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Qussini S, Shahbal S, MacDonald R, Hammoudeh S, Al-Ghoul Z, Diericks K. An Assessment of Clinical Research Self-Efficacy among Researchers at the Largest Healthcare Institute in Qatar: Recommendations and Future Actions. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205241233425. [PMID: 38854912 PMCID: PMC11162134 DOI: 10.1177/23821205241233425] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/21/2023] [Accepted: 01/31/2024] [Indexed: 06/11/2024]
Abstract
OBJECTIVES Clinical research professionals must be equipped with adequate training in sound scientific methods and appropriate ethics. In this study, we aimed to assess the current clinical research self-efficacy of researchers at Hamad Medical Corporation (HMC). We also evaluated the effects of training courses on researchers' self-efficacy. METHODS Utilizing a cross-sectional design, we used the shortened Clinical Research Appraisal Inventory (CRAI-12) through an online survey to assess the current clinical research self-efficacy of 600 researchers at HMC, Doha, Qatar. After conducting descriptive analyses, unpaired t test and ANOVA were used to determine significant mean percentages between variables. Pearson correlation coefficients were also calculated to measure the association among the interval variables. All tests were 2-sided, and significance was defined as P < .05. RESULTS For all questions, except those related to "funding," most participants scored on the upper half of the scale (>5), reflecting higher self-efficacy for the topics covered in CRAI. Gender differences were significant across all factors, with males reporting higher levels of self-assessed efficacy and in clinical research. Other factors such as higher education degrees and previous (external) clinical research training were also associated with higher self-reported clinical research efficacy. CONCLUSIONS The findings of this study indicate that researchers at HMC possess high clinical research self-efficacy overall, but lower self-efficacy in securing funding. Gender and education level positively influence self-efficacy across CRAI factors. Notably, clinical research training boosts self-efficacy, especially when obtained outside HMC. In conclusion, healthcare providers are strongly encouraged to engage in effective clinical research training courses, both within and outside of their healthcare institutions, to improve their clinical research efficacy and enhance clinical practice.
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Affiliation(s)
- Seba Qussini
- The Medical Research Center, Hamad Medical Corporation, Doha, Qatar
- Faculty of Medicine, Centre for Biomedical Ethics and Law, KU Leuven, Leuven, Belgium
| | - Saad Shahbal
- Department of Medicine, Hamad Medical Corporation, Doha, Qatar
| | - Ross MacDonald
- Distributed eLibrary, Weill Cornell Medicine—Qatar, Education City, Doha, Qatar
| | - Samer Hammoudeh
- The Medical Research Center, Hamad Medical Corporation, Doha, Qatar
| | - Zeina Al-Ghoul
- Faculty of Medicine, Bahcesehir University, Istanbul, Turkey
| | - Kris Diericks
- Faculty of Medicine, Centre for Biomedical Ethics and Law, KU Leuven, Leuven, Belgium
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Teal CR, Cianciolo AT, Berry A, Boscardin C, Riddle J, Rougas S, Shaull L, Shea JA, Szauter K, Bierer SB. Impact of a Regional Grant Program Through the Lens of Social Cognitive Career Theory: A Mixed-Method Evaluation. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:S149-S156. [PMID: 37983407 DOI: 10.1097/acm.0000000000005369] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/02/2023]
Abstract
PURPOSE Evaluations of educational grant programs have focused on research productivity, with few examining impacts on grantees or effective program characteristics. This evaluation examined the regional grant program sponsored by Group on Educational Affairs to examine if and how grantees' careers were affected by funding, and if these experiences aligned with program goals. METHOD In this concurrent, mixed-methods theory-driven evaluation, quantitative and qualitative data were analyzed independently and then integrated to examine complementarity. Quantitative data examined differences among 4 geographic regions and included proposal and grantee characteristics abstracted from administrative records of 52 funded proposals from 2010-2015 grant cycles. Qualitative data from 23 interviews conducted from 2018 to 2019 explored the impact on grantees, with Social Cognitive Career Theory (SCCT) serving as a framework for deductive thematic analysis. To facilitate integration of findings, quantitative data were layered onto each interview to permit exploration of associations between the 2 data types. RESULTS Although significant regional differences existed in project length and amount of funding, there were few regional differences in grantee experiences. Despite small funding amounts, grants were perceived as career launching pads. The SCCT framework accounted for grantee experiences, including researcher identity formation and subsequent research, but did not capture collaboration phenomena. Integration of the 2 data types identified experience patterns unique to different groups of grantees (e.g., more or less research experience). The diversity among grantees suggests that clarification of program goals and stronger alignment with criteria for funding may be warranted. CONCLUSIONS This evaluation illuminates why small educational grant programs may or may not impact interest and productivity in research. Implications exist for funders, including clarifying program goals and providing support for less experienced grantees. Future research should explore grantee subsets (e.g., underrepresented in medicine) to further identify what fosters or inhibits careers of medical education scholars.
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Affiliation(s)
- Cayla R Teal
- C.R. Teal is associate dean for assessment and evaluation and education associate professor, Department of Population Health, University of Kansas School of Medicine, Kansas City, Kansas
| | - Anna T Cianciolo
- A.T. Cianciolo is professor, Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois
| | - Andrea Berry
- A. Berry is executive director of faculty life, University of Central Florida College of Medicine, Orlando, Florida
| | - Christy Boscardin
- C. Boscardin is professor, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California
| | - Janet Riddle
- J. Riddle was director of faculty development, University of Illinois-Chicago College of Medicine, Chicago, Illinois
| | - Steven Rougas
- S. Rougas is associate professor of emergency medicine and medical science and director, Doctoring Program, Alpert Medical School of Brown University, Providence, Rhode Island
| | - Lynn Shaull
- L. Shaull is a senior research analyst, Association of American Medical Colleges, Washington, DC
| | - Judy A Shea
- J.A. Shea is professor, Department of Medicine, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania
| | - Karen Szauter
- K. Szauter is assistant dean, educational affairs, and professor, Department of Internal Medicine, University of Texas Medical Branch, Galveston, Texas
| | - S Beth Bierer
- S.B. Bierer is professor of medicine and director of assessment and evaluation, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio
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Adeboye W, Osunronbi T, Faluyi D, Abankwa E, Abraha S, Adamu-Biu F, Ahmad Z, Akhionbare I, Chimba C, Corriero AC, Ibeanusi I, Inyang D, Jones R, Madume R, Mberu V, Mitoko CA, Nelson-Rowe E, O'Riordan M, Shoker S, Sofela A. Predictors of self-reported research engagement and academic-career interest amongst medical students in the United Kingdom: a national cross-sectional survey. Postgrad Med J 2023; 99:1189-1196. [PMID: 37594075 DOI: 10.1093/postmj/qgad067] [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: 05/22/2023] [Revised: 07/14/2023] [Accepted: 07/18/2023] [Indexed: 08/19/2023]
Abstract
BACKGROUND We hypothesised that the gender/ethnic disparities and reductions in the UK academic-clinician workforce stem from research experience in medical school. This study investigated the factors influencing research engagement and academic-career interests among UK medical students. METHODS Using a 42-item online questionnaire, a national multicentre cross-sectional survey of UK medical students was conducted over 9 weeks in the 2020/21 academic year. Multiple binary logistic and zero-inflated negative binomial regressions were used to evaluate associations between the predictor variables and research engagement (yes/no), number of research projects conducted, and academic-career interest (yes/no). P < 0.05 was considered statistically significant. RESULTS In total, 1573 students participated from 36 medical schools. No ethnic/gender differences in research engagement were observed. However, compared to men, women had a 31% decrease in the odds of being interested in an academic-clinician career [odds ratio (OR): 0.69; 95% confidence interval (CI): 0.52, 0.92]. Positive predictors of interest in academia were being a PubMed-indexed author (OR: 2.19; 95% CI: 1.38, 3.47) and having at least one national/international presentation (OR: 1.40; 95% CI: 1.04, 1.88). Career progression was the primary motivating factor (67.1%) for pursuing research, whereas limited awareness of opportunities (68.0%) and time constraints (67.5%) were the most common barriers. CONCLUSION There were no ethnic differences in research engagement or academic-career intent. Although there were no gender differences in research engagement, female students were less likely to be interested in an academic career. This could be tackled by providing targeted opportunities to increase research productivity and self-efficacy in medical schools. Key messages: What is already known on this topic: There has been a decline in the number of academic clinicians, with a disproportionate gender and ethnic representation in the academic workforce. Engaging medical students in research activities during their medical training could mitigate the declining number of academic clinicians. Differential attainment occurs in medical school and persists after graduation. What this study adds: Although there were no gender/ethnic differences in research engagement amongst UK medical students, our study suggests that female students were less likely to be interested in pursuing an academic career. Time constraints, a lack of awareness of opportunities, and difficulty in finding research supervisors/mentors were the most common barriers to research engagement, whereas PubMed-indexed authorship was the strongest positive predictor of interest in an academic career. How this study might affect research, practice, or policy: Medical schools should facilitate the selection of good-quality research mentors that would provide adequate support to ensure that their students' works are published in peer-reviewed journals. Medical schools should employ local research officers to increase students' awareness of research opportunities.
