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Ahmed Y, Khayal S. Advancing Research Training in Medical Education: Global Perspectives and Paradigms for Future Development. Cureus 2024; 16:e54559. [PMID: 38516501 PMCID: PMC10957101 DOI: 10.7759/cureus.54559] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/20/2024] [Indexed: 03/23/2024] Open
Abstract
BACKGROUND This study delves into the dynamic field of medical education research, emphasizing the integration of research training within medical curricula. It seeks to understand the impact of such integration on the competencies of future medical professionals. OBJECTIVE The primary aim is to systematically categorize and analyze the current trends and future directions in research training in medical education. This involves assessing the influence of research training on medical students' skills and the methodologies used in such research. METHODS The research employs an extensive bibliographic literature review across multiple databases. It classifies studies like experiential or case studies, editorials, and original research articles. This classification is based on criteria such as geographical location, research objectives, theoretical frameworks, and methodologies. RESULTS Findings reveal a diverse landscape in medical education research, with a significant emphasis on research training. The research showcases varying methodologies and approaches used globally, highlighting the thematic focus and geographical distribution of these studies. CONCLUSION Research training in medical education is a globally expansive and evolving field. It underscores the importance of continuous investigation, particularly focusing on integrating research elements at curricular levels and exploring innovative educational strategies. The study also points out potential research gaps, especially in underrepresented regions, indicating directions for future research efforts.
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Affiliation(s)
- Yasar Ahmed
- Medical Oncology, St. Vincent's University Hospital, Dublin, IRL
| | - Simaa Khayal
- Radiography, Independent Researcher, Dublin, IRL
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Lee HJ, Kang YJ, Lee SH, Lin Y, Kim DH, Ihm J. Relationship matters: a qualitative study of medical students' experiences in a learner-driven research program in South Korea. BMC MEDICAL EDUCATION 2023; 23:337. [PMID: 37194093 DOI: 10.1186/s12909-023-04337-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Accepted: 05/09/2023] [Indexed: 05/18/2023]
Abstract
BACKGROUND Although research experience is important for medical students, it is difficult to develop research skills only through a formal curriculum. To develop research programs that address the authentic needs of students and align with the entirety of the medical school curriculum, a learner-centered approach may be more effective than an instructor-centered approach. This study investigates medical student perspectives on factors that help them develop research competency. METHODS Hanyang University College of Medicine in South Korea operates the Medical Scientist Training Program (MSTP) as a supplement to its formal curriculum. Semi-structured interviews were held with 18 students (20 cases) in the program, and qualitative content analysis was performed using the software tool MAXQDA20. RESULTS The findings are discussed in relation to three domains: learner engagement, instructional design, and program development. The students were more engaged when they perceived the program as a new experience, had prior research experience, wanted to make a good impression, and felt a sense of contribution. In terms of instructional design, they positively participated in research when their supervisors respected them, set clear tasks, provided constructive feedback, and invited them into the research community. In particular, the students highly valued relationships with their professors, and these relationships served not only as a main motivating factor in their research participation but also affected their college lives and careers. CONCLUSIONS The longitudinal relationship between students and professors has newly emerged in the Korean context as a factor that strengthens student engagement in research and the complementary relationship between formal curriculum and MSTP was highlighted to encourage student engagement in research.
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Affiliation(s)
- Hyo Jeong Lee
- Department of Medical Education, College of Medicine, Hanyang University, 222 Wangsimni-Ro, Seongdong-Gu, Seoul, 04763, Republic of Korea
| | - Ye Ji Kang
- Department of Medical Education, College of Medicine, Hanyang University, 222 Wangsimni-Ro, Seongdong-Gu, Seoul, 04763, Republic of Korea
| | - Seung-Hee Lee
- Department of Medical Education, College of Medicine, Seoul National University, Seoul, Korea
| | - Yanyan Lin
- Department of Medical Education, College of Medicine, Hanyang University, 222 Wangsimni-Ro, Seongdong-Gu, Seoul, 04763, Republic of Korea
| | - Do-Hwan Kim
- Department of Medical Education, College of Medicine, Hanyang University, 222 Wangsimni-Ro, Seongdong-Gu, Seoul, 04763, Republic of Korea.
| | - Jungjoon Ihm
- Dental Research Institute, School of Dentistry, Seoul National University, 1, Gwanak-Ro, Gwanak-Gu, Seoul, 08826, Republic of Korea.
