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Pop AI, Lotrean LM. Comparative analysis of factors and barriers intervening in research participation among romanian and international medical graduates from one romanian medical faculty across three generations. BMC MEDICAL EDUCATION 2024; 24:1028. [PMID: 39300508 DOI: 10.1186/s12909-024-05939-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2024] [Accepted: 08/21/2024] [Indexed: 09/22/2024]
Abstract
OBJECTIVES This study focuses on the factors that encouraged engagement in research activities, as well as the barriers that restricted their involvement, until the final year of study at Iuliu Hatieganu University of Medicine and Pharmacy Cluj-Napoca, Faculty of Medicine. The main objectives of this study are to investigate potential disparities in research culture and student engagement in various research opportunities between Romanian and international medical graduates, as well as to conduct an examination of the observed patterns across various graduating years (2021-2023). MATERIALS AND METHODS A cross-sectional investigation was conducted among graduate students of the Faculty of Medicine at the Iuliu Hațieganu University of Medicine and Pharmacy in Cluj-Napoca, Romania. From 2021 to 2023, all graduate students from the Romanian and international programs of the faculty were asked to participate in the study by filling out an anonymous online questionnaire. The final sample included 572 participants, of whom 392 were students from the Romanian section and 180 were students from international programs. RESULTS Motivation and personal interest drive research engagement, according to over half of graduates. For over one-third of graduates, institutional elements like financial support and education also play a major role, as does the desire to enhance their curriculum vitae. More than 25% of graduates value community influence, 70% of graduates attended medical congresses, 12-15% presented papers at medical conferences, 23% wrote medical articles, 10-15% published at least one scientific paper in medical journals, and 20% participated in medical school research projects. Comparative analysis showed that Romanian students start research earlier, attend more medical conferences, present posters, collect data for studies, and are more interested in publishing graduation thesis data in scientific journals. To encourage international students to participate in research, the study found that colleagues' examples were more important, and both time and funds were key barriers. The research also shows that 2022 and 2023 graduates will organize more scientific conferences. According to the study, 2022 graduates began their research earlier than others. CONCLUSIONS To increase student engagement in research activities, medical schools should prioritize the promotion of positive factors, minimize common barriers, offer customized support and resources, encourage collaborative research activities, and facilitate cross-cultural learning.
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Affiliation(s)
- Andreea Iulia Pop
- Department of Community Medicine, Research Center in Preventive Medicine, Health Promotion and Sustainable Development, Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, 400012, Romania.
| | - Lucia Maria Lotrean
- Department of Community Medicine, Research Center in Preventive Medicine, Health Promotion and Sustainable, Development Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, 400012, Romania
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Jeon SJ, Yoo HH. Changes in medical students' research-related perceptions through student-engaged medical research curriculum experience. BMC MEDICAL EDUCATION 2024; 24:1002. [PMID: 39272095 PMCID: PMC11401271 DOI: 10.1186/s12909-024-06003-y] [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: 06/04/2024] [Accepted: 09/09/2024] [Indexed: 09/15/2024]
Abstract
BACKGROUND This study investigated changes in students' perceptions related to research following a student-engaged medical research curriculum. METHODS Three surveys were administered to 112 medical students to examine the changes in their perceptions of the need for research competence, research interest, and research self-efficacy after each Medical Research Practice course. RESULTS The results revealed a decline in the perception of the need for research competence and research interest after Medical Research Practice 2, with a subsequent increase after Medical Research Practice 3. Conversely, research self-efficacy showed steady improvement throughout the curriculum. Additionally, students with prior research experience exhibited higher levels of perception of the need for research competence, research interest, and research self-efficacy than those without such experience. CONCLUSION This study provides insights into how medical students' perceptions change in relation to student-engaged medical research course experiences, supporting expanding research-related curricula and assisting in the development and systematic implementation of similar programs in other medical schools.
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Affiliation(s)
- Seong Ju Jeon
- Medical School, Jeonbuk National University, Jeonju, Korea
| | - Hyo Hyun Yoo
- Department of Medical Education, Jeonbuk National University Medical School, Jeonju, 54907, Korea.
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Pękacka-Falkowska K, Raj D, Węglorz J. Analysis of the ethical issues in authorship of collaborative research. Observations inspired by the historical case study of Gerard L. Blaes' (Blasius) claim to sole authorship of 'Anatome medullae spinalis'. ANATOMICAL SCIENCES EDUCATION 2024; 17:944-953. [PMID: 38750636 DOI: 10.1002/ase.2435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Revised: 04/23/2024] [Accepted: 04/24/2024] [Indexed: 07/07/2024]
Abstract
This paper discusses the historical context of collaborative research and authorship disputes, exemplified by the complex relationship between Dutch anatomist and physician Gerard L. Blaes and his East-Central European mentee, Daniel Gödtke, during the study of medulla spinalis. The study employs historical analysis to unravel the dynamics of scholarly collaboration, emphasizing the significance of mentorship in scientific progress and the communal nature of knowledge exchange. This historical analysis is based on primary sources and historical records. It underscores Blaes's strategy to circumvent public confrontations regarding the authorship of the seminal work 'Anatome medullae spinalis, et nervorum inde provenientium' (1666). As a teacher, he facilitated his student's participation in a public disputation to avert public authorship conflicts over the book. This ultimately led to the publication of two distinct versions of 'Anatome medullae spinalis.' The first one was co-authored by the mentor and his mentee, while the latter was solely attributed to the mentor. This historical narrative raises essential questions about attributing individual contributions in medical sciences, echoing concerns still pertinent in contemporary academia. Additionally, it makes visible the power dynamics inherent in faculty-students relationships and the potential repercussions of authorship disputes on scholars' reputations. By drawing parallels between historical and modern authorship dilemmas, this study contributes to ongoing discussions on equitable authorship in scientific research and publishing. It not only highlights a historical precedent for the complex dynamics of mentor-mentee collaborations and authorship disputes but also illuminates how these practices continue to influence contemporary academic and publishing customs.