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Affiliation(s)
- William Adeboye
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | | | - David Faluyi
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | - Efua Abankwa
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | - Semhar Abraha
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | | | - Zain Ahmad
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | | | - Chimba Chimba
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | - Anna C Corriero
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | - Ikenna Ibeanusi
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | - Deborah Inyang
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | - Robert Jones
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | - Rachael Madume
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | - Valentine Mberu
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | | | | | | | - Serena Shoker
- Melanin Medics Research Network, Luton, LU4 8DY, United Kingdom
| | - Agbolahan Sofela
- Faculty of Health, University of Plymouth, Plymouth, PL6 8BT, United Kingdom
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Osunronbi T, Adeboye W, Faluyi D, Sofela J, Shoker S, O'Riordan M, Mitoko CA, Mberu VK, Mandangu C, Madume R, Kolawole AI, Jones RI, Inyang D, Ibrahim U, Ibeanusi IM, Fofanah IJ, Corriero AC, Chimba C, Akhionbare I, Ahmad Z, Adamu-Biu F, Abraha S, Abankwa E, Sofela A. Predictors of self-reported research self-efficacy and perception of research amongst medical students in the United Kingdom: a national cross-sectional survey. Postgrad Med J 2023; 99:69-76. [PMID: 36841225 DOI: 10.1093/postmj/qgad010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Revised: 12/24/2022] [Accepted: 01/06/2023] [Indexed: 02/27/2023]
Abstract
PURPOSE There has been a decline in the number of academic clinicians in the UK, and there are ethnic/gender disparities in the academic workforce. Higher research self-efficacy (RSE) and a positive perception of research (PoR) amongst students are associated with a higher motivation to engage in academic medicine. Hence, this study aimed to determine the factors that influence RSE and PoR amongst UK medical students. METHODS This is a multicentre cross-sectional survey of medical students in 36 UK medical schools in the 2020/21 academic year. Multiple linear regression was used to investigate the association between students' demographics and RSE/PoR. P-values less than a Bonferroni-corrected significance level of .05/28 = .0018 were considered statistically significant. RESULTS In total, 1573 individuals participated from 36 medical schools. There were no ethnic differences in PoR or RSE scores. Although there were no gender differences in PoR, female students had lower RSE scores than male students (adjusted β = -1.75; 95% CI: -2.62, -0.89). Research experience before medical school (adjusted β = 3.02; 95% CI: 2.11, 3.93), being in the clinical training phase (adjusted β = 1.99; 95% CI: 1.09, 2.90), and completing a degree before medical school (adjusted β = 3.66; 95% CI: 2.23, 5.09) were associated with higher RSE. CONCLUSION There were no associations between the predictor variables and PoR. Female students had lower self-reported RSE scores. Future studies should investigate the role of targeted research mentorship in improving RSE amongst female medical students.
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Affiliation(s)
- Temidayo Osunronbi
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
- Department of Health Sciences, University of York, York YO10 5DD, United Kingdom
| | - William Adeboye
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | - David Faluyi
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | - Jasmine Sofela
- Faculty of Health, University of Plymouth, Plymouth PL6 8BT, United Kingdom
| | - Serena Shoker
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | | | | | | | - Chenai Mandangu
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | - Rachael Madume
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | | | - Robert I Jones
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | - Deborah Inyang
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | | | | | - Isata J Fofanah
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | - Anna C Corriero
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | - Chimba Chimba
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | | | - Zain Ahmad
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | | | - Semhar Abraha
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | - Efua Abankwa
- Melanin Medics Research Network, Luton LU4 8DY, United Kingdom
| | - Agbolahan Sofela
- Faculty of Health, University of Plymouth, Plymouth PL6 8BT, United Kingdom
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Liao S, Lavender C, Zhai H, Zhou X. Predictors of academic career progression among early career physician-scientists via an intensive research training program abroad: a case study. BMC MEDICAL EDUCATION 2023; 23:94. [PMID: 36747173 PMCID: PMC9900976 DOI: 10.1186/s12909-023-04069-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Accepted: 01/31/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Despite extensive efforts to revitalize the physician-scientist pipeline, attrition has been observed along the physician-scientist developmental pathway. Research exposure during clinical training is considered an important factor favoring the decision to pursue an academic career pathway. METHODS The authors sought to identify factors associated with academic career progression among junior physician-scientists following the completion of an intensive research training program, using the framework of the Social Cognitive Career Theory (SCCT), to benefit the design of efforts to revitalize the physician-scientist career pipeline. We conducted a retrospective study of 108 physicians who completed a long-term research training program abroad during residency, or within a few years post-residency completion, between 2010 and 2017. With potential predictors of academic career progression prioritized by SCCT, multivariable logistic regression was used to identify predictors of sustained research involvement, high productivity and high research competency after training, respectively. The SCCT was used to illuminate our findings. RESULTS Co-publications with training supervisors abroad and medical oncology/pediatric oncology as a clinical specialty were positively associated with sustained research involvement and high productivity. Joining the training program after the age of 36 was negatively associated with high research competency. All of the predictors shared a common feature of high correlation with both self-efficacy and environmental elements, the reciprocal interactions of which may affect the career progression of physician-scientists. CONCLUSIONS Insights gained through this analysis provide policy recommendations for the designing of efforts to revitalize the physician-scientist career pipeline. Priorities should be given to institutional oversight to ensure strengthened self-efficacy at the beginning of one's academic career, by providing long-term research training opportunities to young residents and promoting co-publications with their training supervisors during the training. In order to avoid the negative impact to self-efficacy caused by patient-related burnout or academic isolation, academic medical centers should take measures to guarantee protected research time, and to develop a positive culture encouraging mentoring relationships between junior and experienced physician-scientists in medical departments.
