students on Graduation: a Systematic Review. MEDICAL SCIENCE EDUCATOR 2020; 30:1465-1479. [PMID: 34457814 PMCID: PMC8368133 DOI: 10.1007/s40670-020-01059-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
BACKGROUND Global interest in research skills in undergraduate medical education is growing. There is no consensus regarding expected research skills of medical students on graduation. We conducted a systematic review to determine the aims and intended learning outcomes (ILOs) of mandatory research components of undergraduate medical curricula incorporating the teaching, assessment, and evaluation methods of these programs. METHODS Using the PRISMA protocol, MEDLINE and ERIC databases were searched with keywords related to "medical student research programs" for relevant articles published up until February 2020. Thematic analysis was conducted according to student experience/reactions, mentoring/career development, and knowledge/skill development. RESULTS Of 4880 citations, 41 studies from 30 institutions met the inclusion criteria. Programs were project-based in 24 (80%) and coursework only-based in 6 (20%). Program aims/ILOs were stated in 24 programs (80%). Twenty-seven different aims/ILOs were identified: 19 focused on knowledge/skill development, 4 on experience/reactions, and 4 on mentoring/career development. Project-based programs aimed to provide an in-depth research experience, foster/increase research skills, and critically appraise scientific literature. Coursework-based programs aimed to foster/apply analytical skills for decision-making in healthcare and critically appraise scientific literature. Reporting of interventions was often incomplete, short term, and single institution. There was poor alignment between aims, teaching, assessment, and evaluation methods in most. CONCLUSIONS The diversity of teaching programs highlights challenges in defining core competencies in research skills for medical graduates. Incomplete reporting limits the evidence for effective research skills education; we recommend those designing and reporting educational interventions adopt recognized educational reporting criteria when describing their findings. Whether students learn by "doing", "proposing to do", or "critiquing", good curriculum design requires constructive alignment between teaching, assessment, and evaluation methods, aims, and outcomes. Peer-reviewed publications and presentations only evaluate one aspect of the student research experience.
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Affiliation(s)
- Melissa G. Y. Lee
- Department of Medicine (Royal Melbourne Hospital), University of Melbourne, Flemington, Victoria 3052 Australia
- Department of Paediatrics, University of Melbourne, Flemington, Victoria 3052 Australia
| | - Wendy C. Y. Hu
- School of Medicine, Western Sydney University, Ainsworth Building, Goldsmith Ave, Campbelltown, NSW 2560 Australia
| | - Justin L. C. Bilszta
- Department of Medical Education, Melbourne Medical School, University of Melbourne, Parkville, Victoria 3052 Australia
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Janicke H, Johnson MA, Baillie S, Warman S, Stone D, Paparo S, Debnath NC. Creating the Next Generation of Evidence-Based Veterinary Practitioners and Researchers: What are the Options for Globally Diverse Veterinary Curricula? JOURNAL OF VETERINARY MEDICAL EDUCATION 2020; 47:647-658. [PMID: 33231517 DOI: 10.3138/jvme.2019-0098] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Veterinary educators strive to prepare graduates for a variety of career options with the skills and knowledge to use and contribute to research as part of their lifelong practice of evidence-based veterinary medicine (EBVM). In the veterinary curriculum, students should receive a grounding in research and EBVM, as well as have the opportunity to consider research as a career. Seeing a lack of a cohesive body of information that identified the options and the challenges inherent to embedding such training in veterinary curricula, an international group was formed with the goal of synthesizing evidence to help curriculum designers, course leaders, and teachers implement educational approaches that will inspire future researchers and produce evidence-based practitioners. This article presents a literature review of the rationale, issues, and options for research and EBVM in veterinary curricula. Additionally, semi-structured interviews were conducted with 11 key stakeholders across the eight Council for International Veterinary Medical Education (CIVME) regions. Emergent themes from the literature and interviews for including research and EBVM skills into the curriculum included societal need, career development, and skills important to clinical professional life. Approaches included compulsory as well as optional learning opportunities. Barriers to incorporating these skills into the curriculum were grouped into student and faculty-/staff-related issues, time constraints in the curriculum, and financial barriers. Having motivated faculty and contextualizing the teaching were considered important to engage students. The information has been summarized in an online "toolbox" that is freely available for educators to inform curriculum development.
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Squire ME, Schultz K, McDonald D, Meixner C, Snyder D, Cooke AM, Davis JC, Maldonado SM, Martinez Licha CR, Whipple EC, Kacena MA, Loder RT. Trends in Gender Authorship and Collaborations: A 30-Year Comparative Bibliometric Analysis of Manuscripts from The Journal of Bone and Joint Surgery and The Bone and Joint Journal. SCIENTIFICA 2020; 2020:5019607. [PMID: 33381354 PMCID: PMC7762670 DOI: 10.1155/2020/5019607] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Revised: 11/02/2020] [Accepted: 12/03/2020] [Indexed: 05/14/2023]
Abstract
Publishing original peer-reviewed research is essential for advancement through all career stages. Fewer women than men hold senior-level positions in academic medicine and, therefore, examining publication trends relative to gender is important. The goal of this study was to examine and compare publication trends in The Journal of Bone and Joint Surgery (JBJS) and The Bone and Joint Journal (BJJ) with a particular emphasis on trends regarding author gender. Data was collected and analyzed for manuscripts published in JBJS and BJJ over the past 30 years. For manuscripts published in 1986, 1996, 2006, and 2016, we recorded the numbers of authors, manuscript pages, references, collaborating institutions, the position in the byline of the corresponding author, the country of the corresponding author, and the names of the first and corresponding author. We also calculated the normalized number of citations and corresponding author position. The number of authors, institutions, and countries collaborating on manuscripts published in both JBJS and BJJ increased over time. JBJS published more manuscripts from North America and BJJ published more manuscripts from Europe. In both journals, the percentage of women as first and/or corresponding author increased over time. Trends over the past 30 years have shown increased collaborations with greater citations in manuscripts published in JBJS and BJJ. In the same time period, both journals demonstrated a rise in the percentage of manuscripts with women first and/or corresponding authors, suggesting a decrease in the gender gap.