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Affiliation(s)
- Katarzyna Pękacka-Falkowska
- Faculty of Medicine, Department of History and Philosophy of Medical Sciences, Poznan University of Medical Sciences, Poznan, Poland
| | - Danuta Raj
- Faculty of Pharmacy, Department of Pharmacognosy and Herbal Medicines, Wroclaw Medical University, Wroclaw, Poland
| | - Jakub Węglorz
- Faculty of History and Pedagogical Sciences, Historical Institute, University of Wrocław, Wroclaw, Poland
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Pur DR, Kryshtalskyj MT, Hutnik CML, Bursztyn LLCD. Association of pre-residency publications with research productivity in residency, fellowship, and academic career choice among Canadian ophthalmologists. CANADIAN JOURNAL OF OPHTHALMOLOGY 2024:S0008-4182(24)00037-1. [PMID: 38431270 DOI: 10.1016/j.jcjo.2024.02.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/27/2023] [Revised: 02/04/2024] [Accepted: 02/14/2024] [Indexed: 03/05/2024]
Abstract
OBJECTIVE This study aimed to assess whether the research output of medical students who matched into a Canadian ophthalmology residency program influences their subsequent research productivity during residency, decision to pursue a fellowship, or engagement in academic practice. DESIGN Retrospective database review. PARTICIPANTS A total of 369 trainees commencing ophthalmology residency from 2004 to 2015 at 15 residency programs. METHODS Each trainee's publication record was queried in Scopus before and after the date they started residency. Multiple public sources were searched to identify fellowship placement and the type of subsequent practice (i.e., academic or community). Predictors of research productivity during residency, fellowship, and practice setting were assessed using multivariable regression analyses. RESULTS Trainees with pre-residency publications (n = 187) demonstrated significantly higher research productivity during residency than those without pre-residency publications (n = 182), with a mean of 5.17 ± 5.97 versus 1.60 ± 2.38 publications on any topic (p < 0.001). Pre-residency research output was a predictor of research productivity during residency (relative risk = 1.17; 95% CI, 1.09-1.27; p < 0.001), pursuing fellowship (odds ratio, 2.9; 95% CI, 1.74-4.83), and an academic career (odds ratio = 1.85; 95% CI, 1.07-3.2). CONCLUSION Pre-residency research output is a significant predictor of research productivity during residency and subsequent career choices, suggesting that pre-residency publishing reflects a propensity toward an academic trajectory. Residency publication count moderates this association, underscoring the role of the residency program environment in fostering research productivity. Addressing barriers such as mentorship, funding, and curriculum may be key to incentivizing trainees to pursue academic medicine.
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Affiliation(s)
- Daiana R Pur
- Schulich School of Medicine and Dentistry, Western University, London, ON
| | | | - Cindy M L Hutnik
- Department of Ophthalmology, Schulich School of Medicine, Western University, London, ON; Department of Pathology and Laboratory Medicine, Western University, London, ON
| | - Lulu L C D Bursztyn
- Department of Ophthalmology, Schulich School of Medicine, Western University, London, ON; Department of Clinical Neurological Sciences, Western University, London, ON..
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Bloothooft M, Pennings HJM, van der Heyden MAG. The Utrecht University Honours Program review project: example based scientific publishing training aimed at bachelor medical students. BMC MEDICAL EDUCATION 2024; 24:115. [PMID: 38321518 PMCID: PMC10848494 DOI: 10.1186/s12909-024-05098-7] [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: 10/16/2023] [Accepted: 01/25/2024] [Indexed: 02/08/2024]
Abstract
INTRODUCTION Medical undergraduate students receive limited education on scholarly publishing. However, publishing experiences during this phase are known to influence study and career paths. The medical bachelor Honours Program (HP) at Utrecht University initiated a hands-on writing and publishing course, which resulted in nine reviews published in internationally peer reviewed academic journals. We wanted to share the project set-up, explore the academic development of the participating students and determine the impact of the reviews on the scientific community. METHODS Thirty-one out of 50 alumni completed a digital retrospective questionnaire on for example, development of skills and benefit for their studies and career. Publication metrics of the HP review papers were retrieved from Web of Science. RESULTS This hands-on project provides a clear teaching method on academic writing and scholarly publishing in the bachelor medical curriculum. Participants were able to obtain and improve writing and publishing skills. The output yielded well-recognized scientific papers and valuable learning experiences. 71% of the participating students published at least one additional paper following this project, and 55% of the students indicated the project influenced their academic study and/or career path. Nine manuscripts were published in journals with an average impact factor of 3.56 and cited on average 3.73 times per year. DISCUSSION This course might inspire other medical educators to incorporate similar projects successfully into their curriculum. To this end, a number of recommendations with regard to supervision, time investment and group size are given.
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Affiliation(s)
- Meye Bloothooft
- Department of Medical Physiology, Division Heart and Lungs of University Medical Center Utrecht, Yalelaan 50, 3584 CM, Utrecht, The Netherlands
| | - Helena J M Pennings
- Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, The Netherlands
- Department Learning and Workforce Development, Netherlands Organization for Applied Scientific Research (TNO), Soesterberg, The Netherlands
| | - Marcel A G van der Heyden
- Department of Medical Physiology, Division Heart and Lungs of University Medical Center Utrecht, Yalelaan 50, 3584 CM, Utrecht, The Netherlands.
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Tomlinson OW. Predatory publishing in medical education: a rapid scoping review. BMC MEDICAL EDUCATION 2024; 24:33. [PMID: 38183007 PMCID: PMC10770935 DOI: 10.1186/s12909-024-05024-x] [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: 09/05/2023] [Accepted: 01/01/2024] [Indexed: 01/07/2024]
Abstract
BACKGROUND Academic publishing is a cornerstone of scholarly communications, yet is unfortunately open to abuse, having given rise to 'predatory publishers'- groups that employ aggressive marketing tactics, are deficient in methods and ethics, and bypass peer review. Preventing these predatory publishers from infiltrating scholarly activity is of high importance, and students must be trained in this area to increase awareness and reduce use. The scope of this issue in the context of medical students remains unknown, and therefore this sought to examine the breadth of the current literature base. METHODS A rapid scoping review was undertaken, adhering to adapted PRISMA guidelines. Six databases (ASSIA, EBSCO, Ovid, PubMed, Scopus, Web of Science) were systematically searched for content related to predatory publishing and medical students. Results were single-screened, facilitated by online reviewing software. Resultant data were narratively described, with common themes identified. RESULTS After searching and screening, five studies were included, representing a total of 1338 students. Two predominant themes- understanding, and utilisation- of predatory publishers was identified. These themes revealed that medical students were broadly unaware of the issue of predatory publishing, and that a small number have already, or would consider, using their services. CONCLUSION There remains a lack of understanding of the threat that predatory publishers pose amongst medical students. Future research and education in this domain will be required to focus on informing medical students on the issue, and the implication of engaging with predatory publishers.
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Affiliation(s)
- Owen W Tomlinson
- Department of Clinical and Biomedical Science, Faculty of Health and Life Science, University of Exeter Medical School, University of Exeter, Exeter, UK.