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Affiliation(s)
- Shuang Liao
- Department of Scientific Research and Education, Sun Yat-sen University Cancer Center, State Key Laboratory of Oncology in South China, Collaborative Innovation Center for Cancer Medicine, No. 651 Dongfeng East Road, Guangzhou, 510060, Guangdong, People's Republic of China
| | - Christopher Lavender
- Department of Scientific Research and Education, Sun Yat-sen University Cancer Center, State Key Laboratory of Oncology in South China, Collaborative Innovation Center for Cancer Medicine, No. 651 Dongfeng East Road, Guangzhou, 510060, Guangdong, People's Republic of China
| | - Huiwen Zhai
- Department of Scientific Research and Education, Sun Yat-sen University Cancer Center, State Key Laboratory of Oncology in South China, Collaborative Innovation Center for Cancer Medicine, No. 651 Dongfeng East Road, Guangzhou, 510060, Guangdong, People's Republic of China
- School of Sociology and Anthropology, Sun Yat-Sen University, Guangzhou , 510275, Guangdong, People's Republic of China
| | - Xinxi Zhou
- Department of Scientific Research and Education, Sun Yat-sen University Cancer Center, State Key Laboratory of Oncology in South China, Collaborative Innovation Center for Cancer Medicine, No. 651 Dongfeng East Road, Guangzhou, 510060, Guangdong, People's Republic of China.
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Chang YY, Kao CP, Lin KY, Osborne M. Factors driving volunteers’ interest in science careers: self-efficacy, social support and satisfaction. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04266-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
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Zia Z, Salehi A, Amini M, Vardanjani HM, Tavabe MS. Relationship between research self-efficacy and evidence-based practice in the medical students. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:221. [PMID: 36177414 PMCID: PMC9514302 DOI: 10.4103/jehp.jehp_1233_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Accepted: 10/23/2021] [Indexed: 06/16/2023]
Abstract
BACKGROUND Due to the rapid advancement of medical knowledge, promotion in research is necessary to have the best clinical practice. Research Self-efficacy (RSE) is the researcher's confidence in their ability to conduct a specific study. The Evidence-Based Practice (EBP) represents how to improve the quality of care and treatment of patients. RSE and EBP are the cornerstones of successful research and then efficacious medical practice. This study aims to evaluate RSE and acceptance of EBP and their correlation among medical students. MATERIALS AND MEHODS This is a cross-sectional study designed on 600 clinical students at the medical school of Shiraz, using a census method in 2020. Students were invited to fill out the standardized Phillips and Russell's questionnaires about RSE (4 domains, 33 questions) and Rubin and Parrish's questionnaire of EBP (10 questions). The gathered data were analyzed through the SPSS at α = 0.05 using descriptive statistics, t-test, Chi-square, and multiple linear regressions. RESULTS There was a positive correlation between EBP and RSE score (P < 0.05). The results of linear regression test showed that all variables had a significant effect on our response variables and their effect were significant (P < 0.05). The highest mean score in RSE was shown in the subscale of writing skills (52.54). The lowest score was observed in the subscale of quantitative (student's subjective assessment of their ability to work with statistically related data and formulas) as well as computer skills (35.61). CONCLUSIONS Students who participated in a research project, workshop, or Master of Public Health program got a higher RSE and EBP. Due to the positive correlation between RSE and EBP, we conclude that trained physicians who can research independently and use research evidence can find the best treatment approach for patients. These finding support the importance of integrating research education in medical curriculum to increase RSE and finally improvement of EBP among medical students.
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Affiliation(s)
- Zahra Zia
- Department of MPH, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Alireza Salehi
- MD, MPH, PhD Associate Professor of Epidemiology, Shiraz University of Medical Sciences Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | | | - Malihe Sousani Tavabe
- Research Center for Traditional Medicine and History of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
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Choi J, Tennakoon L, Khan S, Jaramillo JD, Rajasingh CM, Hakes NA, Forrester JD, Knowlton LM, Nassar AK, Weiser TG, Spain DA. Building a Trainee-led Research Community to Propel Academic Productivity in Health Services Research. JOURNAL OF SURGICAL EDUCATION 2022; 79:855-860. [PMID: 35272969 DOI: 10.1016/j.jsurg.2022.02.008] [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: 12/09/2021] [Revised: 02/02/2022] [Accepted: 02/09/2022] [Indexed: 06/14/2023]
Abstract
Academic productivity is an increasingly important asset for trainees pursuing academic careers. Medical schools and graduate medical education programs offer structured research programs, but providing longitudinal and individualized health services research education remains challenging. Whereas in basic science research, members at multiple training levels support each other within a dedicated community (the laboratory), health services research projects frequently occur within individual faculty-trainee relationships. An optimal match of expertise, availability, and interest may be elusive for an individual mentor-mentee pair. We aimed to share our experience building Surgeons Writing about Trauma (SWAT), a trainee-led research community that propels academic productivity by facilitating peer collaboration and opportunities to transition into independent researchers. We highlight challenges of health services research for trainees, present how structured mentorship and a peer community can address this challenge, and detail SWAT's operational structure to guide replication at peer institutions.
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Affiliation(s)
- Jeff Choi
- Department of Surgery, Stanford University, Stanford, California; Department of Biomedical Data Science, Stanford University, Stanford, California.
| | | | - Suleman Khan
- School of Medicine, Stanford University, Stanford, California
| | | | | | - Nicholas A Hakes
- Department of Surgery, Stanford University, Stanford, California
| | | | - Lisa M Knowlton
- Department of Surgery, Stanford University, Stanford, California
| | - Aussama K Nassar
- Department of Surgery, Stanford University, Stanford, California
| | - Thomas G Weiser
- Department of Surgery, Stanford University, Stanford, California
| | - David A Spain
- Department of Surgery, Stanford University, Stanford, California
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Furr MO, Raczkoski BM. A decision-tree model of career choice for veterinarians in clinical residency programs. J Am Vet Med Assoc 2022; 260:549-558. [PMID: 34986122 DOI: 10.2460/javma.21.02.0075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
OBJECTIVE To identify factors that individuals in clinical residency training programs consider when making a choice for or against a career in academic clinical medicine. SAMPLE 207 veterinarians in clinical residency programs. PROCEDURES An online survey was distributed to 1,053 veterinarians participating in clinical residency training programs overseen by organizations recognized by the AVMA American Board of Veterinary Specialties. Results were compiled and decision factors were analyzed by means of principal component analysis to identify latent factors from the set of survey items. These factors were then used to construct a decision tree to predict respondents' choice of whether to enter academic medicine or private clinical practice. RESULTS 207 (20%) responses were analyzed. Ninety-three of 194 (48%) respondents reported a desire to pursue a career in academic medicine, and 101 (52%) reported a desire to pursue a career in private clinical practice. Principal component analysis identified 14 items clustered on research, clinical teaching, classroom teaching, and clinical practice. A decision tree was constructed that resulted in an overall accuracy of 82% in predicting a resident's career choice of academic medicine versus private clinical practice. The construct of professional benefits had a negative effect on desiring a career in academic medicine, whereas the construct of professional priorities and having had a positive residency training experience had a positive effect on desiring a career in academic medicine. CLINICAL RELEVANCE Understanding factors that attract and encourage residents who might have an aptitude and interest in academic medicine holds important implications for addressing the shortage of veterinarians entering academic medicine.