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Affiliation(s)
- Maria E. Squire
- University of Scranton, Department of Biology, Scranton, PA, USA
| | - Katherine Schultz
- Indiana University School of Medicine, Department of Orthopaedic Surgery, Indianapolis, IN, USA
| | - Donnell McDonald
- Indiana University School of Medicine, Department of Orthopaedic Surgery, Indianapolis, IN, USA
| | - Cory Meixner
- Indiana University School of Medicine, Department of Orthopaedic Surgery, Indianapolis, IN, USA
| | - Dayton Snyder
- Indiana University School of Medicine, Department of Orthopaedic Surgery, Indianapolis, IN, USA
| | - Alyssa M. Cooke
- Indiana University School of Medicine, Department of Orthopaedic Surgery, Indianapolis, IN, USA
| | - Jacob C. Davis
- Indiana University School of Medicine, Department of Orthopaedic Surgery, Indianapolis, IN, USA
| | - Sarina Masso Maldonado
- Indiana University School of Medicine, Department of Orthopaedic Surgery, Indianapolis, IN, USA
| | | | - Elizabeth C. Whipple
- Ruth Lilly Medical Library, Indiana University School of Medicine, Indianapolis, IN, USA
| | - Melissa A. Kacena
- Indiana University School of Medicine, Department of Orthopaedic Surgery, Indianapolis, IN, USA
| | - Randall T. Loder
- Indiana University School of Medicine, Department of Orthopaedic Surgery, Indianapolis, IN, USA
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Cain L, Kramer G, Ferguson M. The Medical Student Summer Research Program at the University of Texas Medical Branch at Galveston: building research foundations. MEDICAL EDUCATION ONLINE 2019; 24:1581523. [PMID: 30831061 PMCID: PMC6407601 DOI: 10.1080/10872981.2019.1581523] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2018] [Revised: 01/10/2019] [Accepted: 02/07/2019] [Indexed: 05/26/2023]
Abstract
BACKGROUND Interest in incorporating research into the medical school curriculum has grown over the years. One of the challenges involved with providing research to medical students is developing programs that allow a large number of students to perform research. This involves securing faculty to mentor students in the design of research projects. In order to accommodate students with research interests, well-established research programs must be implemented. OBJECTIVE This article describes the design and implementation of a curriculum-based research program for medical students at the University of Texas Medical Branch (UTMB) at Galveston. The main objective of this article is to describe the program for the purpose of assisting other medical schools to develop a similar student research program. DESIGN At UTMB we established a Medical Student Summer Research Program (MSSRP) that occurred between the first year and the second year of medical school. Between the years 2000-2017, MSSRP accommodated a minimum of 39 and a maximum of 90 students during an 8 week period. Two surveys were conducted to collect students' views on how MSSRP affected their interest in research. We performed a proportion statistical analysis on the data from both surveys in order to determine the significance of the responses. RESULTS The benefit of MSSRP is that it provided medical students with an exposure to research. According to the proportions test, the responses were statistically significant with 85% of 26 third and fourth year students stating they would continue to incorporate research into their medical careers; 75% stating that MSSRP increased their interest in research; and 85% responding that MSSRP helped them to understand research methodology. CONCLUSIONS MSSRP is a curriculum-based program that provides a framework to other medical institutions interested in the development of similar student research programs and provides students the exposure and option to continue with research as a component of their medical profession.
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Affiliation(s)
- Lisa Cain
- Department of Diagnostic and Biomedical Sciences, School of Dentistry, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - George Kramer
- Department of Anesthesiology, University of Texas Medical Branch at Galveston, Galveston, TX, USA
| | - Monique Ferguson
- Department of Internal Medicine, Division of Infectious Diseases, University of Texas Medical Branch at Galveston, Galveston, TX, USA
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Matthews CN, Estrada DC, George-Weinstein M, Claeson KM. Integrating the Principles and Practice of Scholarly Activity Into Undergraduate Medical Education: A Narrative Review and Proposed Model for Implementation. J Osteopath Med 2019; 119:598-611. [PMID: 31449306 DOI: 10.7556/jaoa.2019.103] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
The osteopathic undergraduate medical education standards have evolved over the past 2 decades to require undergraduate medical student participation in research and scholarly activity. The authors' objective was to review those evolving standards and develop a model for introducing the principles and practice of research that combines core content with experiential learning. They identified fundamental topics pertinent to the research process and herein provide their recommendations for incorporating these topics into the curriculum as self-study, online modules, and team-based and active learning exercises. The authors' proposed educational model would provide an avenue for osteopathic medical schools to meet the requirements for scholarly activity. Increasing students' and residents' knowledge of the research process will lay the foundation for their engagement is research and scholarly activity and their practice of evidence-based medicine.
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Sawarynski KE, Baxa DM, Folberg R. Embarking on a Journey of Discovery: Developing Transitional Skill Sets through a Scholarly Concentration Program. TEACHING AND LEARNING IN MEDICINE 2019; 31:195-206. [PMID: 30216101 DOI: 10.1080/10401334.2018.1490184] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2017] [Revised: 05/14/2018] [Accepted: 05/31/2018] [Indexed: 05/23/2023]
Abstract
PROBLEM Medical student participation in research enhances appreciation of the scientific literature and the conduct of investigation, and may lead to an interest in academic medicine. Independent medical student research offers frequently overlooked opportunities to develop and assess professional practice abilities, including project design and implementation, interprofessional team communication, and time management. These skills, useful to physicians, are often challenging for medical students to master as they transition into clinical careers. To address this challenge, we designed and embedded interventional modalities into a highly mentored and longitudinal scholarly concentration component of the curriculum. INTERVENTION The Embark scholarly concentration program incorporates traditional research training with the development of professional practice skills essential for transitioning to clinical practice. The program includes individualized and just-in-time components enabling student access to information and feedback specific to their projects and development of professional practice skills. CONTEXT The Embark program is a required longitudinal component of the Oakland University William Beaumont School of Medicine undergraduate medical curriculum. The Embark program consists of courses that inform and facilitate a required longitudinal independent research project. OUTCOME A retrospective evaluation of the Embark program's success with development of professional practice skills through the lens of both faculty and student perceptions included analysis of project records and course evaluation feedback. Evaluation of individual student development of transitional skill ability is possible through both quantitative and qualitative analysis of data collected from student project records. More than 80% of course evaluation commentary on strengths of the program addressed activities related to professional practice skills. To systematize the evaluation of these data sources, we have piloted a framework, iSAIL, designed to assess student development in these skills during the planning and conduct of a research project. LESSONS LEARNED By developing professional practice skills in the context of a scholarly concentration program, medical students can build a foundation for future engagement in research while they develop skills to overcome challenges that they are likely to encounter in their clinical careers. Modalities designed to evaluate individualized student development of professional practice skills through research participation define program successes and may lead to the identification of additional resources needed by students. By offering medical students opportunities to develop professional practice skills within the protected environment of an independent research project, this scholarly concentration program provides a valuable opportunity to influence the early development of skills necessary throughout their clinical careers.