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Shah PC, Patel K, Suvarna AK, Zulfiqar A, Ashok T, Siddiqui A. Research Experience of Medical Students Collaborating in an International Peer Research Mentorship Program. INTERNATIONAL JOURNAL OF MEDICAL STUDENTS 2023. [DOI: 10.5195/ijms.2022.1461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/22/2023] Open
Abstract
Research and research teachings worldwide have undergone significant changes with advancements in the past decade. From students actively seeking research opportunities to participating in research workshops, it has given rise to a new era of mentor-mentee programs. The peer research mentorship program (PRMP) conducted by International Society for Chronic Illnesses (ISCI) facilitates a global collaboration that not only improves the quality of research but also encourages interpersonal relationships and incorporates expertise from different fields. In this article, medical students and early graduates share their experience of participating in a cross-country peer-to-peer mentorship and comment on their learnings and observations. This is an experience report of mentors and mentees in the ISCI sponsored PRMP. Mentees learned a lot about metabolic syndrome, alternative medicine, and narrative reviews and the mentor became more confident in her scientific writing skills, leadership qualities while also gaining in-depth knowledge about the integrative management of Metabolic Syndrome.
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Noorali AA, Inam M, Shahbaz H, Rauf H, Aamir FB, Khalid F, Abbas S, Saeed A, Musharraf MD, Merchant AAH, Hasan BS, Rasheed MA, Jehan F, Tariq M, Haider AH. A Nationwide Virtual Research Education Program for Medical Students in Pakistan: Methodological Framework, Feasibility Testing, and Outcomes. Front Public Health 2022; 9:812130. [PMID: 35083193 PMCID: PMC8784886 DOI: 10.3389/fpubh.2021.812130] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Accepted: 12/03/2021] [Indexed: 12/01/2022] Open
Abstract
Introduction: Equipping young medical trainees with fundamental research skills can be a promising strategy to address the need for professionals who can understand and responsibly communicate evolving scientific evidence during a pandemic. Despite an ardent interest to partake in research, most educational institutions in Pakistan and other low-middle income countries have not yet adopted a comprehensive strategy for research skills education. The authors aimed to design and assess the feasibility of implementing the first nation-wide virtual research workshop for medical students in Pakistan. Methods: The course “Beginners Guide to Research,” designed as a nation-wide virtual research workshop series, was conducted for medical students across Pakistan in June 2020. Four interactive live workshops took place online on alternate days from June 22nd, 2020, to June 27th, 2020, each lasting 1–2 h. Outcomes included: (i) reach, (ii) efficacy as indexed by pre-post change in score pertaining to knowledge and application of research and (iii) self-rated perceptions about understanding of research on a Likert scale. Results: 3,862 participants enrolled from 41 cities and 123 institutions. Enrolled participants belonged to the following provinces: Sindh (n = 1,852, 48.0%), Punjab (n = 1,767, 45.8%), Khyber Pakhtunkhwa (n = 109, 2.8%), Azad Jammu and Kashmir (n = 84, 2.2%) Balochistan (n = 42, 1.1%). We also saw a few registrations from international students (n = 8, 0.2%). Mean (SD) age of enrolled medical students was 21.1 (2.1) years, 2,453 (63.5%) participants were female and 2,394 (62.0%) were from private-sector medical colleges. Two thousand ninety-three participants participants filled out all four pre-test and post-test forms. The total median knowledge score improved from 39.7 to 60.3% with the highest improvements in concepts of research bioethics and literature search (p < 0.001) with greater change for females compared to males (+20.6 vs. +16.2%, p < 0.001) and private institutions compared to public ones (+16.2 vs. +22.1%, p < 0.001). Conclusion: The overwhelming enrollment and significant improvement in learning outcomes (>50% of baseline) indicate feasibility of a medical student-led research course during a pandemic, highlighting its role in catering to the research needs in the LMICs.