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Jones HP, Vishwanatha JK, Krug EL, Harwood E, Boman KE, Unold T, Thorpe RJ. The Association Between NRMN STAR Grantsmanship Self-Efficacy and Grant Submission. Ethn Dis 2021; 31:559-566. [PMID: 34720559 DOI: 10.18865/ed.31.4.559] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023] Open
Abstract
Background Eliminating the NIH funding gap among underrepresented minorities (URMs) remains a high priority for the National Institutes of Health. In 2014, the National Research Mentoring Network1 Steps Toward Academic Research (NRMN STAR) program recruited postdoctoral, early-stage and junior faculty to participate in a 12-month grant writing and professional development program. The expectation of the program was to increase the number of grant submissions and awards to URM researchers. Although receiving a grant award is the gold standard of NRMN STAR, instilling confidence for postdocs and early-stage faculty to submit an application is a critical first step. Based on our previous study, a sustained increase in trainee self-efficacy score over a 24-month period was observed after completing NRMN STAR. Methods The current study sought to determine the association between self-efficacy score and grant submissions among two cohorts of trainees. Grantsmanship Self-Efficacy was measured using a 19-item questionnaire previously described by and used in our own work, which was originally adapted from an 88-item Clinical Research Appraisal Inventory.2 A binary variable was created to identify trainees who submitted an initial or revised proposal vs those who abandoned their proposal or were still writing. Trainees were assessed prior to and following program completion with subsequent assessments at 6 and 12 months beyond participation. Results As of June 20, 2019, 12 of the 21 (57%) trainees had submitted a grant proposal (eg, NIH, other federal or non-federal grant). For every point increase in 12-month post assessments, Grantsmanship Self-Efficacy scores across all domains had a 44% higher prevalence of submitting a grant after controlling for race, sex, education level, academic rank, research experience, duration of postdoctoral training, institution type, and NRMN STAR cohort. Conclusions Our findings demonstrate that NRMN STAR had a positive impact on trainees' confidence in grant writing and professional development activities, which resulted in higher grant submission rates.
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Affiliation(s)
- Harlan P Jones
- Center for Diversity and International Programs, University of North Texas Health Science Center, Fort Worth, TX.,Department of Microbiology, Immunology and Genetics, University of North Texas Health Science Center, Fort Worth, TX
| | - Jamboor K Vishwanatha
- Center for Diversity and International Programs, University of North Texas Health Science Center, Fort Worth, TX.,Department of Microbiology, Immunology and Genetics, University of North Texas Health Science Center, Fort Worth, TX
| | - Edward L Krug
- Department of Regenerative Medicine and Cell Biology, Medical University of South Carolina, Charleston, SC
| | - Eileen Harwood
- Epidemiology and Community Health, University of Minnesota School of Public Health, Minneapolis, MN
| | - Kristin Eide Boman
- Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, UT
| | - Thad Unold
- Department of Medicine, University of Minnesota Medical School, Minneapolis, MN
| | - Roland J Thorpe
- Department of Microbiology, Immunology and Genetics, University of North Texas Health Science Center, Fort Worth, TX.,Program for Research on Men's Health, Hopkins Center for Health Disparities Solutions, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD
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McCormack WT, Levites Strekalova YA. CTS teams: a new model for translational team training and team science intervention. J Clin Transl Sci 2021; 5:e183. [PMID: 34849258 PMCID: PMC8596063 DOI: 10.1017/cts.2021.854] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 08/24/2021] [Accepted: 09/07/2021] [Indexed: 01/22/2023] Open
Abstract
INTRODUCTION Clinical/translational science (CTS) is team-based, requiring effective collaboration and communication across many disciplines involving a variety of stakeholders. We implemented a pre-doctoral team-based training model with didactic and experiential curricular interventions to support the development of CTS research skills in a cross-disciplinary team environment. We assessed the potential impact of this new training model as a team science intervention that can catalyze new cross-disciplinary collaborations across the institution. METHODS Between 2016 and 2020, 32 pre-doctoral students and 26 co-mentors participated in the assessment of the CTS Team program over a two-year period of TL1 training grant support. Data collection and analyses followed a program logic model and used a variety of metrics for clinical and translational scientist career success. RESULTS CTS training in the context of CTS Teams supported improved self-efficacy for clinical research skills and resulted in a significant increase in the frequency of participation in cross-disciplinary collaborative activities by both trainees and mentors. Most CTS Team co-mentor pairs had not previously collaborated. Two-thirds of the co-mentors plan to continue collaborating, and most (85%) currently use or plan to use collaboration tools, for example, written collaboration plans, authorship agreements. CONCLUSIONS The CTS Team training model provides a unique clinical and translational science team training experience that embeds authentic cross-disciplinary research collaboration into PhD research projects. It establishes trainee cohorts that are diverse in terms of scientific disciplines and translational research phases, and creates a new cross-disciplinary community of practice across faculty members and research groups in multiple colleges.
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Affiliation(s)
- Wayne T McCormack
- Clinical and Translational Science Institute, University of Florida, Gainesville, FL, USA
- Department of Pathology, Immunology and Laboratory Medicine, College of Medicine, University of Florida, Gainesville, FL, USA
| | - Yulia A Levites Strekalova
- Clinical and Translational Science Institute, University of Florida, Gainesville, FL, USA
- Department of Health Services Research, Management, and Policy, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
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Furr MO, Raczkoski BM. Perceptions of training, self-efficacy, and mentoring among veterinary clinical specialty trainees. J Am Vet Med Assoc 2021; 259:528-538. [PMID: 34388015 DOI: 10.2460/javma.259.5.528] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
OBJECTIVE To determine the perceptions of training, self-efficacy, and mentoring among veterinary clinical specialty trainees on the basis of their career interest. SAMPLE 207 veterinarians who were either in a residency training program or had recently (within 2 years) completed one in a specialty recognized by the American Board of Veterinary Specialties. PROCEDURES An online survey was used to collect data about the respondents' perceived preparedness for an academic career, training emphasis, and mentoring received during training and demographic information. Results were compiled and compared by professional career interest (ie, academic medicine or private practice) and gender. RESULTS Included respondents represented 20% (207/1,053) of those invited. Preferred career choice was academic medicine for 48% (93/194) of respondents and private clinical practice for 52% (101/194) and did not differ by gender. Respondents perceived their likelihood of success in an academic career as high, and these perceptions did not differ by gender or preferred career choice. Mean self-efficacy scores for teaching were high among all respondents for most but not all listed teaching skills and did not differ by gender or preferred career interest. Mean self-efficacy scores were low for formulating research hypotheses and designing studies. Perceptions of training emphasis indicated strong mentoring in the areas of clinical practice and teaching with less mentoring and training emphasis in multiple areas of research and academic activity. CONCLUSIONS AND CLINICAL RELEVANCE Lower self-efficacy of veterinary clinical specialty trainees in aspects of academic career appeared to be related to training emphasis and mentoring. Enhancement of emphasis on the identified areas of weakness may improve the interest and success of trainees in an academic career.
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Jordan J, Coates WC, Gottlieb M, Soares WE, Shah KH, Love JN. The Impact of a Medical Education Research Faculty Development Program on Career Development, Through the Lens of Social Cognitive Career Theory. AEM EDUCATION AND TRAINING 2021; 5:e10565. [PMID: 34124511 PMCID: PMC8171782 DOI: 10.1002/aet2.10565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Revised: 11/23/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVES The Medical Education Research Certificate at the Council of Residency Directors in Emergency Medicine (MERC at CORD), a specialized adaptation of the Association of American Medical Colleges MERC program, provides faculty development in education research in emergency medicine. However, its long-term influence on career development remains unknown. Our study explored the impact of MERC at CORD on career development through the lens of social cognitive career (SCC) theory. METHODS This was a prospective qualitative study using a constructivist/interpretivist paradigm to assess long-term career development outcomes. A purposeful randomized stratified sampling strategy of MERC at CORD graduates (2011-2014) ensured diversity of representation (sex, region, number of research publications, and project group leadership). Subjects were invited by e-mail to participate in semistructured phone interviews. Thematic analysis by two independent reviewers followed an iterative process until saturation was reached. RESULTS Twelve graduates were interviewed. All engaged with MERC at CORD early in their careers with minimal previous education research experience. Currently, all hold medical education leadership positions. Graduates had a mean of 19.3 publications (range = 9-43). Themes explaining reasons for participating in MERC at CORD include: desire for education research skills, recommendation of mentors/colleagues, and accessibility. Themes citing the program's value to career development include networking/collaboration, mentorship, informational framework to build upon, and the application of theoretical knowledge through experiential learning. MERC at CORD impacted career development aligning with the core domains of SCC theory including self-efficacy, outcome expectations, and goals. CONCLUSION MERC at CORD enhanced the long-term career development of participants by providing a core knowledge framework in a mentored, experiential learning environment. Participants identified themes aligned with SCC theory as influential in their long-term career advancement in medical education including the development of education research skills, successful completion of education research, career acceleration, promotion, niche development, and formulation of professional goals.