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Affiliation(s)
- Kara E Sawarynski
- a Department of Foundation Medical Studies , Oakland University William Beaumont School of Medicine , Rochester , Michigan , USA
| | - Dwayne M Baxa
- a Department of Foundation Medical Studies , Oakland University William Beaumont School of Medicine , Rochester , Michigan , USA
| | - Robert Folberg
- a Department of Foundation Medical Studies , Oakland University William Beaumont School of Medicine , Rochester , Michigan , USA
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Marais DL, Kotlowitz J, Willems B, Barsdorf NW, van Schalkwyk S. Perceived enablers and constraints of motivation to conduct undergraduate research in a Faculty of Medicine and Health Sciences: What role does choice play? PLoS One 2019; 14:e0212873. [PMID: 30865658 PMCID: PMC6415790 DOI: 10.1371/journal.pone.0212873] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Accepted: 02/11/2019] [Indexed: 11/18/2022] Open
Abstract
Background Enhancing evidence-based practice and improving locally driven research begins with fostering the research skills of undergraduate students in the medical and health sciences. Research as a core component of undergraduate curricula can be facilitated or constrained by various programmatic and institutional factors, including that of choice. Self-Determination Theory (SDT) provides a framework for understanding the influence of choice on student motivation to engage in research. Aim This study aimed to document the enablers and constraints of undergraduate research at a South African Faculty of Medicine and Health Sciences (FMHS) and to explore how the presence or absence of choice influenced students’ engagement with research in this context. Methods An exploratory descriptive design was adopted. Undergraduate students who had conducted research and undergraduate programme staff were recruited through purposive sampling. Semi-structured interviews were transcribed and thematically analysed. Findings were interpreted using SDT, focusing on how choice at various levels affects motivation and influences research experiences. Results Many of the programmatic and institutional enablers and constraints–such as time and supervisory availability–were consistent with those previously identified in the literature, regardless of whether research was compulsory or elective. Choice itself seemed to operate as both an enabler and a constraint, highlighting the complexity of choice as an influence on student motivation. SDT provided insight into how programmatic and institutional factors–and in particular choice–supported or suppressed students’ needs for autonomy, competence, and relatedness, thereby influencing their motivation to engage in research. Conclusion While programmatic and institutional factors may enable or constrain undergraduate research, individual-level factors such as the influence of choice on students’ motivation play a critical role. The implication for curriculum development is that research engagement might be enhanced if levels of choice are structured into the curriculum such that students’ needs for autonomy, competence, and relatedness are met.
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MESH Headings
- Biomedical Research/statistics & numerical data
- Choice Behavior
- Curriculum/statistics & numerical data
- Education, Medical, Undergraduate/methods
- Education, Medical, Undergraduate/organization & administration
- Education, Medical, Undergraduate/statistics & numerical data
- Faculty/statistics & numerical data
- Female
- Humans
- Male
- Motivation
- Personal Autonomy
- Research Personnel/psychology
- Schools, Medical/organization & administration
- Schools, Medical/statistics & numerical data
- South Africa
- Students, Medical/psychology
- Students, Medical/statistics & numerical data
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Affiliation(s)
- Debra Leigh Marais
- Undergraduate Research Office, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
- * E-mail:
| | - Jessica Kotlowitz
- Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Bart Willems
- Division of Health Systems and Public Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Nicola W. Barsdorf
- Health Research Ethics Office, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Susan van Schalkwyk
- Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
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Munzer BW, Griffith M, Townsend WA, Burk-Rafel J. Medical Student- and Resident-Authored Publications in Academic Medicine From 2002 to 2016: A Growing Trend and Its Implications. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:404-411. [PMID: 30256251 DOI: 10.1097/acm.0000000000002466] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
PURPOSE The extent of medical trainees' engagement in scholarly medical education publication is not well described. This study sought to quantify the prevalence of medical student- and resident-authored medical education publications over 15 years, a benchmark essential for understanding current and future trends in trainee scholarship. METHOD Of 91 identified journals, 16 met inclusion criteria as indexed general medical education journals. Only Academic Medicine provided complete author role information, allowing identification of medical student and resident authors. The authors retrospectively compiled and analyzed citation records from Academic Medicine from 2002 to 2016, tracking trainee authorship, author position, and publication type. RESULTS A total of 6,280 publications were identified, of which 4,635 publications, by 16,068 authors, met inclusion criteria. Trainees were 6.0% (966/16,068) of all authors and authored 14.5% (673/4,635) of all publications. Trainee authorship rates varied by publication type: Trainees authored 33.3% (160/480) of medical humanities publications versus 6.9% (27/392) of commentaries. From 2002-2004 to 2014-2016, the proportion of authors who were trainees increased from 3.9% (73/1,853) to 7.1% (330/4,632) (P < .001 for trend). Over the same period, the percentage of trainee-authored publications increased: 9.4% (58/620) to 18.8% (225/1,199) (P < .001 for trend), driven primarily by increased trainee first authorship. CONCLUSIONS Trainees constitute a small but growing proportion of authors and authored publications in Academic Medicine. Further work is needed to understand what trainee-, institutional-, and journal-level factors contribute to this trend, and whether similar increases in trainee authorship are occurring in other journals and fields.
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Affiliation(s)
- Brendan W Munzer
- B.W. Munzer is a medical education fellow and, at the time the study was conducted, was a resident, Department of Emergency Medicine, University of Michigan Health System, Ann Arbor, Michigan. M. Griffith is an emergency medicine resident, Department of Emergency Medicine, University of Michigan Health System, and, at the time the study was conducted, was a medical student, University of Michigan Medical School, Ann Arbor, Michigan. W.A. Townsend is an informationist, University of Michigan Taubman Health Sciences Library, Ann Arbor, Michigan. J. Burk-Rafel is an internal medicine resident, Department of Medicine, New York University, New York, New York, and, at the time the study was conducted, was a medical student, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0003-3785-2154
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Conroy MB, Shaffiey S, Jones S, Hackam DJ, Sowa G, Winger DG, Wang L, Boninger ML, Wagner AK, Levine AS. Scholarly Research Projects Benefit Medical Students' Research Productivity and Residency Choice: Outcomes From the University of Pittsburgh School of Medicine. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:1727-1731. [PMID: 29923890 DOI: 10.1097/acm.0000000000002328] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
PURPOSE Many medical schools require scholarly research projects. However, outcomes data from these initiatives are scarce. The authors studied the impact of the Scholarly Research Project (SRP), a four-year longitudinal requirement for all students at the University of Pittsburgh School of Medicine (UPSOM), on research productivity and residency match. METHOD The authors conducted a longitudinal study of non-dual-degree UPSOM graduates in 2006 (n = 121, non-SRP participants) versus 2008 (n = 118), 2010 (n = 106), and 2012 (n = 132), all SRP participants. The authors used PubMed for publication data, National Resident Matching Program for residency match results, and Blue Ridge Institute for Medical Research for National Institutes of Health funding rank for residency-affiliated academic institutions. RESULTS Research productivity of students increased for those completing the SRP, measured as a greater proportion of students with publications (27.3% in 2006 vs. 45.8% in 2008, 55.7% in 2010, and 54.5% in 2012; P < .001) and first-authorship (9.9% in 2006 vs. 26.3% in 2008, 33.0% in 2010, and 35.6% in 2012; P < .001). Across years, there was a significantly greater proportion of students with peer-reviewed publications matched in higher-ranked residency programs (57.0% with publications in the top 10%, 52.7% in the top 10%-25%, 32.4% in the top 25%-50%, 41.2% in the bottom 50%, and 45.2% in unranked programs; P = .018). CONCLUSIONS Longitudinal research experiences for medical students may be one effective tool in fostering student publications and interest in extending training in a research-focused medical center.