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Affiliation(s)
- Ali Aahil Noorali
- Department of Medicine, Medical College, Aga Khan University, Karachi, Pakistan
- Health Data Science Center, Clinical and Translational Research Incubator, Medical College, Aga Khan University, Karachi, Pakistan
- Dean's Office, Medical College, Aga Khan University, Karachi, Pakistan
- *Correspondence: Ali Aahil Noorali
| | - Maha Inam
- Medical College, Aga Khan University, Karachi, Pakistan
| | - Hamna Shahbaz
- Dean's Office, Medical College, Aga Khan University, Karachi, Pakistan
- Department of Surgery, Washington University in St. Louis, St. Louis, MO, United States
| | - Hareem Rauf
- Medical College, Aga Khan University, Karachi, Pakistan
| | | | - Farah Khalid
- Department of Paediatrics, Medical College, Aga Khan University, Karachi, Pakistan
| | - Saadia Abbas
- Medical College, Aga Khan University, Karachi, Pakistan
| | | | | | | | - Babar S. Hasan
- Department of Paediatrics, Medical College, Aga Khan University, Karachi, Pakistan
| | - Muneera A. Rasheed
- Department of Paediatrics, Medical College, Aga Khan University, Karachi, Pakistan
| | - Fyezah Jehan
- Department of Paediatrics, Medical College, Aga Khan University, Karachi, Pakistan
| | - Muhammad Tariq
- Department of Medicine, Medical College, Aga Khan University, Karachi, Pakistan
- Department for Educational Development, Medical College, Aga Khan University, Karachi, Pakistan
| | - Adil Hussain Haider
- Dean's Office, Medical College, Aga Khan University, Karachi, Pakistan
- Department of Surgery and Community Health Sciences, Medical College, Aga Khan University, Karachi, Pakistan
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Sisa I. Comment on: "Determining expected research skills of medical students on graduation: a systematic review". MEDICAL SCIENCE EDUCATOR 2021; 31:985. [PMID: 34457938 PMCID: PMC8368918 DOI: 10.1007/s40670-020-01202-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/22/2020] [Indexed: 06/13/2023]
Affiliation(s)
- Ivan Sisa
- School of Medicine, College of Health Sciences, Universidad San Francisco de Quito USFQ, Quito, Ecuador
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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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Cornett M, Palermo C, Wallace MJ, Diug B, Ward B. A realist review of scholarly experiences in medical education. MEDICAL EDUCATION 2021; 55:159-166. [PMID: 32888210 DOI: 10.1111/medu.14362] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Revised: 08/20/2020] [Accepted: 08/25/2020] [Indexed: 06/11/2023]
Abstract
CONTEXT Scholarly experiences have been increasingly employed to support the development of scholarly skills for medical students. How the characteristics of the various scholarly experiences contributes to scholarly outcomes or the complexities of how the experiences build skills warrants further exploration. OBJECTIVES To identify how medical students' scholarly experiences lead to scholarly outcomes under what circumstances. METHODS A realist review was conducted with a search of Ovid MEDLINE, CINAHL, Scopus and ERIC databases using the terms "medical student" and "scholarly experience" and related synonyms. Studies involving the engagement of medical students in a range of compulsory scholarly experiences including quality improvement projects, literature reviews and research projects were included. Key data were extracted from studies, and realist analysis was used to identify how contexts and mechanisms led to different outcomes. RESULTS From an initial 4590 titles, 28 studies of 22 scholarly experiences were identified. All were primarily focused on research-related scholarly experiences. Organisational research culture that valued research, dedicated time, autonomy and choice of experience were found to be key contexts. Adequately supported and structured experiences where students can see the value of research and quality supervision that builds student's self-efficacy were identified as mechanisms leading to outcomes. Outcomes included increased research skills and attitudes, scholarly outputs (eg publications) and future interest in research or other scholarly endeavours. CONCLUSIONS The design of scholarly experiences for medical students needs to ensure protected time, adequate supervision and autonomy, to achieve scholarly outcomes. Much of the focus is on research and traditional outcomes with little known about the role or outcomes associated with other scholarly work.