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Affiliation(s)
- Jaime Jordan
- From theDepartment of Emergency MedicineDavid Geffen School of Medicine at UCLALos AngelesCAUSA
| | - Wendy C. Coates
- From theDepartment of Emergency MedicineDavid Geffen School of Medicine at UCLALos AngelesCAUSA
| | - Michael Gottlieb
- theDepartment of Emergency MedicineRush University Medical CenterChicagoILUSA
| | - William E. Soares
- theDepartment of Emergency MedicineInstitute of Healthcare Delivery and Population ScienceUniversity of Massachusetts Medical School‐BaystateSpringfieldMAUSA
| | - Kaushal H. Shah
- theDepartment of Emergency MedicineWeill Cornell Medical SchoolNew YorkNYUSA
| | - Jeffrey N. Love
- and theDepartment of Emergency MedicineGeorge Washington University, and Georgetown UniversityWashingtonDCUSA
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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: 19] [Impact Index Per Article: 6.3] [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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Cianciolo AT, Mitzelfelt J, Ghareeb A, Zahid MF, Akbar R, Ghias K. Physician-scientist or basic scientist? Exploring the nature of clinicians' research engagement. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:353-367. [PMID: 32840691 DOI: 10.1007/s10459-020-09988-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Accepted: 08/17/2020] [Indexed: 06/11/2023]
Abstract
Theoretical understanding of what motivates clinician researchers has met with some success in launching research careers, but it does not account for professional identification as a factor determining sustained research engagement over the long-term. Deeper understanding of clinicians' research-related motivation may better foster their sustained research engagement post-training and, by extension, the advancement of medicine and health outcomes. This study used an integrated theoretical framework (Social Cognitive Career Theory and Professional Identity Formation) and appreciative inquiry to explore the interplay of professional identification and research context in shaping post-training research success narratives. To foreground professional identification, 19 research-active clinicians and 17 basic scientists served as interviewees. A multi-institutional, multi-national design was used to explore how contextual factors shape external valuation of research success. The findings suggest that research-active clinicians do not identify as the career scientists implied by the modern physician-scientist construct and the goal of many clinician research-training programs. Their primary identification as care providers shapes their definition of research success around extending their clinical impact; institutional expectations and prevailing healthcare concerns that value this aim facilitate their sustained research engagement. Integrated developmental and organizational interventions adaptive to research context and conducive to a wider range of medical inquiry may better leverage clinicians' direct involvement in patient care and advance progress toward human health and well-being.
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Affiliation(s)
- Anna T Cianciolo
- Department of Medical Education, Southern Illinois University School of Medicine, PO Box 19681, Springfield, IL, 62794-9681, USA.
| | - Jordon Mitzelfelt
- Department of Pediatrics, Mayo Clinic School of Graduate Medical Education, Rochester, MN, USA
| | - Allen Ghareeb
- Department of Obstetrics and Gynecology, University of Missouri, Kansas-City, Kansas City, MO, USA
| | | | - Rozmeen Akbar
- Department of Biological and Biomedical Sciences, Aga Khan University, Karachi, Pakistan
| | - Kulsoom Ghias
- Department of Biological and Biomedical Sciences, Aga Khan University, Karachi, Pakistan
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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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Ommering BWC, van Diepen M, van Blankenstein FM, de Jong PGM, Dekker FW. Twelve tips to offer a short authentic and experiential individual research opportunity to a large group of undergraduate students. MEDICAL TEACHER 2020; 42:1128-1133. [PMID: 33073658 DOI: 10.1080/0142159x.2019.1695766] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Engaging students in research during medical school could contribute to creating an academic attitude among students, which underlies practicing evidence-based medicine in future professional practice. However, attempts to involve undergraduate students in research during medical training remain inadequate. Most medical schools educate large numbers of students at the same time, especially in early phases of medical training. Large scale education on the one hand and individually providing students with authentic research experiences on the other hand is considered not that easy to achieve. Drawing on our own experiences, existing literature and theories we propose twelve tips to design and implement a course in which authentic individual research experiences can be provided to a large group of undergraduate students.
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Affiliation(s)
- Belinda W C Ommering
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Merel van Diepen
- Department of Clinical Epidemiology, Leiden University Medical Center, Leiden, The Netherlands
| | - Floris M van Blankenstein
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
- Department of Higher Education, Leiden University Graduate School of Teaching, Leiden, The Netherlands
| | - Peter G M de Jong
- Center for Innovation in Medical Education, Leiden University Medical Center, 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
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Abstract
Purpose
Recruiting medical students into women’s health and gender-based medical research is important internationally. Medical student research training is critical for developing future women’s health leaders who are adept at conducting high-impact research. This paper aims to describe a six-month medical student research fellowship in women’s health in terms of fellowship recipients’ publications related to their research project and future academic careers.
Design/methodology/approach
Targeted searches of fellowship recipients and their fellowship mentors were conducted in PubMed and Scopus from 2001–2017. Prior student fellows were also e-mailed and called to assess whether they held academic positions.
Findings
Since 2001, funds have been secured to support a total of 83 students (69 women, 14 men) in a mentored research experience in women’s health and gender-based medicine. In total, 48 out of the 83 (57.8%) medical student fellowship recipients published at least one peer-reviewed research paper or scientific review related to their research project. Of the 50 prior recipients with a least five years of follow-up data (41 women, 9 men), 26 (52%) were in academic careers.
Research limitations/implications
Because this is an observational study and only medical students interested in women’s health applied to be a student fellow, there is an inability to infer causality.
Practical implications
Following completion of the medical student research training fellowship in women’s health, more than half of recipients published in peer-reviewed medical journals on their research project.
Originality/value
This study explores the association of an innovative medical student experience in women’s health research on subsequent fellowship-related publications and career outcomes, contributing to the body of knowledge on the influence of a mentored research leadership program for medical students on academic professional development.
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Cosentino C, Artioli G, Cervantes Camacho V, Pedroni E, D'Apice C, Sarli L. The VaRP Project: qualitative evaluation of the training effectiveness of Post Graduate Specializations for health professionals. ACTA BIO-MEDICA : ATENEI PARMENSIS 2020; 91:106-117. [PMID: 32573513 PMCID: PMC7975833 DOI: 10.23750/abm.v91i6-s.10027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Accepted: 06/11/2020] [Indexed: 11/23/2022]
Abstract
INTRODUCTION The healthcare professionals' specialized training has a positive impact on professional values, patient's outcome, and promotion of evidence-based practices. To raise the educational standard, the University of Parma has created Post Graduate Specializations which, in addition to learning sector-specific techniques and skills, include the acquisition of soft skills. Aim of the study is investigating the perception of the tutors dedicated to the organization, management, and teaching of the Post Graduate Specializations on the skills gained and the changes achieved in clinical practice, training, and research. MATERIALS AND METHODS Qualitative research was carried out through a semi-structured interview to 11 tutors who have been coordinating the Post Graduate Specializations. RESULTS The Qualitative analysis developed "thick" descriptions characterized by analytical density and interpretative richness. The emerging thematic nuclei were: General/unpredicted aspects, Professional empowerment, Satisfaction, Professional outcomes, Limits of the Post Graduate Specializations, and Development areas. CONCLUSIONS We identified the most effective areas of the Post Graduate Specializations that emerged consistently from the interviews. We hypothesized that the values and mission the Scientific Board, are effectively lived and championed in the everyday activities of the Post Graduate Specializations. Some domains still need to be furtherly developed, as the professional record, the absence of a "follow up" relationship with former students, and the effective management of workload both for students and tutors. The rise of these limits, can be particularly fruitful, as it gives the chance to identify the development trajectory the post-graduate trainings should pursue to raise the standard of excellence.