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Affiliation(s)
- Molly B Conroy
- M.B. Conroy is professor of medicine and chief, Division of General Internal Medicine, University of Utah School of Medicine, Salt Lake City, Utah. S. Shaffiey is a surgery resident, University of Pittsburgh Medical Center and University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. S. Jones is instructor of medicine, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. D.J. Hackam is professor of pediatric surgery and surgeon-in-chief, Johns Hopkins Children's Center, Baltimore, Maryland. G. Sowa is professor and chair of physical medicine and rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. D.G. Winger is a statistician, University of Pittsburgh Clinical and Translational Science Institute, Pittsburgh, Pennsylvania. L. Wang is a statistician, University of Pittsburgh Clinical and Translational Science Institute, Pittsburgh, Pennsylvania. M.L. Boninger is professor of physical medicine and rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. A.K. Wagner is associate professor of physical medicine and rehabilitation, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. A.S. Levine is senior vice chancellor for health sciences and dean, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
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Al-Busaidi IS, Tarr GP. Dissemination of results from medical student public health research training and factors associated with publication. Postgrad Med J 2018; 94:330-334. [DOI: 10.1136/postgradmedj-2017-135361] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2017] [Revised: 02/26/2018] [Accepted: 03/03/2018] [Indexed: 11/03/2022]
Abstract
PurposeTo examine factors associated with successful publications resulting from mandatory public health research training attachment, the Trainee Intern Health Care Evaluation (TIHE) projects, at the University of Otago, Dunedin School of Medicine, New Zealand.MethodsA total of 227 TIHE projects completed during the period from January 1985 to December 2013 were included in the study. In February 2016, Medline and Google Scholar databases were searched independently by both authors for publications using predefined search criteria.ResultsOverall, 25 (11.1%) out of 227 projects resulted in 19 articles, 3 conference presentations/abstracts and 4 cited report abstracts. Nineteen (8.4%) projects resulted in 22 peer-reviewed journal publications, the majority of which were original articles (86.4%). The number of projects commissioned by a client was independently associated with the likelihood of publication, conference abstract or citation of the project report (OR 1.40; P<0.01, 95% CI 1.14 to 1.71). The number of authors and the number of non-student authors were positively associated with publication in higher impact journals, while student first-authored articles were more likely to be published in lower impact journals. Projects completed in more recent years were more likely to be published.ConclusionsMandatory medical student research experiences promote tangible research output. These findings may help to influence policy around the introduction of required medical school research and facilitate encouraging academic careers among medical students. Future research could focus on examining how different student-related, supervisor-related and programme-related factors influence publication rates from mandatory medical student research attachments.
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Michalets EL, Williams C, Park I. Ten year experience with student pharmacist research within a health system and education center. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:316-324. [PMID: 29764635 DOI: 10.1016/j.cptl.2017.11.010] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2016] [Revised: 08/02/2017] [Accepted: 11/23/2017] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Skills gained from research experience allow student pharmacists to evolve as practitioners, innovators and perpetual learners in an increasingly complex healthcare environment. Data published regarding pharmacy resident research are focused on external dissemination rates and research programs. Little is published regarding student research. METHODS This descriptive study was a five-year before and after comparison between the existing co-curricular model and a new longitudinal, 12-month research advanced pharmacy practice experience (L-APPE) model for student pharmacist research. The objective was to describe the development and transition to the L-APPE and compare the models in external dissemination rates and preceptor-classified impact on patient care. Preceptors were surveyed to characterize the impact on the health care institution. RESULTS Over a ten-year period, 65 fourth year students engaged in research. From 2006-2011, 28 students (43.4% of student cohort) completed co-curricular research projects. From 2011-2016, 37 students (40.2% of student cohort) completed the L-APPE. The number of national poster presentations increased 6-fold with the L-APPE, from 6 (21.4%) to 36 (97.3%) (p < 0.01). Combined posters and peer reviewed publications had a 350% higher occurrence (RR 4.5, 95% CI 1.9-10.9; p < 0.01). Preceptors classified L-APPE projects 1.5 times more often as leading to a change or affirmation of a practice model or prescribing pattern (83.3% vs 57.1%; p = 0.03). DISCUSSION AND CONCLUSIONS The L-APPE research model increased external dissemination rates and resulted in more meaningful practice model or prescribing pattern benefits. Additional study of pharmacy student research is warranted.
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Affiliation(s)
- Elizabeth Landrum Michalets
- Mission Hospital Department of Pharmacy and UNC Eshelman School of Pharmacy, 509 Biltmore Avenue, Asheville, NC 28801, United States.
| | - Charlene Williams
- UNC Eshelman School of Pharmacy - Asheville Campus, One University Heights, CPO #2125, Asheville, NC 28804, United States.
| | - Irene Park
- Mountain Area Health Education Center and UNC Eshelman School of Pharmacy, 123 Hendersonville Road, Asheville, NC 28803, United States.
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Havnaer AG, Chen AJ, Greenberg PB. Scholarly concentration programs and medical student research productivity: a systematic review. PERSPECTIVES ON MEDICAL EDUCATION 2017; 6:216-226. [PMID: 28349265 PMCID: PMC5542888 DOI: 10.1007/s40037-017-0328-2] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
INTRODUCTION Scholarly concentration programs have become a common method to promote student inquiry and independent research in medical schools. Given the high resource requirements of scholarly concentration program implementation, it is important to examine program efficacy. This systematic review examined the impact of scholarly concentration programs on student research productivity. METHODS The authors carried out a literature search to find articles related to scholarly concentration program research productivity outcomes. The inclusion criterion was a method of rigorously evaluating program scholarly productivity. Study rigour was evaluated with the Medical Education Research Study Quality Instrument. RESULTS The initial search disclosed 2467 unique records: 78 were considered based on titles and abstracts; eight were considered by scanning references. Eleven papers met the inclusion criteria: all were descriptive; none had a priori hypotheses that examined predictors of medical student research productivity in scholarly concentration programs or prospectively evaluated program impact on student scholarly output. DISCUSSION While few in number and often lacking in rigour, the studies included herein suggest that adequate administrative support, strong mentorship and tailored program characteristics are essential in facilitating student research productivity in scholarly concentration programs. Given the challenges inherent in medical education research, a conceptual framework based on United Way's approach may help program planners and educators address this gap in the evaluation of scholarly concentration programs.
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Affiliation(s)
- Annika G Havnaer
- Program in Liberal Medical Education, Brown University, Providence, RI, USA
| | - Allison J Chen
- Program in Liberal Medical Education, Brown University, Providence, RI, USA
- School of Public Health, Brown University, Providence, RI, USA
| | - Paul B Greenberg
- Division of Ophthalmology, Warren Alpert Medical School of Brown University, Providence, RI, USA.
- Section of Ophthalmology, Providence VA Medical Center, Providence, RI, USA.