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Affiliation(s)
- Marian Cornett
- Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia
| | - Claire Palermo
- Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia
| | - Megan J Wallace
- The Ritchie Centre, Hudson Institute of Medical Research, Melbourne, VIC, Australia
- Department of Obstetrics and Gynaecology, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia
| | - Basia Diug
- School of Public Health and Preventive Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia
| | - Bernadette Ward
- School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Bendigo, VIC, Australia
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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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Castro-Rodríguez Y. Desarrollo de competencias investigativas en estudiantes de las Ciencias de la Salud. Sistematización de experiencias. DUAZARY 2020. [DOI: 10.21676/2389783x.3602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Desarrollar competencias investigativas en un estudiante implica conocer el uso del conocimiento de forma adecuada; esto permite que se fortalezcan las habilidades para la observación, argumentación, sistematización y cuestionamiento a fin de que se pueda crear y/o gestionar un conocimiento. Para el desarrollo de las competencias en investigación se han planteado distintas estrategias didácticas: semilleros de investigación, aprendizaje cooperativo, métodos por proyectos, aprendizaje basado en problemas, uso de mapas conceptuales, estudios de casos, seminarios, redacción de ensayos y elaboración de talleres. En la presente revisión sistemática se analizó los principales programas que se han implementado en las universidades para mejorar las competencias investigativas de estudiantes de las Ciencias de la Salud. Se destaca a los programas de verano y el trabajo colaborativo con mentores como las intervenciones más comunes y eficaces para el desarrollo de tales competencias.
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Guhan N, Krishnan P, Dharshini P, Abraham P, Thomas S. The effect of mentorship program in enhancing the academic performance of first MBBS students. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2020; 8:196-199. [PMID: 33178848 PMCID: PMC7642471 DOI: 10.30476/jamp.2019.82591.1061] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 07/15/2019] [Accepted: 11/26/2019] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Mentoring is a natural process, which blossoms from the desire of experienced veterans to give and the thirst of inexperienced novices to grow. Formal faculty mentoring could help the 1st year students to thrive on the complicated situations in a newer environment and excel in their career. This study was designed to evaluate the effectiveness of mentorship program in improving the academic performance of 1st MBBS students. METHODS 148 first MBBS students of Al Azhar medical college, who were admitted for 2017-18 academic year, were included for this interventional study. Mentorship program was started in our college since January 2018 after first internal exam, wherein the students were equally divided among 6 mentors. At the end of 6 months, to assess the effectiveness of mentorship program, a post-exam was conducted and the marks were compared with the pre-program performance. Paired t test was used to compare the marks before and after the program. Furthermore, the perception of mentees on mentorship program was also assessed by a valid questionnaire (score of 1-4). RESULTS The mean score of students in the exam conducted after mentorship program was significantly higher (p<0.001) than that conducted before commencing mentorship program. This increment in performance is appreciated more in girls rather than the boys. Furthermore, the mentorship program significantly (p<0.001) helped to boost the academic performance in below average students who had scored < 50% marks in pre-program assessment. The effectiveness of the mentorship program was further supported by the students' feedback. 40.5% of the students agreed and 56.8% of them strongly agreed that mentorship program was effective and beneficial to them. CONCLUSION The mentorship program obviously improves the academic performance of students, especially below average performers who need extra care and guidance.
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Affiliation(s)
- Naga Guhan
- Department of Biochemistry, All India Institute of Medical Sciences, Mangalagiri, India
| | - Prakash Krishnan
- Department of Pharmacology, Al-Azhar medical college, Kerala, India
| | - Priya Dharshini
- Department of Anatomy, Alluri Sitarama Raju Academy of Medical Sciences, Andhra Pradesh, India
| | - Philip Abraham
- Department of Biochemistry, Al Azhar medical college, Kerala, India
| | - Suni Thomas
- Department of Biochemistry, Al Azhar medical college, Kerala, India
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AlSayegh AS, Enayah SK, Khoja WN, Enayah RK, Sendi NS. Assessment of the current knowledge and willingness to conduct medical research work of future healthcare providers: A cross-sectional study in Jeddah, Saudi Arabia. J Family Med Prim Care 2020; 9:1522-1527. [PMID: 32509643 PMCID: PMC7266215 DOI: 10.4103/jfmpc.jfmpc_1047_19] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2019] [Revised: 02/11/2020] [Accepted: 02/13/2020] [Indexed: 11/04/2022] Open
Abstract
Background and Objectives Healthcare research work contributes significantly to the advancement and development of medical education. Numerous studies have demonstrated the efficiency and productivity of student participation in medical research work, which has a positive impact on the health system. In this study, we intended to examine medical students' knowledge and attitudes regarding, and actual participation in, medical research work. Methods This cross-sectional study was conducted on 184 medical students of Batterjee Medical College. The students received a paper-based survey questionnaire, containing multiple parts that related to their knowledge and attitudes regarding, and actual participation in, research work. One-way analysis of variance was utilized for the comparison of the average scores of the academic specialization groups. Results One hundred and forty-three participants completed the questionnaire, with a response rate of 78%. The overall average scores for the students' knowledge and attitudes regarding, and actual participation in, research work were 57.2%, 76%, and 31.5%, respectively. Medicine students obtained significantly higher average scores than the students of other specializations in terms of the scale of knowledge and attitudes regarding, and actual participation in, research work. The principal barriers that deterred the students from undertaking research work were poor time management (68.5%), inadequate feedback (64.3%), and a lack of research skills (54.5%). Conclusion Medical students showed a low level of knowledge relating to research work and infrequently participated in them, but they reported a positive attitude toward research work activity. Extensive work is needed to overcome several barriers, such as poor time management and insufficient research skills.