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Thiel GE, Murtha CM, Dennis JF, Hopper M. The clinical anatomy fellowship: A participants' perspective. ANATOMICAL SCIENCES EDUCATION 2024; 17:173-185. [PMID: 37700558 DOI: 10.1002/ase.2337] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Revised: 08/01/2023] [Accepted: 08/28/2023] [Indexed: 09/14/2023]
Abstract
Kansas City University offers a Clinical Anatomy Fellowship which enrolls nine medical students during each academic year and provides training in research, teaching, and advanced anatomical topics. The Fellows practice as novice educators, working alongside Anatomy faculty to teach medical students in the Gross Anatomy laboratory. However, little has been reported related to Fellowship participation and success outcomes. This survey-based study was designed to explore (1) student motivation(s) for pursuing the Fellowship, (2) benefits of participation, and (3) the perceived impact on residency applications and career success. Three unique populations were surveyed. The most important factors driving application to the Fellowship were a desire to increase competitiveness in the residency application process (Likert mean score 4.7-5.0) and a passion for Anatomy (Likert mean score 4.3-4.7). Taking a year away from the College of Osteopathic Medicine curriculum (Likert mean score 4.4) and delaying clinical exposure (Likert mean score 4.2) were the most important deterrents to application. The most reported benefits after program completion included opportunities to build a strong residency application (44% and 50% of Fellows), conduct research (44% and 45% of Fellows), and participate in teaching (11% and 50% of Fellows). 73% of past Fellows matched into their top specialty of choice. Flexibility in the program allows participants to individualize their Fellowship experience to address their personal goals related to residency applications and careers as future physicians. As the results suggest, the Clinical Anatomy Fellowship benefits Fellows, signaling other medical institutions to consider adopting a similar program.
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Affiliation(s)
- Grace E Thiel
- College of Osteopathic Medicine, Kansas City University, Kansas City, Missouri, USA
| | - Celeste M Murtha
- College of Osteopathic Medicine, Kansas City University, Kansas City, Missouri, USA
| | - Jennifer F Dennis
- Department of Pathology & Anatomical Sciences, Kansas City University, Kansas City, Missouri, USA
| | - Mari Hopper
- Department of Academic Affairs, Kansas City University, Kansas City, Missouri, USA
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Shen E, Dhanani J, Milford EM, Raileanu V, Laupland KB. Publication outcomes among intensive care trainees. Anaesth Intensive Care 2024; 52:45-51. [PMID: 38000002 DOI: 10.1177/0310057x231194079] [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] [Indexed: 11/26/2023]
Abstract
There is a paucity of literature describing the research productivity among trainees in intensive care medicine. We sought to examine the occurrence and determinants of successful publication outcomes associated with intensive care training. The study cohort consisted of all individuals admitted to fellowship of the College of Intensive Care Medicine of Australia and New Zealand (CICM) from 2012 to 2019. The primary outcome measure of this study was manuscripts indexed on PubMed within one year after and four years prior to admittance to CICM fellowship. Four hundred and eighty-five fellows were identified of whom 216 (45%) had at least one publication; 129 (27%) had one, 34 (7%) had two, 21 (4%) had three and 32 (7%) had four or more publications. Overall 138 (28%) fellows had at least one publication that was likely associated with their mandatory CICM training project for which they were first (n = 110; 80%) and/or corresponding (n = 72; 52%) author in the majority of cases. Overall 107 different senior/mentor authors were identified, with 13 individuals supporting more than one publication. Although gender and location at the time of fellowship award were not associated, location of receipt of medical degree, shorter time period between medical school graduation and fellowship award, more recent year of award, and completion of medical degree/fellowship in the same geographical region were associated with project publication. A minority of CICM fellows have PubMed-indexed publications related to their training. Further efforts are warranted to better define the determinants of successful project publication to optimise future opportunities.
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Affiliation(s)
- Eddie Shen
- Department of Intensive Care Services, Royal Brisbane and Women's Hospital, Brisbane, Australia
| | - Jayesh Dhanani
- Department of Intensive Care Services, Royal Brisbane and Women's Hospital, Brisbane, Australia
- Faculty of Medicine, University of Queensland, Brisbane, Australia
| | - Elissa M Milford
- Department of Intensive Care Services, Royal Brisbane and Women's Hospital, Brisbane, Australia
- Faculty of Medicine, University of Queensland, Brisbane, Australia
| | - Vanessa Raileanu
- Neonatal Critical Care Unit, Mater Hospital, South Brisbane, Australia
| | - Kevin B Laupland
- Department of Intensive Care Services, Royal Brisbane and Women's Hospital, Brisbane, Australia
- Queensland University of Technology (QUT), Brisbane, Australia
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den Bakker CR, de Beaufort AJ, Dekker FW, Ommering BWC. Exploring Fairness in Scholarly Development: Are We Creating Knowledge Storing Zombies or Curious, Creative and Critical Healthcare Professionals? ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:913-917. [PMID: 37637194 PMCID: PMC10460161 DOI: 10.2147/amep.s414578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 07/20/2023] [Indexed: 08/29/2023]
Abstract
Scholarly doctors require research knowledge and skills (Ausbildung), as well as an academic mindset, which includes curiosity, creativity, and critical thinking (Bildung). However, in contrast to knowledge and skills, summative assessment of the development of an academic mindset is not so easy in an objective and so-called 'fair' way. As a result, in practice, assessing knowledge and skills tends to dominate in scholarly development. In this perspective, we explore the issues that arise when we give priority to objective assessment of knowledge and skills in scholarly development to safeguard fairness and, consequently, standardize educational procedures and learning pathways. We argue that eventually this approach may even result in hampered development of a true academic mindset and can be considered unfair rather than fair. To solve this, perhaps we should go back to the core business of the university and in the tradition of founder of the modern university Von Humboldt focus on shaping an academic mindset (Bildung). To rebalance Ausbildung and Bildung in academic education, we should go beyond the assumption that objectivity is a prerequisite for achieving fairness in assessment. Shifting the focus from pure objectivity to both objectivity and subjectivity in assessment as well as learning pathways can assist in protecting fairness and, as a result, bring back Bildung to medical education to ensure future doctors to be true scholars.