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Burk-Rafel J, Mullan PB, Wagenschutz H, Pulst-Korenberg A, Skye E, Davis MM. Scholarly Concentration Program Development: A Generalizable, Data-Driven Approach. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2016; 91:S16-S23. [PMID: 27779505 DOI: 10.1097/acm.0000000000001362] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
PURPOSE Scholarly concentration programs-also known as scholarly projects, pathways, tracks, or pursuits-are increasingly common in U.S. medical schools. However, systematic, data-driven program development methods have not been described. METHOD The authors examined scholarly concentration programs at U.S. medical schools that U.S. News & World Report ranked as top 25 for research or primary care (n = 43 institutions), coding concentrations and mission statements. Subsequently, the authors conducted a targeted needs assessment via a student-led, institution-wide survey, eliciting learners' preferences for 10 "Pathways" (i.e., concentrations) and 30 "Topics" (i.e., potential content) augmenting core curricula at their institution. Exploratory factor analysis (EFA) and a capacity optimization algorithm characterized best institutional options for learner-focused Pathway development. RESULTS The authors identified scholarly concentration programs at 32 of 43 medical schools (74%), comprising 199 distinct concentrations (mean concentrations per program: 6.2, mode: 5, range: 1-16). Thematic analysis identified 10 content domains; most common were "Global/Public Health" (30 institutions; 94%) and "Clinical/Translational Research" (26 institutions; 81%). The institutional needs assessment (n = 468 medical students; response rate 60% overall, 97% among first-year students) demonstrated myriad student preferences for Pathways and Topics. EFA of Topic preferences identified eight factors, systematically related to Pathway preferences, informing content development. Capacity modeling indicated that offering six Pathways could guarantee 95% of first-year students (162/171) their first- or second-choice Pathway. CONCLUSIONS This study demonstrates a generalizable, data-driven approach to scholarly concentration program development that reflects student preferences and institutional strengths, while optimizing program diversity within capacity constraints.
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Affiliation(s)
- Jesse Burk-Rafel
- J. Burk-Rafel is a fourth-year medical student, University of Michigan Medical School, Ann Arbor, Michigan. P.B. Mullan is professor of medical education, Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan. H. Wagenschutz is codirector, Paths of Excellence, and codirector for leadership, University of Michigan Medical School, Ann Arbor, Michigan. A. Pulst-Korenberg is a resident physician, Department of Emergency Medicine, University of Washington Medical Center, Seattle, Washington. E. Skye is codirector, Paths of Excellence, house director, M-Home Learning Community, and associate professor, University of Michigan Medical School, Ann Arbor, Michigan. M.M. Davis is professor of pediatrics, division head of Academic General Pediatrics, and director of the Smith Child Health Research Center, Ann and Robert H. Lurie Children's Hospital, Northwestern Feinberg School of Medicine, Chicago, Illinois
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Pathipati AS, Taleghani N. Research in Medical School: A Survey Evaluating Why Medical Students Take Research Years. Cureus 2016; 8:e741. [PMID: 27672532 PMCID: PMC5026499 DOI: 10.7759/cureus.741] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
INTRODUCTION In recent years, an increasing number of medical students have taken time off during medical school in order to conduct research. Schools and students have invested millions of dollars and thousands of person-years on research projects, but little is known as to why students choose to take this time off. We aim to characterize why students take research years during medical school. METHODS The authors distributed an online survey about research in medical school to students at five medical schools that have highly regarded research programs. RESULTS 328 students responded to the survey. The most common reasons students take years off for research are: "increase competitiveness for residency application" (32%), "time to pursue other opportunities" (24%), and "academic interest" (23%). Students who would still take a research year even if they were already assured a position in a residency program of their choice were at 65%, while 35% would not take a research year. Responses varied based on whether students intended to go into a competitive specialty. DISCUSSION Medical students take research years for multiple reasons, although they frequently are not motivated by an interest in the research itself. Many student projects consume a substantial amount of time and money despite having little educational value. Medical schools, residency programs, and policymakers should rethink incentives to increase value and help students better pursue their academic interests.
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Devi V, Ramnarayan K, Abraham RR, Pallath V, Kamath A, Kodidela S. Short-term outcomes of a program developed to inculcate research essentials in undergraduate medical students. J Postgrad Med 2016; 61:163-8. [PMID: 26119435 PMCID: PMC4943408 DOI: 10.4103/0022-3859.159315] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
BACKGROUND Participation in research during undergraduate studies may increase students' interest in research and inculcate research essentials in them. AIMS The purpose of this study was to evaluate the effectiveness of the mentored student project (MSP) program. SETTINGS AND DESIGN In the MSP program, students in groups (n = 3 to 5) undertook a research project, wrote a scholarly report, and presented the work as a poster presentation with the help of a faculty mentor. To begin with, the logic model of the program was developed to identify short-term outcomes of the program on students, mentors, and the institution. A quasi-experimental design was used to measure the outcomes. MATERIALS AND METHODS A mixed method evaluation was done using a newly-developed questionnaire to assess the impact of the MSP on students' attitude, a multiple-choice question (MCQs) test to find out the impact on students' knowledge and grading of students' project reports and posters along with a survey to check the impact on skills. Students' satisfaction regarding the program and mentors' perceptions were collected using questionnaires. Evidence for validity was collected for all the instruments used for the evaluation. STATISTICAL ANALYSIS Non-parametric tests were used to analyze data. Based on the scores, project reports and posters were graded into A (>70% marks), B (60-69% marks), and C (<59% marks) categories. The number of MSPs that resulted in publications, conference presentation and departmental collaborations were taken as impact on the institution. RESULTS Students' response rate was 91.5%. The students' attitudes regarding research changed positively (P = 0.036) and score in the MCQ test improved (P < 0.001) after undertaking MSP. Majority of project reports and posters were of grade A category. The majority of the items related to skills gained and satisfaction had a median score of 4. The MSPs resulted in inter-departmental and inter-institutional collaborations, 14 publications and 15 conference presentations. An area for improvement noted was to have the MSP implemented in the curriculum without increasing students' overall workload and stress. CONCLUSION The study identified strengths and weaknesses of the MSP program. Our model of undergraduate research project may be incorporated in undergraduate medical programs to foster positive attitude and knowledge base about scientific research and to instil research skills among students.
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Affiliation(s)
- V Devi
- Department of Pharmacology, Melaka Manipal Medical College, Manipal Camps, Manipal University, Manipal, Karnataka, India
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Peacock JG, Grande JP. A flexible, preclinical, medical school curriculum increases student academic productivity and the desire to conduct future research. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2015; 43:384-390. [PMID: 26148309 DOI: 10.1002/bmb.20875] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2014] [Revised: 04/07/2015] [Accepted: 04/14/2015] [Indexed: 06/04/2023]
Abstract
In 2006, small blocks of flexible curriculum time, termed selectives, were implemented in the Mayo Medical School preclinical curriculum. Selectives permitted students to pursue professional endeavors, such as research, service, and career exploration, in the preclinical years. The purpose of this study was to survey current and former Mayo medical students regarding the impact of selectives on their research interest and productivity. The authors surveyed 377 current and former Mayo Medical School students from the 2004 to 2014 graduating classes, 154 participants (41% response rate) responded to the survey. The classes were grouped into pre- and postselective groups for the comparison studies. Postselective students published significantly more (p = 0.003) and gave significantly more presentations (p = 0.0007) during medical school than preselective students. Thirty-four (72% of the postselective respondents) indicated that selectives had a strong or very strong impact on their current research interest. Respondents spent an average of 4.0 [3.0-5.0] weeks of Selective time on research, resulting in 1.8 [1.4-2.2] publications and 1.8 [1.4-2.2] presentations, which represented 52.5% [40.0-65.0%] and 47.3% [37.1-57.4%] of the students' total medical school publications and presentations, respectively. Flexible selective time during the preclinical years results in significantly more medical student academic productivity.