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Affiliation(s)
| | | | | | | | - Clelia D'Apice
- Department of Medicine and Surgery, University of Parma, Italy.
| | - Leopoldo Sarli
- Department of Medicine and Surgery, University of Parma, Italy.
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Urrunaga-Pastor D, Alarcon-Ruiz CA, Heredia P, Huapaya-Huertas O, Toro-Huamanchumo CJ, Acevedo-Villar T, Arestegui-Sánchez LJ, Taype-Rondan A, Mayta-Tristán P. The scientific production of medical students in Lima, Peru. Heliyon 2020; 6:e03542. [PMID: 32215326 PMCID: PMC7090346 DOI: 10.1016/j.heliyon.2020.e03542] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 02/29/2020] [Accepted: 03/02/2020] [Indexed: 01/25/2023] Open
Abstract
BACKGROUND Research is an important undergraduate competence for physicians. However, few studies have assessed the scientific production of medical students in Latin-America. Thus, this study had the objective to assess the rate and characteristics of research publications by undergraduate medical students in 2016, in Lima, Peru. METHODS This cross-sectional study included all the students of the eight medical schools in Lima (Peru). The medical students included were collected from the registry of the National Medical Examination (taken during their last year of undergraduate studies) in 2016. To evaluate their research publications, systematic searches were performed in Google Scholar and PubMed during August 2018. RESULTS We studied data from 1241 medical students (54.2% females) from eight medical schools. 173 (13.9%) students published at least one paper, 102 (8.2%) published at least one original paper, and 30 (2.4%) published at least one original paper in PubMed-Indexed journals. We registered a total of 174 papers authored by medical students, of which 98 (56.3%) were published in Peruvian journals, 128 (73.6%) were published in Spanish, 90 (51.7%) had a medical student as the first author, and 43 (24.7%) had a medical student as the corresponding author. The percentage of students with at least one publication was very heterogeneous across the eight medical schools evaluated (63.6%, 21.4%, 16.8%, 15.1%, 8.2%, 2.0%, 1.9%, and 0.0%). CONCLUSION Among medical students in Lima, one out of seven had published at least one paper, one out of 12 had published at least one original paper, and one out of 40 had published at least one original paper in PubMed-Indexed journals. Scientific production was very heterogeneous across medical schools.
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Affiliation(s)
- Diego Urrunaga-Pastor
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Christoper A. Alarcon-Ruiz
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Paula Heredia
- Universidad Ricardo Palma, Facultad de Medicina Humana, Lima, Peru
| | | | - Carlos J. Toro-Huamanchumo
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Tania Acevedo-Villar
- Universidad San Luis Gonzaga de Ica, Sociedad Científica de Estudiantes de Medicina de Ica, Facultad de Medicina Humana, Ica, Peru
| | | | - Alvaro Taype-Rondan
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Percy Mayta-Tristán
- Universidad Científica del Sur, Dirección General de Investigación, Desarrollo e Innovación, Lima, Peru
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21
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Waaijer CJF, Ommering BWC, van der Wurff LJ, van Leeuwen TN, Dekker FW. Scientific activity by medical students: the relationship between academic publishing during medical school and publication careers after graduation. PERSPECTIVES ON MEDICAL EDUCATION 2019; 8:223-229. [PMID: 31290118 PMCID: PMC6684557 DOI: 10.1007/s40037-019-0524-3] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
INTRODUCTION Engagement of clinicians in research is important for the integration of science and clinical practice. However, at this moment, there is a shortage of clinician-scientists. Success experiences can stimulate student interest in a research career. Conducting actual research leading to publication is a potential method to gain success experience. This study assessed whether publication as a medical student is associated with publication after graduation. We determined whether medical students in the Netherlands who are involved in research, as measured by publication in international journals before graduation: 1) are more likely to publish, 2) publish a greater number of papers, and 3) have higher citation impact scores after graduation. METHODS We matched 2005-2008 MD graduates (with rare names, n = 4145 in total) from all eight Dutch university medical centres to their publications indexed in the Web of Science and published between 6 years before and 6 years after graduation. For sensitivity analysis we performed both automatic assignment on the whole group and manual assignment on a 10% random sample. RESULTS Students who had published before graduation: 1) were 1.9 times as likely to publish, 2) published more papers, and 3) had a slightly higher citation impact after graduation. DISCUSSION Medical students who conducted research leading to a publication before graduation were more likely to be scientifically active after graduation. While this is not a causal relationship per se, these results cautiously suggest that successful early involvement in research could influence the long-term scientific activity of clinicians.
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Affiliation(s)
- Cathelijn J F Waaijer
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Belinda W C Ommering
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Lambertus J van der Wurff
- Centre for Science and Technology Studies, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, The Netherlands
| | - Thed N van Leeuwen
- Centre for Science and Technology Studies, Faculty of Social and Behavioural Sciences, 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.
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Mubuuke AG, Businge F. Self-Reported Competence and Impact of Research Training among Medical Radiography Graduates from a Developing Country. J Med Imaging Radiat Sci 2019; 50:113-118. [PMID: 30777231 DOI: 10.1016/j.jmir.2018.09.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2018] [Revised: 09/07/2018] [Accepted: 09/12/2018] [Indexed: 11/18/2022]
Abstract
INTRODUCTION Research output from radiographers in developing countries is generally low. This could be attributable to a lack of basic research skills. One way of improving this is research training for undergraduate radiography students. The objective of this study was to assess the self-reported competence of graduate radiographers regarding the research skills obtained during their undergraduate training, as well as the impact of this research training to their work. METHODS A cross-sectional descriptive survey was sent to 70 radiography graduates who had received research training. Data from the radiography graduates were collected electronically using self-administered questionnaires. The questionnaire responses were tallied, counted, and analysis was carried out using MS Excel. RESULTS The response rate of the radiographers was 71.4%. 70% of the radiographers were males, and 30% were females. 70% of the radiographers reported being competent in identifying a research problem, and 80% rated themselves as competent in formulating a research question. 44% reported being competent in appraising relevant literature, and 64% were able to formulate appropriate conclusions and recommendations from their research work. 76% of the radiographers were involved in some research activities in their places of work, and 50% of them expressed willingness to continue engaging in research activities. CONCLUSIONS Most of the graduate radiographers who participated in this study reported being competent in research skills attained, with over 50% willing to continue engaging in research activities.