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Affiliation(s)
- Charlotte R den Bakker
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, the Netherlands
| | - Arnout Jan de Beaufort
- 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
| | - Belinda W C Ommering
- Research Centre for Learning and Innovation, Research Group on Research Competence, HU University of Applied Sciences Utrecht, Utrecht, the Netherlands
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Osunronbi T, Adeboye W, Faluyi D, Sofela J, Abankwa E, Abraha S, Adamu-Biu F, Ahmad Z, Akhionbare I, Chimba C, Corriero AC, Fofanah IJ, Ibeanusi I, Ibrahim U, Inyang D, Jones R, Kolawole A, Madume R, Mandangu C, Mberu V, Nelson-Rowe E, O'Riordan M, Shoker S, Sofela A. Predictors of self-reported research productivity amongst medical students in the United Kingdom: a national cross-sectional survey. BMC MEDICAL EDUCATION 2023; 23:412. [PMID: 37280642 DOI: 10.1186/s12909-023-04412-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Accepted: 05/30/2023] [Indexed: 06/08/2023]
Abstract
BACKGROUND The number of academic clinicians in the UK is declining and there are demographic inequalities in the clinical-academic workforce. Increased research productivity by medical students is believed to reduce future attrition in the clinical-academic workforce. Thus, this study investigated the association between student demographics and research productivity amongst UK medical students. METHODS This is a national multicentre cross-sectional study of UK medical students in the 2020/21 academic year. We appointed one student representative per medical school, and they disseminated a 42-item online questionnaire over nine weeks, through departmental emails and social media advertisements. The outcome measures were: (i) publications (yes/no) (ii) number of publications (iii) number of first-authored publications (iv) abstract presentation (yes/no). We utilised multiple logistic and zero-inflated Poisson regression analyses to test for associations between the outcome measures and predictor variables at a 5% significance level. RESULTS There are 41 medical schools in the UK. We received 1573 responses from 36 UK medical schools. We failed to recruit student representatives from three newly formed medical schools, whilst two medical schools prohibited us from sending the survey to their students. Women had lower odds of having a publication (OR: 0.53, 95% CI: 0.33-0.85) and on average had fewer first-author publications than men (IRR: 0.57, 95% CI: 0.37-0.89). Compared to white students, mixed-ethnicity students had greater odds of having a publication (OR: 3.06, 95% CI: 1.67-5.59), an abstract presentation (OR: 2.12, 95% CI: 1.37-3.26), and on average had a greater number of publications (IRR: 1.87, 95% CI: 1.02-3.43). On average, students who attended independent UK secondary schools had a higher rate of first-author publications compared to those that attended state secondary schools (IRR: 1.97, 95% CI: 1.23-3.15). CONCLUSION Our data suggest that there are gender, ethnic and socioeconomic inequalities in research productivity among UK medical students. To tackle this, and potentially improve diversity in clinical academia, we recommend that medical schools should facilitate targeted high quality research mentorship, funding and training, especially for under-represented-in-medicine students.
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Affiliation(s)
- Temidayo Osunronbi
- Melanin Medics Research Network, Luton, UK
- Department of Health Sciences, University of York, York, UK
| | | | | | | | | | | | | | - Zain Ahmad
- Melanin Medics Research Network, Luton, UK
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Agbolahan Sofela
- Faculty of Health, University of Plymouth, Plymouth, UK.
- Southwest Neurosurgery Centre, University Hospitals Plymouth NHS Trust, Plymouth, PL6 8DH, UK.
- School of Medicine, University of Exeter Medical School, Exeter, EX1 2HZ, UK.
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Abdul-Qadeer M, Ramesh D, Samar Mahmood. Navigating Research Enthusiasm in Medical Students Towards Clinically Impactful Articles. INTERNATIONAL JOURNAL OF MEDICAL STUDENTS 2023. [DOI: 10.5195/ijms.2023.1668] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023] Open
Abstract
Learning medical research is an integral part of the development of a holistic physician. Though, not all physicians become clinician-scientists, those who do become enjoy significant privileges over their clinician-only counterparts, mainly in terms of faster career progression and higher employability. Though, to produce more well-rounded clinician-scientists, academic physicians and medical scientists need to make themselves available and be willing to work with and mentor medical students. Besides, a curriculum reform is warranted where students should be encouraged to start learning and conducting research in their first year of medical school. To make the process even easier and help scale these ideas, students should be encouraged to replicate previous highly cited studies, as they can provide a walkthrough for students to follow, thereby necessitating lesser supervision while maintaining the clinical impact that can be made with their time and effort.
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Schneider MR, Makram AM, Bassey E, Găman MA, Egan C, Puyana JC, Bonilla-Escobar FJ. Global Needs and Barriers for Medical Research Education: Initiatives to Solve the Physician-Scientist Shortage. INTERNATIONAL JOURNAL OF MEDICAL STUDENTS 2023; 11:9-12. [PMID: 37692337 PMCID: PMC10487191 DOI: 10.5195/ijms.2023.2011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/12/2023] Open
Affiliation(s)
- Marc R. Schneider
- Faculty of Medicine, Medical University of Varna, 9000 Varna, Bulgaria, Student Editor, IJMS
| | - Abdelrahman M. Makram
- School of Public Health, Imperial College London, London, United Kingdom, Student Editor, IJMS
| | - Esther Bassey
- Faculty of Basic Medical Sciences, University of Uyo, Nigeria, Student Editor, IJMS
| | - Mihnea-Alexandru Găman
- Faculty of Medicine, “Carol Davila” University of Medicine and Pharmacy, 050474 Bucharest, Romania & Department of Hematology, Center of Hematology and Bone Marrow Transplantation, Fundeni Clinical Institute, 022328 Bucharest, Romania. Scientific Editor, IJMS
| | - Ciara Egan
- Humanitas University, Humanitas Research Hospital, Milan, Italy. Deputy Editor, IJMS
| | - Juan C. Puyana
- School of Medicine, Department of Surgery, Professor of Surgery, Critical Care Medicine, and Clinical Translational Science, Director for Global Health-Surgery, University of Pittsburgh, Pittsburgh, PA, United States. Editorial Board Member, IJMS
| | - Francisco J. Bonilla-Escobar
- Department of Ophtalmology; Institute for Clinical Research Education (ICRE), University of Pittsburgh, Pittsburgh, PA, United States. Fundación Somos Ciencia al Servicio de la Comunidad, Fundación SCISCO/Science to Serve the Community Foundation, SCISCO Foundation, Cali Colombia. Grupo de investigación en Visión y Salud Ocular, VISOC, Universidad del Valle, Cali, Colombia. Editor in Chief, IJMS
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Sandvei MS, Jacobsen GW, Stien MH, Ræder H, Munthe LA, Skogen V. A national intercalated medical student research program - student perceptions, satisfaction, and factors associated with pursuing a PhD. MEDICAL EDUCATION ONLINE 2022; 27:2122105. [PMID: 36069755 PMCID: PMC9467552 DOI: 10.1080/10872981.2022.2122105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Revised: 08/25/2022] [Accepted: 09/04/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND To counteract a decreasing number of physician-scientists, a national intercalated Medical Student Research Programme (MSRP) was launched in Norway in 2002. We aimed to assess whether the students' favourable perceptions and satisfaction with the program had prevailed since the inception in 2002 and until 2015, and to identify factors associated with pursuing a PhD. METHODS The study was an incorporation of data from two previous national evaluations of the MSRP performed in 2007 and 2015. We used electronic questionnaires to explore demographic characteristics, area and type of research, student satisfaction, and future scientific goals. In 2007, questionnaires were sent to all 208 students, and 183 (88%) replied. In 2015, the corresponding numbers were 279, and 240 (86%). Categorical data were analysed using either Kruskal-Wallis or Pearson's chi square test. Differences between sample means were assessed with Student`s t-test while logistic regression was used to test associations between selected covariates and the students' ambitions to pursue a PhD degree. RESULTS Overall, the student satisfaction was 79%. However, more students in 2015 received less regular and less supervision time and expressed a need for more of it. Seventy-seven per cent expressed an ambition to pursue a PhD. Students were more likely to have a PhD ambition if they were satisfied with the program, had a supervisor with high expectations for them, or had already published some of their results. At both time points, students (86% vs. 89%) responded that the MSRP had a positive impact on their regular curriculum achievements. CONCLUSIONS The high degree of satisfaction with the national MSRP among undergraduate students has prevailed since the inception in 2002. By far, the program has also met its goal to increase the number of aspiring physician-scientists. However, to maintain that goal over time, adequate and personal supervision is a prerequisite.