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Affiliation(s)
- Justin G Peacock
- Department of Graduate Medical Education, San Antonio Uniformed Services Health Education Consortium, San Antonio, Texas
| | - Joseph P Grande
- Department of Laboratory Medicine and Pathology, Mayo Clinic College of Medicine, Rochester, Minnesota
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Ping W. Dental undergraduate students' participation in research in China: current state and directions. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2015; 19:177-184. [PMID: 25661035 DOI: 10.1111/eje.12119] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/05/2014] [Indexed: 06/04/2023]
Abstract
PURPOSE It is not until the recent 10 years, when an increasing number of dental undergraduate students in China have gradually participated in scientific research. However, few studies have analysed the current status of this new wave. Therefore, the present study aims to investigate dental undergraduate students' participation in research and to explore possible options for refining or reforming the existing teaching and research system in dentistry. METHODS The authors constructed a questionnaire that was completed by a sample of students from a high-ranking dental school in China. The data were processed with SPSS software. RESULTS Of all the 250 questionnaires distributed, 191 were returned, 186 of which were complete and suitable for analysis. Over a half of the respondents had participated in research programmes. There were diversified motives for undergraduate participation in scientific research. DISCUSSION These findings have led us to speculate on the current state of undergraduate participation in scientific research and the underlying problems. This preliminary investigation yielded intriguing findings: (i) the distribution of scientific resources influences scientific production. (ii) lack of interest in science has a negative impact on the reserve of the future scientific workforce. (iii) diverse motives for participation in undergraduate research reveal lack of understanding of the essence of science. CONCLUSIONS It is proposed that the current education and research system in dental higher education should be systemically reformed.
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Affiliation(s)
- W Ping
- West China School of Stomatology, Sichuan University, Sichuan, China
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Amgad M, Man Kin Tsui M, Liptrott SJ, Shash E. Medical Student Research: An Integrated Mixed-Methods Systematic Review and Meta-Analysis. PLoS One 2015; 10:e0127470. [PMID: 26086391 PMCID: PMC4472353 DOI: 10.1371/journal.pone.0127470] [Citation(s) in RCA: 141] [Impact Index Per Article: 15.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2014] [Accepted: 04/15/2015] [Indexed: 11/23/2022] Open
Abstract
Importance Despite the rapidly declining number of physician-investigators, there is no consistent structure within medical education so far for involving medical students in research. Objective To conduct an integrated mixed-methods systematic review and meta-analysis of published studies about medical students' participation in research, and to evaluate the evidence in order to guide policy decision-making regarding this issue. Evidence Review We followed the PRISMA statement guidelines during the preparation of this review and meta-analysis. We searched various databases as well as the bibliographies of the included studies between March 2012 and September 2013. We identified all relevant quantitative and qualitative studies assessing the effect of medical student participation in research, without restrictions regarding study design or publication date. Prespecified outcome-specific quality criteria were used to judge the admission of each quantitative outcome into the meta-analysis. Initial screening of titles and abstracts resulted in the retrieval of 256 articles for full-text assessment. Eventually, 79 articles were included in our study, including eight qualitative studies. An integrated approach was used to combine quantitative and qualitative studies into a single synthesis. Once all included studies were identified, a data-driven thematic analysis was performed. Findings and Conclusions Medical student participation in research is associated with improved short- and long- term scientific productivity, more informed career choices and improved knowledge about-, interest in- and attitudes towards research. Financial worries, gender, having a higher degree (MSc or PhD) before matriculation and perceived competitiveness of the residency of choice are among the factors that affect the engagement of medical students in research and/or their scientific productivity. Intercalated BSc degrees, mandatory graduation theses and curricular research components may help in standardizing research education during medical school.
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Affiliation(s)
- Mohamed Amgad
- Faculty of Medicine, Cairo University, Cairo, Egypt
- Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
| | - Marco Man Kin Tsui
- Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
| | | | - Emad Shash
- National Cancer Institute, Cairo University, Cairo, Egypt
- * E-mail:
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Mullan JR, Weston KM, Rich WC, McLennan PL. Investigating the impact of a research-based integrated curriculum on self-perceived research experiences of medical students in community placements: a pre- and post-test analysis of three student cohorts. BMC MEDICAL EDUCATION 2014; 14:161. [PMID: 25096817 PMCID: PMC4134463 DOI: 10.1186/1472-6920-14-161] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2013] [Accepted: 07/28/2014] [Indexed: 05/15/2023]
Abstract
BACKGROUND To build research capacity among graduating medical students, the teaching of research and critical analysis was integrated into the University of Wollongong (UoW) new, graduate-entry medical curriculum. This study examined whether the self-perceived research experiences of medical students, and consequent research capability, were influenced by exposure to this innovative research and critical analysis curriculum, which incorporated a 12-month community-based research project, and associated assessment tasks. METHODS The first three medical students cohorts (N = 221) completed a self-assessment of their research experiences in ten areas of research activity. Their responses were collected: before and after they undertook an individual community-based research project within a 12-month regional/rural clinical placement. The research areas investigated by the self-assessment tool were: (i) defining a research question/idea; (ii) writing a research protocol; (iii) finding relevant literature; (iv) critically reviewing the literature; (v) using quantitative research methods; (vi) using qualitative research methods; (vii) analysing and interpreting results; (viii) writing and presenting a research report; (ix) publishing results; and (x) applying for research funding. RESULTS Participation rates of 94% (207/221) pre-placement and 99% (219/221) post-placement were achieved from the three student cohorts. Following the successful completion of the research projects and their assessment tasks, the median responses were significantly higher (p < 0.05) in nine of the ten research areas. The only area of research for which there was no increase recorded for any one of the three cohorts, or overall, was (x) applying for research funding. This activity was not a component of the UoW research and critical analysis curriculum and the item was included as a test of internal validity. Significant gains were also seen between cohorts in some key research areas. CONCLUSIONS Improved research capability among medical students was evidenced by increased scores in various areas of research experience in the context of successful completion of relevant assessment tasks. The results suggest that research capability of medical students can be positively influenced by the provision of a research-based integrated medical curriculum and further consolidated by authentic learning experiences, gained through conducting 'hands-on' research projects, under the supervision and mentoring of research-qualified academics.