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Affiliation(s)
- Ali S AlSayegh
- Department of Preventive Dentistry, General Dental Practitioner, Ministry of Health, Jeddah, Saudi Arabia.,Department of Preventive Dentistry, General Dental Practitioner, Ministry of Health, Saudi Arabia
| | - Sara K Enayah
- General Dental Practitioner, Dental Private Clinic, Jeddah, Saudi Arabia
| | - Wedyan N Khoja
- Dental Clinical Instructor, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Reem K Enayah
- Department of Intensive Care Unit, General Physician, Ministry of Health, Saudi Arabia
| | - Naser S Sendi
- Department of Preventive Dentistry, General Dental Practitioner, Ministry of Health, Saudi Arabia
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Drees S, Schmitzberger F, Grohmann G, Peters H. The scientific term paper at the Charité: a project report on concept, implementation, and students' evaluation and learning. GMS JOURNAL FOR MEDICAL EDUCATION 2019; 36:Doc53. [PMID: 31815163 PMCID: PMC6883243 DOI: 10.3205/zma001261] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 10/13/2018] [Revised: 04/08/2019] [Accepted: 07/31/2019] [Indexed: 05/23/2023]
Abstract
Aim: Better training in scientific skills, such as the ability to conduct research independently, has been one of the main drivers of reform in medical education. The aim of this article is to report on the scientific term paper module in the modular curriculum of medicine (MCM) at the Charité. This module is an established example of undergraduate medical students conducting their own scientific investigations. Project outline: A faculty-wide, outcome-oriented process resulted in a four-week module for writing a scientific term paper in the 6th semester of the MCM as part of a longitudinal science curriculum. Acquired competencies were assessed through a written term paper and an oral presentation. Two student cohorts (winter terms 2013 and 2014) were surveyed on how they rated the module concept, organizational aspects and the quality of support. We further analysed the chosen topics of the papers as well as student assessment results. Results: The student evaluation (return rates of 193 and 197, 71% and 77%) showed high overall satisfaction with the module. This result was evident in the high rating of the module concept and organizational aspects, a positive attitude towards scientific research, and strong motivation to pursue further scientific research. There was a wide spectrum of term paper topics with a focus on literature reviews. Most of the student work was assessed as good or very good. Conclusion: The scientific term paper module has proven itself as a curricular concept for students to perform own scientific research in the MCM, with strong acceptance and good performance by students. This project report can serve as basis and guidance for development and further improvements to promote scientific competencies in undergraduate medical education in other faculties.
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Affiliation(s)
- Simon Drees
- Charité – Universitätsmedizin Berlin, Freie und Humboldt-Universität zu Berlin, Prodekanat für Studium und Lehre, Dieter Scheffner Fachzentrum für Medizinische Hochschullehre und Ausbildungsforschung, Berlin, Germany
| | - Florian Schmitzberger
- Charité – Universitätsmedizin Berlin, Freie und Humboldt-Universität zu Berlin, Prodekanat für Studium und Lehre, Dieter Scheffner Fachzentrum für Medizinische Hochschullehre und Ausbildungsforschung, Berlin, Germany
| | - Günter Grohmann
- Charité – Universitätsmedizin Berlin, Freie und Humboldt-Universität zu Berlin, Prodekanat für Studium und Lehre, Dieter Scheffner Fachzentrum für Medizinische Hochschullehre und Ausbildungsforschung, Berlin, Germany
| | - Harm Peters
- Charité – Universitätsmedizin Berlin, Freie und Humboldt-Universität zu Berlin, Prodekanat für Studium und Lehre, Dieter Scheffner Fachzentrum für Medizinische Hochschullehre und Ausbildungsforschung, Berlin, Germany
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Nimmons D, Giny S, Rosenthal J. Medical student mentoring programs: current insights. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:113-123. [PMID: 30881173 PMCID: PMC6404673 DOI: 10.2147/amep.s154974] [Citation(s) in RCA: 65] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
Medical school mentoring programs incorporate a wide range of objectives. Clinical mentoring programs help to develop students' clinical skills and can increase interest in under-subscribed specialties. Those that focus on teaching professionalism are integrated into medical school curriculums in order to overcome the "hidden curriculum". Positive mentoring plays a part in reversing the decline of academic medicine, by sparking interest through early research experiences. It also has an important role in encouraging recruitment of under-represented minority groups into the medical profession through widening access programs. The aim of our review of the literature, is to analyze current trends in medical student mentoring programs, taking into account their objectives, execution, and evaluation. We outline the challenges encountered, potential benefits, and key future implications for mentees, mentors, and institutions.