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Affiliation(s)
- Aloysius Gonzaga Mubuuke
- Department of Radiology, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda.
| | - Francis Businge
- Department of Radiology, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda
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Ommering BWC, van Blankenstein FM, Waaijer CJF, Dekker FW. Future physician-scientists: could we catch them young? Factors influencing intrinsic and extrinsic motivation for research among first-year medical students. PERSPECTIVES ON MEDICAL EDUCATION 2018; 7:248-255. [PMID: 30006870 PMCID: PMC6086821 DOI: 10.1007/s40037-018-0440-y] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
INTRODUCTION The medical field is currently facing a physician-scientist shortage. One possible solution is to direct medical students towards a research oriented career. To do so, knowledge is needed on how to motivate medical students to do research. Therefore, this study examines motivation for research and identifies factors influencing intrinsic and extrinsic motivation for research among first-year medical students. METHODS First-year medical students were surveyed at the beginning of their bachelor's program in 2016. On a 7-point Likert scale, students reported their motivation for research, self-efficacy, perceptions of research, curiosity, and need for challenge. Regression analyses were used to examine the influence of these factors on students' motivation for research. RESULTS Out of 316 approached students, 315 participated (99.7%). On average, students scored 5.49 on intrinsic, and 5.66 on extrinsic motivation for research. All factors measured influenced intrinsic and extrinsic motivation for research significantly and positively, also after adjusting for gender and age. Cumulative regression showed that these factors explained 39.6% of the variance in intrinsic, and 14% in extrinsic motivation for research. DISCUSSION All factors play an important role in intrinsic and, to a lesser extent, extrinsic motivation for research. First-year medical students' motivation for research could be enhanced by stimulating positive self-efficacy beliefs, positive perceptions of research, and curiosity. Also, it is important to fulfil students' needs for challenge by stimulating them to actively conduct research. Thus, to catch students young and cultivate physician-scientists, students should be stimulated to engage in research from the beginning of medical training.
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Affiliation(s)
- Belinda W C Ommering
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands.
| | - Floris M van Blankenstein
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
- Department of Higher Education, Leiden University Graduate School of Teaching, Leiden, The Netherlands
| | - Cathelijn J F Waaijer
- Center for Innovation in Medical Education, Leiden University Medical Center, 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
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Vereijken MWC, van der Rijst RM, van Driel JH, Dekker FW. Student learning outcomes, perceptions and beliefs in the context of strengthening research integration into the first year of medical school. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2018; 23:371-385. [PMID: 29128900 PMCID: PMC5882629 DOI: 10.1007/s10459-017-9803-0] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2016] [Accepted: 11/03/2017] [Indexed: 05/04/2023]
Abstract
Research integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to strengthen the integration of research into teaching from the first year onwards. First-year students may interpret attempts made to strengthen research integration differently than intended by teachers. This might be explained by student beliefs about learning and research as well as student perceptions of the learning environment. In general, student perceptions of the learning environment play a pivotal role in fostering student learning outcomes. This study aims to determine whether a curriculum change intended to promote research integration fosters student learning outcomes and student perceptions of research integrated into teaching. To serve this purpose, three subsequent cohorts of first-year students were compared, one before and two after a curriculum change. Learning outcomes of these students were measured using scores on a national progress test of 921 students and assessments of a sample of 100 research reports of a first-year student research project. 746 Students filled out the Student Perceptions of Research Integration Questionnaire. The findings suggest that learning outcomes of these students, that is, scores on research related test items of the progress test and the quality of research reports, were better than those of students before the curriculum change.
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Affiliation(s)
- Mayke W. C. Vereijken
- ICLON Graduate School of Teaching, Leiden University, P.O. Box 905, 2300 AX Leiden, The Netherlands
| | - Roeland M. van der Rijst
- ICLON Graduate School of Teaching, Leiden University, P.O. Box 905, 2300 AX Leiden, The Netherlands
| | - Jan H. van Driel
- Graduate School of Education, University of Melbourne, 234 Queensberry Street, Melbourne, VIC 3010 Australia
| | - Friedo W. Dekker
- Department of Clinical Epidemiology, Leiden University Medical Centre, P.O. Box 9600, 2300 RC Leiden, The Netherlands
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Bovijn J, Kajee N, Esterhuizen TM, Van Schalkwyk SC. Research involvement among undergraduate health sciences students: a cross-sectional study. BMC MEDICAL EDUCATION 2017; 17:186. [PMID: 29037185 PMCID: PMC5644181 DOI: 10.1186/s12909-017-1025-x] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2017] [Accepted: 10/05/2017] [Indexed: 06/01/2023]
Abstract
BACKGROUND The development of research capacity among undergraduates is an important intervention in countering the documented decrease in medical and health sciences researchers. The literature on undergraduate research generally emanates from smaller scale studies that have been conducted in high income countries, with a focus on medical students. This cross-sectional study was conducted in a Sub-Saharan country, included a population of medical and allied health professions (AHP) students, and aimed to improve our understanding of the factors influencing undergraduate student research. METHODS A questionnaire was distributed to all students enrolled in an undergraduate programme at the Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa (including Medicine and four AHP programmes). Data was collected on a number of demographic characteristics and on 3 major outcome-themes: "voluntary research involvement", "self-perceived research competence" and "future research participation". Associations between characteristics and outcome themes were explored. RESULTS In total, 1815 students participated in the study (response rate 80.2%). Of all the demographic variables, discipline (AHP programmes vs. Medicine), male gender and prior undergraduate experience in a science degree were significantly associated with voluntary research involvement. Significantly higher levels of self-perceived research competence and greater interest in future research participation, were seen among participants from AHP programmes; males; and those with previous or current voluntary research involvement. Ethnicity and geographic background were not significantly associated with any of our outcomes. CONCLUSIONS Our results offer important new evidence in support of the imperative to diversify the research work-force, in Sub-Saharan Africa and globally. Enhanced efforts aimed at achieving better academic representation in terms of gender, ethnicity, geographical and socio-economic backgrounds are strengthened by the findings of this study. Potential student researchers represent an important group amenable to further intervention. Further research may be required to explore the factors that determine the progression from interest to future participation in research.
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Affiliation(s)
- J. Bovijn
- Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Western Cape South Africa
| | - N. Kajee
- Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Western Cape South Africa
| | - T. M. Esterhuizen
- Centre for Evidence Based Health Care, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Western Cape South Africa
| | - S. C. Van Schalkwyk
- Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Western Cape South Africa
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Casapulla SL. Self-efficacy of Osteopathic Medical Students in a Rural-Urban Underserved Pathway Program. J Osteopath Med 2017; 117:577-585. [PMID: 28846124 DOI: 10.7556/jaoa.2017.112] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Context Self-efficacy has been shown to play a role in medical students' choice of practice location. More physicians are needed in rural and urban underserved communities. Ohio University Heritage College of Osteopathic Medicine has a co-curricular training program in rural and urban underserved practice to address this shortage. Objective To assess whether participation in the co-curricular program in rural and urban underserved practice affects self-efficacy related to rural and underserved urban practice. Methods This cross-sectional study explored self-efficacy using Bandura's 5 sources of self-efficacy (vicarious learning, verbal persuasion, positive emotional arousal, negative emotional arousal, and performance accomplishments). A validated scale on self-efficacy for rural practice was expanded to include self-efficacy for urban underserved practice and e-mailed to all 707 medical students across 4 years of medical school. Composite rural and urban underserved self-efficacy scores were calculated. Scores from participants in the rural and urban underserved training program were compared with those who were not in the program. Results Data were obtained from 277 students. In the overall sample, students who indicated that they grew up in a rural community reported significantly higher rural self-efficacy scores than those who did not grow up in a rural community (F1,250=27.56, P<.001). Conversely, students who indicated that they grew up in a nonrural community reported significantly higher urban underserved self-efficacy scores than those who grew up in a rural community (F1,237=7.50, P=.007). The participants who stated primary care as their career interest (n=122) had higher rural self-efficacy scores than the participants who reported a preference for generalist specialties (general surgery, general psychiatry, and general obstetrics and gynecology) or other specialties (n=155) (F2,249=7.16, P=.001). Students who participated in the rural and urban underserved training program (n=49) reported higher rural self-efficacy scores (mean [SD], 21.06 [5.06]) than those who were not in the program (19.22 [4.22]) (t65=2.36; P=.022; equal variances not assumed). The weakest source of self-efficacy for rural practice in participants was vicarious experience. The weakest source of urban underserved self-efficacy was verbal persuasion. Conclusion Opportunities exist for strengthening weaker sources of self-efficacy for rural practice, including vicarious experience and verbal persuasion. The findings suggest a need for longitudinal research into self-efficacy and practice type interest in osteopathic medical students.