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Affiliation(s)
- Judy R Mullan
- Graduate School of Medicine, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
| | - Kathryn M Weston
- Graduate School of Medicine, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
| | - Warren C Rich
- Graduate School of Medicine, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
| | - Peter L McLennan
- Graduate School of Medicine, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia
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Jorge MLDSG, Coelho ICM, Paraizo MM, Paciornik EF. Leadership, management and teamwork learning through an extra-curricular project for medical students: descriptive study. SAO PAULO MED J 2014; 132:303-6. [PMID: 25075586 PMCID: PMC10496755 DOI: 10.1590/1516-3180.2014.1325685] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/08/2013] [Revised: 10/18/2013] [Accepted: 10/22/2013] [Indexed: 11/22/2022] Open
Abstract
CONTEXT AND OBJECTIVE Professionalism in medicine requires preparation for the globalized world. Our objective was to describe a project that introduces medical students to the community, hospital and laboratory activities, thereby allowing them to gain experience in people management, leadership and teamwork. DESIGN AND SETTING Descriptive study of the process applied at a philanthropic medical school in Curitiba, Paraná. METHOD Inclusion of management and leadership practices as part of the medical degree program. RESULTS The study groups consisted of fifteen students. After six months, any of the participants could be elected as a subcoordinator, with responsibility for managing tasks and representing the team in hospital departments and the community. The activities required increasing levels of responsibility. In medical schools, students' involvement in practical activities is often limited to observation. They are not required to take responsibilities or to interact with other students and stakeholders. However, they will become accountable, which thus has an adverse effect on all involved. The learning space described here aims to fill this gap by bringing students closer to the daily lives and experiences of healthcare professionals. CONCLUSION Being a physician requires not only management and leadership, but also transferrable competencies, communication and critical thinking. These attributes can be acquired through experience of teamwork, under qualified supervision from teaching staff. Students are thus expected to develop skills to deal with and resolve conflicts, learn to share leadership, prepare others to help and replace them, adopt an approach based on mutual responsibility and discuss their performance.
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Affiliation(s)
| | - Izabel Cristina Meister Coelho
- MD, Msc, PhD. Researcher, Department of Research and Post-graduation, Faculdades Pequeno Príncipe, Curitiba, Paraná, Brazil
| | | | - Ester Fogel Paciornik
- MSc, PhD. Researcher, Department of Research and Post-graduation, Faculdades Pequeno Príncipe, Curitiba, Paraná, Brazil.
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Oliveira CC, de Souza RC, Abe ÉHS, Silva Móz LE, de Carvalho LR, Domingues MAC. Undergraduate research in medical education: a descriptive study of students' views. BMC MEDICAL EDUCATION 2014; 14:51. [PMID: 24636494 PMCID: PMC4021277 DOI: 10.1186/1472-6920-14-51] [Citation(s) in RCA: 42] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2012] [Accepted: 08/22/2013] [Indexed: 05/14/2023]
Abstract
BACKGROUND Medical students engage in curricular and extracurricular activities, including undergraduate research (UR). The advantages, difficulties and motivations for medical students pursuing research activities during their studies have rarely been addressed. In Brazil, some medical schools have included undergraduate research into their curriculum. The present study aimed to understand the reality of scientific practice among medical students at a well-established Brazilian medical school, analyzing this context from the students' viewpoint. METHODS A cross-sectional survey based on a questionnaire applied to students from years one to six enrolled in an established Brazilian medical school that currently has no curricular UR program. RESULTS The questionnaire was answered by 415 students, 47.2% of whom were involved in research activities, with greater participation in UR in the second half of the course. Independent of student involvement in research activities, time constraints were cited as the main obstacle to participation. Among students not involved in UR, 91.1% said they favored its inclusion in the curriculum, since this would facilitate the development of such activity. This approach could signify an approximation between the axes of teaching and research. Among students who had completed at least one UR project, 87.7% said they would recommend the activity to students entering the course. CONCLUSION Even without an undergraduate research program, students of this medical school report strong involvement in research activities, but discussion of the difficulties inherent in its practice is important to future developments.
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Affiliation(s)
- Cristiano C Oliveira
- Pathology Department, Botucatu School of Medicine, São Paulo State University, São Paulo 18618-000, Brazil
| | - Renata C de Souza
- Botucatu School of Medicine, São Paulo State University, São Paulo 18618-000, Brazil
| | - Érika H Sassaki Abe
- Botucatu School of Medicine, São Paulo State University, São Paulo 18618-000, Brazil
| | - Luís E Silva Móz
- Botucatu School of Medicine, São Paulo State University, São Paulo 18618-000, Brazil
| | - Lidia R de Carvalho
- Biostatistics Department of the Botucatu Biosciences Institute, São Paulo State University, São Paulo 18618-000, Brazil
| | - Maria AC Domingues
- Pathology Department, Botucatu School of Medicine, São Paulo State University, São Paulo 18618-000, Brazil
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Wickramasinghe DP, Perera CS, Senarathna S, Samarasekera DN. Patterns and trends of medical student research. BMC MEDICAL EDUCATION 2013; 13:175. [PMID: 24373230 PMCID: PMC3879996 DOI: 10.1186/1472-6920-13-175] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2013] [Accepted: 12/20/2013] [Indexed: 05/12/2023]
Abstract
BACKGROUND Our study describes the change in the research output, trends and content of published research involving medical students over the last century. METHODS Pubmed® and Scopus® were searched for keywords 'Medical Student' in the affiliation field. The search results were combined in Endnote® and duplicate entries removed and the multiple variables described below were assessed. RESULTS The combined searches after excluding duplicates yielded 416 results and 66 articles were excluded. There was an exponential increase in medical student research from 1980-2010. Medical student was the first author in 170 (48.6%) studies and 55 studies were authored by a single medical student. The 3 most common areas of research in descending order were Psychiatry (n = 26, 7.4%), General Medicine (n = 24, 6.9%) and Medical Education (n = 21, 6%). The commonest type of articles, in descending order were review articles (n = 48, 13.7%), Cross sectional studies (n = 47, 13.4%) and Case reports (n = 43, 12.3. The majority of these articles (n = 207, 59.1%) have never been cited subsequently. The trend of increasing number of articles was seen equally among all article types, fields and countries. CONCLUSIONS There is an exponential increase in articles by medical students but the majority of articles have not been cited. The numbers of medical student authors per publication have remained static while the total numbers of authors have increased. The proportions in the type of articles, fields of study and country of origin have largely remained static. Publishers and authors should strive to enhance the quality and quantity of data available in indexing services.
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Affiliation(s)
| | - Chamila Sudarshi Perera
- Department of Clinical Sciences, Faculty of Medicine, Sir John Kotelawala Defence University, Colombo, Sri Lanka
| | - Supun Senarathna
- Department of Surgery, Faculty of Medicine, University of Colombo, Kynsey road, Colombo 08, Sri Lanka
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Small AC, Levy LL. In support of medical student research. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2013; 88:1592. [PMID: 24168938 DOI: 10.1097/acm.0b013e3182a7fa30] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Affiliation(s)
- Alexander C Small
- Urology resident, Columbia University Medical Center, New York, New York, and 2012 alumnus, Doris Duke Clinical Research Fellowship Program; . Intern, Memorial Sloan Kettering Cancer Center, New York, New York, and 2012 alumna, Doris Duke Clinical Research Fellowship Program
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40
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Zier K, Wyatt C, Muller D. An innovative portfolio of research training programs for medical students. Immunol Res 2013; 54:286-91. [PMID: 22418729 DOI: 10.1007/s12026-012-8310-x] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Medical student education continues to evolve, with an increasing emphasis on evidence-based decision making in clinical settings. Many schools are introducing scholarly programs to their curriculum in order to foster the development of critical thinking and analytic skills, encourage self-directed learning, and develop more individualized learning experiences. In addition, participation in rigorous scholarly projects teaches students that clinical care and research should inform each other, with the goal of providing more benefit to patients and society. Physician-scientists, and physicians who have a better appreciation of science, have the potential to be leaders in the field who will deliver outstanding clinical care, contribute new knowledge, and educate their patients.