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Affiliation(s)
- Marie Søfteland Sandvei
- Department of Public Health and Nursing, Norwegian University of Science and Technology - NTNU, Trondheim, Norway
- The Cancer Clinic, St Olavs Hospital, Trondheim University Hospital, Trondheim, Norway
| | - Geir Wenberg Jacobsen
- Department of Public Health and Nursing, Norwegian University of Science and Technology - NTNU, Trondheim, Norway
| | | | - Helge Ræder
- Department of Clinical Science, University of Bergen, Bergen, Norway
| | - Ludvig Andre Munthe
- KG Jebsen Centre for Bcell Malignancies, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Vegard Skogen
- Faculty of Health Sciences, UiT Arctic University of Norway, Tromsø, Norway
- Department of Infectious Diseases, Division of Internal Medicine, University Hospital of North Norway, Tromsø, Norway
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14
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Kuruvilla K, Joy AM, Kuttichira P. Research temperament among undergraduate medical students: A nationwide study. THE NATIONAL MEDICAL JOURNAL OF INDIA 2022; 35:125-126. [DOI: 10.25259/nmji_225_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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15
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Bartesaghi S, Garcés G, Barrios E, Radi R. A scientific methodology course for advanced medical students: an eight-year perspective. MEDEDPUBLISH 2022. [DOI: 10.12688/mep.19171.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
Background: Exponential increases in the development of medical knowledge, the expansion of areas where medicine develops its activities, the emergence of new pathologies (e.g., COVID-19), novel diagnostic methods and therapeutic strategies, together with the appearance of multiple communication and information technologies, determined that the education of future physicians required targeted training in scientific methodology. Methods: The design and execution of a course in scientific methodology in the curriculum of Facultad de Medicina, Universidad de la República, Uruguay, is described. The course is carried out at an advanced stage of the medical studies for all the students, in which they develop a 10-month research project supervised by the medical school faculty. Students undergo all stages of a research endeavor: generation of hypothesis or general aim, elaboration of a research protocol, submission to the Research Ethics and Animal Welfare Committees, data recollection, analysis, interpretation and publication of the results. Results: The course is undertaken at the Facultad de Medicina, Universidad de la República, Uruguay, the main university of the country, with high numbers of students enrolled. The course involves the participation of 600 students and up to 300 professors per year, which implies a huge institutional effort. Conclusions: The scientific methodology course resulted in one of the most important incorporations of the current 2008 curriculum. Local students, faculty and international evaluators have qualified this activity as an educational breakthrough, being a gratifying and productive experience. The course represented the first exposure of medical students to the research methodology, scientific literature and publication rules, and emphasized the dynamic nature of medical knowledge within modern medical education. Moreover, for some students it constituted the onset of academic research careers. An additional positive outcome was the reactivation of some faculty research projects, in a way that largely exceeded the boundaries of the course.
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16
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Bartesaghi S, Garcés G, Barrios E, Radi R. A scientific methodology course for advanced medical students: an eight-year perspective. MEDEDPUBLISH 2022; 12:50. [PMID: 36168539 PMCID: PMC9427080 DOI: 10.12688/mep.19171.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/22/2022] [Indexed: 11/20/2022] Open
Abstract
Background: Exponential increases in the development of medical knowledge, the expansion of areas where medicine develops its activities, the emergence of new pathologies (
e.g., COVID-19), novel diagnostic methods and therapeutic strategies, together with the appearance of multiple communication and information technologies, determined that the education of future physicians required targeted training in scientific methodology. Methods: The design and execution of a course in scientific methodology in the
curriculum of Facultad de Medicina, Universidad de la República, Uruguay, is described. The course is carried out at an advanced stage of the medical studies for all the students, in which they develop a 10-month research project supervised by the medical school faculty. Students undergo all stages of a research endeavor: generation of hypothesis, elaboration of a research protocol, submission to the Research Ethics and Animal Welfare Committees, data recollection, analysis, interpretation and publication of the results. Results: The course is undertaken at the Facultad de Medicina, Universidad de la República, Uruguay, the main university of the country, with high numbers of students enrolled. The course involves the participation of 600 students and up to 300 professors
per year, which implies a huge institutional effort Conclusions: The scientific methodology course resulted in one of the most important incorporations of the current 2008
curriculum. Local students, faculty and international evaluators have qualified this activity as an educational breakthrough, being a gratifying and productive experience. The course represented the first exposure of medical students to the research methodology, scientific literature and publication rules, and emphasized the dynamic nature of medical knowledge within modern medical education. Moreover, for some students it constituted the onset of academic research careers. An additional positive outcome was the reactivation of some faculty research projects, in a way that largely exceeded the boundaries of the course.