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Wolfson RK, Alberson K, McGinty M, Schwanz K, Dickins K, Arora VM. The Impact of a Scholarly Concentration Program on Student Interest in Career-Long Research: A Longitudinal Study. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:1196-1203. [PMID: 28746139 DOI: 10.1097/acm.0000000000001486] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
PURPOSE Concerns remain regarding the future of the physician-scientist workforce. One goal of scholarly concentration (SC) programs is to give students skills and motivation to pursue research careers. The authors describe SC and student variables that affect students' career plans. METHOD Medical students graduating from the University of Chicago SC program in 2014 and 2015 were studied. The authors measured change in interest in career-long research from matriculation to graduation, and used ordinal logistic regression to determine whether program satisfaction, dissemination of scholarship, publication, and gender were associated with increased interest in a research career. RESULTS Among students with low baseline interest in career-long research, a one-point-higher program satisfaction was associated with 2.49 (95% CI 1.36-4.57, P = .003) odds of a one-point-increased interest in a research career from matriculation to graduation. Among students with high baseline interest in career-long research, both publication (OR 5.46, 95% CI 1.40-21.32, P = .02) and female gender (OR 4.83, 95% CI 1.11-21.04, P = .04) were associated with increased odds of a one-point-increased interest in career-long research. CONCLUSIONS The impact of an SC program on change in career plans during medical school was analyzed. Program satisfaction, publication, and female gender were associated with increased intent to participate in career-long research depending on baseline interest in career-long research. Two ways to bolster the physician-scientist workforce are to improve satisfaction with existing SC programs and to formally support student publication. Future work to track outcomes of SC program graduates is warranted.
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Affiliation(s)
- Rachel K Wolfson
- R.K. Wolfson is assistant professor, Department of Pediatrics, and codirector, Scholarship & Discovery, University of Chicago Pritzker School of Medicine, Chicago, Illinois.K. Alberson is a third-year medical student, University of Chicago Pritzker School of Medicine, Chicago, Illinois.M. McGinty is curriculum management specialist, University of Chicago Pritzker School of Medicine, Chicago, Illinois.K. Schwanz is director, Medical School Education, University of Chicago Pritzker School of Medicine, Chicago, Illinois.K. Dickins is former manager, Scholarship & Discovery, University of Chicago Pritzker School of Medicine, Chicago, Illinois.V.M. Arora is associate professor, Department of Medicine, assistant dean, Scholarship & Discovery, and director, GME Clinical Learning Environment Innovation, University of Chicago Pritzker School of Medicine, Chicago, Illinois
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von Arnim AG, Missra A. Graduate Training at the Interface of Computational and Experimental Biology: An Outcome Report from a Partnership of Volunteers between a University and a National Laboratory. CBE LIFE SCIENCES EDUCATION 2017; 16:ar61. [PMID: 29167223 PMCID: PMC5749963 DOI: 10.1187/cbe.17-02-0038] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/21/2017] [Revised: 07/26/2017] [Accepted: 07/27/2017] [Indexed: 06/07/2023]
Abstract
Leading voices in the biological sciences have called for a transformation in graduate education leading to the PhD degree. One area commonly singled out for growth and innovation is cross-training in computational science. In 1998, the University of Tennessee (UT) founded an intercollegiate graduate program called the UT-ORNL Graduate School of Genome Science and Technology in partnership with the nearby Oak Ridge National Laboratory. Here, we report outcome data that attest to the program's effectiveness in graduating computationally enabled biologists for diverse careers. Among 77 PhD graduates since 2003, the majority came with traditional degrees in the biological sciences, yet two-thirds moved into computational or hybrid (computational-experimental) positions. We describe the curriculum of the program and how it has changed. We also summarize how the program seeks to establish cohesion between computational and experimental biologists. This type of program can respond flexibly and dynamically to unmet training needs. In conclusion, this study from a flagship, state-supported university may serve as a reference point for creating a stable, degree-granting, interdepartmental graduate program in computational biology and allied areas.
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Affiliation(s)
- Albrecht G von Arnim
- Graduate School of Genome Science and Technology, University of Tennessee Oak Ridge National Laboratory
- Department of Biochemistry and Cellular & Molecular Biology, University of Tennessee, Knoxville, TN 37996
| | - Anamika Missra
- Graduate School of Genome Science and Technology, University of Tennessee Oak Ridge National Laboratory
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Isaac V, Walters L, McLachlan CS. Association between self-efficacy, career interest and rural career intent in Australian medical students with rural clinical school experience. BMJ Open 2015; 5:e009574. [PMID: 26671960 PMCID: PMC4680002 DOI: 10.1136/bmjopen-2015-009574] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
OBJECTIVES To investigate medical student's self-efficacy at the time of finishing their rural clinical school (RCS) placement and factors associated with self-efficacy. Secondary aims are to explore whether interest levels or self-efficacy are associated with rural or remote career intentions. DESIGN, SETTING AND PARTICIPANTS A cross-sectional study of medical students who had completed their RCS term in 17 Australian universities. Data were derived from the 2013 Federation of Rural Australian Medical Educators (FRAME) evaluation survey. Questionnaire responses were analysed from 653 medical students from regional Australia. All 732 students who completed their RCS term in 2013 were invited to participate. PRIMARY AND SECONDARY OUTCOME MEASURES Rural self-efficacy: Six questions to measure self-efficacy beliefs in rural medical practice, based on the sources of self-efficacy described by Bandura. Rural career intention: Students were asked to identify their preferred location for future practice. The options were, Capital or Major City; Inner regional city or large town; Smaller town and very remote area. RESULTS Questionnaire responses were analysed from 653 medical students from regional Australia (response rate 89.2%). 83.8% of all students recalled an increase in their interest levels for rural medicine as a result of their RCS experience. Actual career intention to work in a regional area or rural area was 60.2%. Bivariate analyses showed female gender (p=0.003), rural background (p<0.001), an RCS preference for clinical training (p<0.001) and general practice intentions (p=0.004) were factors associated with higher levels of self-efficacy. Logistic regression analyses showed that self-efficacy was independently associated with increased interest in rural medicine (OR 1.4 (95% CI 1.3 to 1.5)) and rural career intent (OR 1.2 (95% CI 1.1 to 1.3)). (Model included gender, rural background, preference for RCS, generalist intent, rural practice interest and self-efficacy). CONCLUSIONS Self-efficacy is associated with increased interest levels for rural medicine and rural medical career intent.
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Affiliation(s)
- Vivian Isaac
- Rural Clinical School, University of New South Wales, Sydney, New South Wales, Australia
| | - Lucie Walters
- Rural Clinical School, Flinders University, Adelaide, South Australia, Australia
| | - Craig S McLachlan
- Rural Clinical School, University of New South Wales, Sydney, New South Wales, Australia
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Weston KM, Mullan JR, Hu W, Thomson C, Rich WC, Knight-Billington P, Marjadi B, McLennan PL. Academic Guidance in Medical Student Research: How Well Do Supervisors and Students Understand the Ethics of Human Research? JOURNAL OF ACADEMIC ETHICS 2015. [DOI: 10.1007/s10805-015-9248-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
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