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Affiliation(s)
- Danielle Nimmons
- Department of Primary Care and Population Health, UCL Medical School, Royal Free Campus, London, UK,
| | - Shaista Giny
- Department of Ophthalmology, Royal Surrey County Hospital, Guildford, UK
| | - Joe Rosenthal
- Department of Primary Care and Population Health, UCL Medical School, Royal Free Campus, London, UK,
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Shrivastava M, Shah N, Navaid S. Assessment of change in knowledge about research methods among delegates attending research methodology workshop. Perspect Clin Res 2018; 9:83-90. [PMID: 29862201 PMCID: PMC5950615 DOI: 10.4103/picr.picr_41_17] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Aim: In an era of evidence based medicine research is an essential part of medical profession whether clinical or academic. A research methodology workshop intends to help participants, those who are newer to research field or those who are already doing empirical research. The present study was conducted to assess the changes in knowledge of the participants of a research methodology workshop through a structured questionnaire. Methods: With administrative and ethical approval, a four day research methodology workshop was planned. The participants were subjected to a structured questionnaire (pre-test) containing 20 multiple choice questions (Q1-Q 20) related to the topics to be covered in research methodology workshop before the commencement of the workshop and then subjected to similar posttest questionnaire after the completion of workshop. The mean values of pre and post-test scores were calculated and the results were analyzed and compared. Results: Out of the total 153 delegates, 45(29 %) were males and 108 were (71 %) females. 92 (60%) participants consented to fill the pre-test questionnaire and 68 (44%) filled the post-test questionnaire. The mean Pre-test and post-test scores at 95% Confidence Interval were 07.62 (SD ±3.220) and 09.66 (SD ±2.477) respectively. The differences were found to be significant using Paired Sample T test (P <0.003). Conclusion: There was increase in knowledge of the delegates after attending research methodology workshops. Participatory research methodology workshops are good methods of imparting knowledge, also the long term effects needs to be evaluated.
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Affiliation(s)
- Manisha Shrivastava
- Department of Transfusion Medicine, Bhopal Memorial Hospital and Research Centre, Bhopal, Madhya Pradesh, India
| | - Nehal Shah
- Department of Physiotherapy, Bhopal Memorial Hospital and Research Centre, Bhopal, Madhya Pradesh, India
| | - Seema Navaid
- Department of Transfusion Medicine, Bhopal Memorial Hospital and Research Centre, Bhopal, Madhya Pradesh, India
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Abstract
The twenty-first century higher education sector has come a long way after undergoing continuous metamorphosis from pedagogy to andragogy. Most of the educational approaches adopted in medical schools are directed towards developing more of competencies and less of capability, which is the ability to use competencies in novel contexts. Competencies alone are not sufficient to thrive in the present day work place as medical profession subsumes complex contexts; it is in this scenario that, medical educators are entrusted with the challenging task of developing "capable learners". In the heutagogical approach, learners are required to decide upon what to learn and how to learn and therefore the control of the learning process is on the learner and the role of the teacher becomes that of a navigator. This paper highlights the current higher educational practices based on heutagogy, considers its application in the context of Problem-based learning and also discusses a few challenges in incorporating this approach in the existing undergraduate medical curriculum. The article proposes the use of social media in order to support learner autonomy, which in turn improves learners' cognitive engagement with content and tasks, thereby assisting the development of attributes associated with capability.
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Affiliation(s)
- Reem Rachel Abraham
- a Department of Physiology , Melaka Manipal Medical College (MMMC), Manipal Campus, Manipal University , Manipal , India
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