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Affiliation(s)
- Silvina Bartesaghi
- Departamento de Bioquímica and Centro de Investigaciones Biomédicas (CEINBIO), Facultad de Medicina, Universidad de la República, Montevideo, 11800, Uruguay
| | - Gastón Garcés
- Departamento de Educación Médica, Facultad de Medicina, Universidad de la República, Montevideo, 11800, Uruguay
| | - Enrique Barrios
- Departamento de Métodos Cuantitativos, Facultad de Medicina, Universidad de la República, Montevideo, 11800, Uruguay
| | - Rafael Radi
- Departamento de Bioquímica and Centro de Investigaciones Biomédicas (CEINBIO), Facultad de Medicina, Universidad de la República, Montevideo, 11800, Uruguay
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den Bakker CR, Ommering BW, van Leeuwen TN, Dekker FW, De Beaufort AJ. Assessing publication rates from medical students' mandatory research projects in the Netherlands: a follow-up study of 10 cohorts of medical students. BMJ Open 2022; 12:e056053. [PMID: 35379628 PMCID: PMC8981330 DOI: 10.1136/bmjopen-2021-056053] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
Abstract
OBJECTIVES The medical field is facing a clinician-scientist shortage. Medical schools could foster the clinician-scientist workforce by offering students research opportunities. Most medical schools offer elective research programmes. Subsequently, a subset of doctors graduates without any research experience. Mandatory research projects may be more sufficient to develop clinician-scientist, but take more supervision and curricular time. There is limited insight in the scientific outcomes of mandatory research experiences. This study aims to examine publication rates of a mandatory research experience, identify factors associated with publication, and includes postgraduate research engagement. DESIGN AND SETTING Prospective follow-up study involving 10 cohorts of medical students' mandatory research projects from Leiden University Medical Center. PARTICIPANTS All medical students who conducted their research project between 2008 and 2018 (n=2329) were included. MAIN OUTCOME MEASURE Publication rates were defined as peer-reviewed scientific publications, including research papers, reviews, and published meeting abstracts. Postgraduate research engagement was defined as research participation and dissemination of research at scientific conferences or in journals. RESULTS In total, 644 (27.7%) of all mandatory research experiences resulted in publication, with students mainly as first (n=984, 42.5%) or second author (n=587, 25.3%) and above world average citation impact (mean normalised journal score 1.29, mean normalised citation score 1.23). Students who conducted their research in an academic centre (adjusted OR 2.82; 95% CI 2.10 to 3.77), extended their research (adjusted OR 1.73; 95% CI 1.35 to 2.20), were involved in an excellency track (adjusted OR 2.08; 95% CI 1.44 to 3.01), or conducted clinical (adjusted OR 2.08; 95% CI 1.15 to 3.74) or laboratory (adjusted OR 2.16; 95% CI 1.16 to 4.01) research published their research more often. Later as junior doctors, this group significantly more often disseminate their research results at scientific conferences (adjusted OR 1.89; 95% CI 1.11 to 3.23) or in journals (adjusted OR 1.98; 95% CI 1.14 to 3.43). CONCLUSIONS Our findings suggest that a significant subset of hands-on mandatory research projects with flexible learning pathways result in tangible research output with proper impact and that such successful experiences can be considered as diving board towards a research-oriented career.
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Affiliation(s)
- Charlotte R den Bakker
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Belinda Wc Ommering
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Thed N van Leeuwen
- Centre for Science and Technology Studies, Leiden University, Leiden, The Netherlands
| | - Friedo W Dekker
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
- Department of Clinical Epidemiology, Leiden University Medical Center, Leiden, The Netherlands
| | - Arnout Jan De Beaufort
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
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Mass-Hernández LM, Acevedo-Aguilar LM, Lozada-Martínez ID, Osorio-Agudelo LS, Maya-Betancourth JGEM, Paz-Echeverry OA, Paz-Echeverry MJ, Castillo-Pastuzan HS, Rojas-Pimentel JC, Rahman S. Undergraduate research in medicine: A summary of the evidence on problems, solutions and outcomes. Ann Med Surg (Lond) 2022; 74:103280. [PMID: 35127067 PMCID: PMC8807964 DOI: 10.1016/j.amsu.2022.103280] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2022] [Accepted: 01/22/2022] [Indexed: 12/04/2022] Open
Abstract
Scientific research plays a fundamental role in current medical practice and it is of great importance that medical students relate to it from the beginning of their professional career, since it generates multiple benefits that will be reflected during the course of their careers as university students and future professionals. However, getting involved in research during the undergraduate years is not always easy, as there are different obstacles and challenges that result in a reduced number of research students. Because of this, it is necessary to adopt appropriate strategies and measures to help facilitate this process, in order to foster the early development of essential skills that will facilitate responsible clinical practice. Knowing the evidence on this issue is fundamental to propose educational solutions depending on each context. Undergraduate research is the best way to promote the curriculum. Undergraduate research increases the likelihood of publishing articles of higher quality. Undergraduate research increases the likelihood of publishing more articles.
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Affiliation(s)
- Laura Marcela Mass-Hernández
- Medical and Surgical Research Center, Future Surgeons Chapter, Colombian Surgery Association, Cartagena, Colombia
| | | | - Ivan David Lozada-Martínez
- Medical and Surgical Research Center, Future Surgeons Chapter, Colombian Surgery Association, Cartagena, Colombia
- Grupo Prometheus y Biomedicina Aplicada a las Ciencias Clinicas, School of Medicine, Universidad de Cartagena, Cartagena, Colombia
| | | | | | | | | | | | | | - Sabrina Rahman
- Independent University, Dhaka, Bangladesh
- Corresponding author.
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19
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The importance of motivation in selecting undergraduate medical students for extracurricular research programmes. PLoS One 2021; 16:e0260193. [PMID: 34797859 PMCID: PMC8604306 DOI: 10.1371/journal.pone.0260193] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 11/05/2021] [Indexed: 11/20/2022] Open
Abstract
INTRODUCTION Extracurricular research programmes (ERPs) may contribute to reducing the current shortage in physician-scientists, but usually select students based on grades only. The question arises if students should be selected based on their motivation, regardless of their previous academic performance. Focusing on grades and lacking to take motivation into account when selecting students for ERPs might exclude an important target group when aiming to cultivate future physician-scientists. Therefore, this study compared ERP students with lower and higher previous academic performance on subsequent academic performance, ERP performance, and motivational factors. METHODS Prospective cohort study with undergraduate medical students who filled in a yearly questionnaire on motivational factors. Two student groups participating in an ERP were compared: students with first-year grade point average (GPA) ≥7 versus <7 on a 10-point grading scale. Linear and logistic regressions analyses were used to compare groups on subsequent academic performance (i.e. third-year GPA, in-time bachelor completion), ERP performance (i.e. drop-out, number of credits), and motivational factors (i.e. intrinsic motivation for research, research self-efficacy beliefs, perceptions of research, curiosity), while adjusting for gender and motivational factors at baseline. RESULTS The <7 group had significantly lower third-year GPA, and significantly higher odds for ERP drop-out than the ≥7 group. However, there was no significant between-group difference on in-time bachelor completion and the <7 group was not inferior to the ≥7 group in terms of intrinsic motivation for research, perceptions of research, and curiosity. CONCLUSIONS Since intrinsic motivation for research, perceptions of research, and curiosity are prerequisites of future research involvement, it seems beneficial to focus on motivation when selecting students for ERPS, allowing students with lower current academic performance to participate in ERPs as well.