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Affiliation(s)
- Karen Zier
- Division of Clinical Immunology, Department of Medicine, Mount Sinai School of Medicine, One Gustave Levy Place, Box 1257, New York, NY 10029, USA.
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Leow JJ, Mackay SD, Grigg MJ, Haider AH. Surgical research elective in the United States: an Australian medical student's experience. JOURNAL OF SURGICAL EDUCATION 2011; 68:562-567. [PMID: 22000544 DOI: 10.1016/j.jsurg.2011.06.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2011] [Revised: 05/27/2011] [Accepted: 06/07/2011] [Indexed: 05/31/2023]
Abstract
The value of surgical research is increasingly recognised by undergraduate medical students interested in pursuing a surgical career. This article describes how an undergraduate medical student from Monash University built upon his surgical research experience from the Eastern Health Surgical Research Group in Australia, by undertaking a 9-week research elective at the Johns Hopkins Center of Surgery Trials and Outcomes Research. Practical issues encountered, such as visa and housing, are outlined. Differing attitudes and trends in surgical research among Australian and American medical students, means of assessing surgical research productivity and the benefits of surgical research are discussed. Surgical research should be encouraged and supported in young trainee surgeons; a short-term surgical research elective can be productive provided the student is focused and realistic about expectations.
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Affiliation(s)
- Jeffrey J Leow
- Eastern Health Surgical Research Group, Eastern Health Clinical School, Monash University, Melbourne, Victoria, Australia.
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Burgoyne LN, O'Flynn S, Boylan GB. Undergraduate medical research: the student perspective. MEDICAL EDUCATION ONLINE 2010; 15:10.3402/meo.v15i0.5212. [PMID: 20844608 PMCID: PMC2939395 DOI: 10.3402/meo.v15i0.5212] [Citation(s) in RCA: 119] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2010] [Revised: 07/09/2010] [Accepted: 07/27/2010] [Indexed: 05/11/2023]
Abstract
BACKGROUND Research training is essential in a modern undergraduate medical curriculum. Our evaluation aimed to (a) gauge students' awareness of research activities, (b) compare students' perceptions of their transferable and research-specific skills competencies, (c) determine students' motivation for research and (d) obtain students' personal views on doing research. METHODS Undergraduate medical students (N = 317) completed a research skills questionnaire developed by the Centre for Excellence in Teaching and Learning in Applied Undergraduate Research Skills (CETL-AURS) at Reading University. The questionnaire assessed students' transferable skills, research-specific skills (e.g., study design, data collection and data analysis), research experience and attitude and motivation towards doing research. RESULTS The majority of students are motivated to pursue research. Graduate entrants and male students appear to be the most confident regarding their research skills competencies. Although all students recognise the role of research in medical practice, many are unaware of the medical research activities or successes within their university. Of those who report no interest in a career incorporating research, a common perception was that researchers are isolated from patients and clinical practice. DISCUSSION Students have a narrow definition of research and what it entails. An explanation for why research competence does not align more closely with research motivation is derived from students' lack of understanding of the concept of translational research, as well as a lack of awareness of the research activity being undertaken by their teachers and mentors. We plan to address this with specific research awareness initiatives.
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Affiliation(s)
- Louise N Burgoyne
- School of Medicine, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland.
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Green EP, Borkan JM, Pross SH, Adler SR, Nothnagle M, Parsonnet J, Gruppuso PA. Encouraging scholarship: medical school programs to promote student inquiry beyond the traditional medical curriculum. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2010; 85:409-18. [PMID: 20182113 DOI: 10.1097/acm.0b013e3181cd3e00] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
Many medical curricula now include programs that provide students with opportunities for scholarship beyond that provided by their traditional, core curricula. These scholarly concentration (SC) programs vary greatly in focus and structure, but they share the goal of producing physicians with improved analytic, creative, and critical-thinking skills. In this article, the authors explore models of both required and elective SC programs. They gathered information through a review of medical school Web sites and direct contact with representatives of individual programs. Additionally, they discuss in-depth the SC programs of the Warren Alpert Medical School of Brown University; the University of South Florida College of Medicine; the University of California, San Francisco; and Stanford University School of Medicine. The authors describe each program's focus, participation, duration, centralization, capstone requirement, faculty involvement, and areas of concentration. Established to address a variety of challenges in the U.S. medical education system, these four programs provide an array of possible models for schools that are considering the establishment of an SC program. Although data on the impact of SC programs are lacking, the authors believe that this type of program has the potential to significantly impact the education of medical students through scholarly, in-depth inquiry and longitudinal faculty mentorship.
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Affiliation(s)
- Emily P Green
- Scholarly Concentrations Program, Warren Alpert Medical School of Brown University, Providence, Rhode Island 02912, USA.
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Boninger M, Troen P, Green E, Borkan J, Lance-Jones C, Humphrey A, Gruppuso P, Kant P, McGee J, Willochell M, Schor N, Kanter SL, Levine AS. Implementation of a longitudinal mentored scholarly project: an approach at two medical schools. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2010; 85:429-437. [PMID: 20182115 DOI: 10.1097/acm.0b013e3181ccc96f] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
An increasing number of medical schools have implemented or are considering implementing scholarly activity programs as part of their undergraduate medical curricula. The goal of these programs is to foster students' analytical skills, enhance their self-directed learning and their oral and written communication skills, and ultimately to train better physicians. In this article, the authors describe the approach to implementing scholarly activities at a school that requires this activity and at a school where it is elective. Both programs have dealt with significant challenges including orienting students to a complex activity that is fundamentally different than traditional medical school courses and clerkships, helping both students and their mentors understand how to "stay on track" and complete work, especially during the third and fourth years, and educating students and mentors about the responsible conduct of research, especially involving human participants. Both schools have found the implementation process to be evolutionary, requiring experience before faculty could significantly improve processes. A required scholarly activity has highlighted the need for information technology (IT) support, including Web-based document storage and student updates, as well as automatic e-mails alerting supervisory individuals to student activity. Directors of the elective program have found difficulty with both ensuring uniform outcomes across different areas of study and leadership changes in a process that has been largely student-driven. Both programs have found that teamwork, regular meetings, and close communication have helped with implementation. Schools considering the establishment of a scholarly activity should consider these factors when designing programs.
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Affiliation(s)
- Michael Boninger
- Department of Physical Medicine and Rehabilitation, Medical Student Research, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania 15213, USA.
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