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20
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Lozada-Martínez ID, Acevedo-Aguilar LM, Mass-Hernández LM, Matta-Rodríguez D, Jiménez-Filigrana JA, Garzón-Gutiérrez KE, Barahona-Botache SA, Vásquez-Castañeda DL, Caicedo-Giraldo SDR, Rahman S. Practical guide for the use of medical evidence in scientific publication: Recommendations for the medical student: Narrative review. Ann Med Surg (Lond) 2021; 71:102932. [PMID: 34659747 PMCID: PMC8503847 DOI: 10.1016/j.amsu.2021.102932] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2021] [Revised: 10/07/2021] [Accepted: 10/07/2021] [Indexed: 11/25/2022] Open
Abstract
Currently, the adaptation of scientific evidence in clinical problem solving is based on the evidence-based medicine method. Medical students and health professionals should have an adequate knowledge of this method and thus provide adequate health care and increasingly provide high quality scientific publications that can be subsequently integrated in different clinical scenarios. Several scales and tools have been proposed as guides to recognize the different levels of quality of the available evidence, their degrees of recommendation and the biases and fallacies that may occur both in the clinical and research areas, with the aim of identifying the best available evidence. However, few students and professionals are aware of them and make proper use of them. Therefore, it is necessary to synthesize these tools in an understandable and practical way.
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Affiliation(s)
| | | | | | - Duván Matta-Rodríguez
- School of Medicine, Universidad de Ciencias Aplicadas y Ambientales, Bogotá, Colombia
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21
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Ommering BWC, van Blankenstein FM, Dekker FW. First steps in the physician-scientist pipeline: a longitudinal study to examine the effects of an undergraduate extracurricular research programme. BMJ Open 2021; 11:e048550. [PMID: 34518257 PMCID: PMC8438822 DOI: 10.1136/bmjopen-2020-048550] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [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 Medicine is facing a physician-scientist shortage. By offering extracurricular research programmes (ERPs), the physician-scientist training pipeline could already start in undergraduate phases of medical training. However, previous studies into the effects of ERPs are mainly retrospective and lack baseline measurements and control groups. Therefore, the current study mimics a randomised controlled trial to examine the effects of an ERP. DESIGN Prospective cohort study with baseline measurement and comparable control group. SETTING One cohort of 315 medical undergraduates in one Dutch University Medical Center are surveyed yearly. To examine the effects of the ERP on academic achievement and motivational factors, regression analyses were used to compare ERP students to students showing ERP-interest only, adjusted for relevant baseline scores. PARTICIPANTS Out of the 315 students of the whole cohort, 56 participated within the ERP and are thus included. These ERP students are compared with 38 students showing ERP-interest only (ie, control group). PRIMARY OUTCOME MEASURE Academic achievement after 2 years (ie, in-time bachelor completion, bachelor grade point average (GPA)) and motivational factors after 18 months (ie, intrinsic motivation for research, research self-efficacy, perceptions of research, curiosity). RESULTS ERP participation is related to a higher odds of obtaining a bachelor degree in the appointed amount of time (adjusted OR=2.95, 95% CI 0.83 to 10.52). Furthermore, starting the ERP resulted in higher levels of intrinsic motivation for research, also after adjusting for gender, age, first-year GPA and motivational baseline scores (β=0.33, 95% CI 0.04 to 0.63). No effect was found on research self-efficacy beliefs, perceptions of research and curiosity. CONCLUSIONS Previous research suggested that intrinsic motivation is related to short-term and long-term research engagement. As our findings indicate that starting the ERP is related to increased levels of intrinsic motivation for research, ERPs for undergraduates could be seen as an important first step in the physician-scientist pipeline.
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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
| | - Friedo W Dekker
- Department of Clinical Epidemiology, Leiden University Medical Center, Leiden, The Netherlands
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22
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Londoño-Cardona S, Meza-Vega A, Quiroz-Martínez MB, Silvana Arce L, Lozada-Martínez ID, Rahman S. A commentary on "6th year medical students' future specialty preferences: A cross-sectional study". Ann Med Surg (Lond) 2021; 68:102612. [PMID: 34434550 PMCID: PMC8376672 DOI: 10.1016/j.amsu.2021.102612] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Accepted: 07/25/2021] [Indexed: 12/01/2022] Open
Affiliation(s)
| | | | | | - Lina Silvana Arce
- School of Medicine, Universidad Juan N Corpas, Cra. 111 #157-61, Bogotá, Colombia
| | - Ivan David Lozada-Martínez
- Medical and Surgical Research Center, School of Medicine, University of Cartagena, Cra. 50 #24-120, Cartagena, Colombia
| | - Sabrina Rahman
- Department of Public Health, Independent University- Bangladesh, Dhaka, Bangladesh
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A step-by-step guide to creating an academic surgery interest group: Review article. Ann Med Surg (Lond) 2021; 69:102688. [PMID: 34429953 PMCID: PMC8368995 DOI: 10.1016/j.amsu.2021.102688] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 07/29/2021] [Accepted: 08/03/2021] [Indexed: 11/21/2022] Open
Abstract
An academic interest group in medicine is defined as a collective that can be made up of undergraduate students, residents, and/or teachers, who share as an object of interest the advancement and growth of a specific area of medicine. It is organized to carry out extracurricular academic and research activities. It is essential to stimulate participation in these interest groups, which allow the personal and professional growth of their members, being a tool that promotes and provides better opportunities for entry as candidates for graduate studies. The American College of Surgeons is one of the largest medical scientific societies with the participation of undergraduate students with an interest in surgery. This society mentions the benefits of participating in interest groups in surgery, specifically, it highlights the importance of contributing to these when looking for a surgical specialty, because they address issues such as: what is the mentioned specialty itself?, what are the details about the application process for each surgical specialty?, these groups can provide information on different residency programs, lifestyle benefits, and/or cons; in addition to improving practical skills through surgical technique workshops or various organized activities. Based on the above, the objective of this manuscript is to design a Step-by-step guide for the creation of a surgical interest group, in order to encourage participation by medical students, residents, and teachers in the research and academic field. An academic interest group in surgery reinforces skills and knowledge. •An academic interest group in surgery can be coordinated by undergraduate students. •Academic interest groups in surgery generate national and international knowledge networks.
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Ganesh Kumar A, Kallikas G, Hassan M, Dev IK, Basu S. Removing Educational Achievement Points From the Foundation Programme Application System: Is This the Right Decision? JMIR MEDICAL EDUCATION 2021; 7:e27856. [PMID: 34346899 PMCID: PMC8374666 DOI: 10.2196/27856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 04/10/2021] [Accepted: 06/02/2021] [Indexed: 06/13/2023]
Abstract
The UK Foundation Programme Office has announced that medical students graduating from 2023 onward will not receive Foundation Programme Application System points for additional degrees or journal publications. In this viewpoint paper, we acknowledge the reasons for this decision, such as socioeconomically advantaged students having greater access to these achievements and the promotion of intercalated degrees for the sake of point accumulation. Additionally, the predictive value of these achievements with regard to junior doctors' performance has been questioned when compared to that of other Foundation Programme Application System components. Conversely, we also highlight the drawbacks of the UK Foundation Programme Office's decision, since this might discourage medical students from completing additional degrees and attempting to publish their work, thereby resulting in clinicians with little to no academic experience or interest. Finally, we attempt to provide suggestions for future improvements in this system by analyzing different medical schools' approaches, such as the BMedSci Honors program offered at Nottingham University. Furthermore, promoting and supporting engagement with academia, especially among socioeconomically disadvantaged students, are the responsibility of all medical schools; such actions are needed in order to produce doctors who are both clinically and academically competent. We conclude that the aforementioned changes should only affect new cohorts in the interest of universities' transparency and fairness to their students.
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Affiliation(s)
- Abirami Ganesh Kumar
- Department of Medicine, London School of Medicine and Dentistry, Queen Mary University of London Barts, Whitechapel, East London, United Kingdom
| | - Georgios Kallikas
- Department of Medicine, London School of Medicine and Dentistry, Queen Mary University of London Barts, Whitechapel, East London, United Kingdom
| | - Melihah Hassan
- Department of Medicine, London School of Medicine and Dentistry, Queen Mary University of London Barts, Whitechapel, East London, United Kingdom
| | - Indu Kiran Dev
- Department of Medicine, London School of Medicine and Dentistry, Queen Mary University of London Barts, Whitechapel, East London, United Kingdom
| | - Soutrik Basu
- Department of Medicine, London School of Medicine and Dentistry, Queen Mary University of London Barts, Whitechapel, East London, United Kingdom
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Ortega-Sierra MG, Prado-Grajales V, Martinez-Imbett R, Unás-Perea K, Lozada Martinez ID. Research career in neurosurgery: a challenge for future neurosurgeons. J Neurosurg Sci 2021; 66:72. [PMID: 34342201 DOI: 10.23736/s0390-5616.21.05426-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | | | | | - Karina Unás-Perea
- School of Medicine, Unidad Central del Valle del Cauca, Tuluá, Colombia
| | - Ivan D Lozada Martinez
- Colombian Clinical Research Group in Neurocritical Care, University of Cartagena, Cartagena, Colombia -
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Agrawal AK, Das S. Beware of Predatory Conferences: A Pandemic through Another Pandemic. Indian J Psychol Med 2021; 43:365-366. [PMID: 34385735 PMCID: PMC8327878 DOI: 10.1177/02537176211023280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Affiliation(s)
- Adesh Kumar Agrawal
- Dept. of Psychiatry, National Institute of Mental Health and Neurosciences, Bengaluru, Karnataka, India
| | - Soumitra Das
- Melbourne health, North Western Mental Health, Parkville, VIC, Australia
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27
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Begagic E, Duzic N, Memic Z, Arandelovic N, Celebic A, Beculic H. Usage of students' potential in biomedical and health care research in Bosnia and Herzegovina. Medeni Med J 2021; 36:44-51. [PMID: 33828889 PMCID: PMC8020184 DOI: 10.5222/mmj.2021.47715] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2020] [Accepted: 01/26/2021] [Indexed: 11/22/2022] Open
Abstract
Objective To provide relevant insight into the current degree of usage of the research potential of students of biomedical sciences in Bosnia and Herzegovina. Method The chosen data collection method was online surveying via Google search engine. The target group were students of biomedical sciences in Bosnia and Herzegovina. The surveying was conducted in July 2019, and responses were subjected to descriptive statistics. Results Although the majority of participants claimed that they were familiar with the seminar and scientific papers writing methodology and that the related course is available in their faculty’s curriculum, the quality of such courses may be questioned as the majority of study participants self-reported that they do not possess or did not posses necessary knowledge for writing and publishing a scientific paper. Also, the majority of respondents reported that they have never participated in any scientific research, which questions the involvement of students in scientific research in our country as well. More than half of respondents were actively reading scientific papers, but a third of them did not have that habit. Two-thirds of students reported that they have never attended any scientific event where they could learn more about the scientific research methods. Inadequate awareness of the importance of research, lack of students’ interest in making a research, and lack of knowledge were characterized as main obstacles in conducting scientific research according to survey responses. Conclusion Information obtained through research indicate that the student potential in scientific research in Bosnia and Herzegovina has not been used in its maximal capacity, requiring several steps to be taken towards its improvement.
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Affiliation(s)
- Emir Begagic
- University of Zenica, Medical Faculty, Zenica, Bosnia and Herzegovina
| | - Nermin Duzic
- Inernational Burch University, Department of Genetics and Bioengineering, Sarajevo, Bosnia and Herzegovina
| | - Zlatan Memic
- University of Zenica, Medical Faculty, Zenica, Bosnia and Herzegovina
| | | | - Anida Celebic
- University of Zenica, Medical Faculty, Zenica, Bosnia and Herzegovina
| | - Hakija Beculic
- Cantonal Hospital Zenica, Department of Neurosurgery, Zenica, Bosnia and Herzegovina
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Scientific Production in Dentistry: The National Panorama through a Bibliometric Study of Italian Academies. BIOMED RESEARCH INTERNATIONAL 2020; 2020:3468303. [PMID: 32832546 PMCID: PMC7429018 DOI: 10.1155/2020/3468303] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Revised: 07/10/2020] [Accepted: 07/22/2020] [Indexed: 02/07/2023]
Abstract
Background The academic scientific research in the field of dentistry has rapidly increased in the last 20 years under the pressure of the multidisciplinary technological advancements and the growing demand for new predictable and cost-effective techniques and materials. The aim of the present investigation was to analyze the academic scientific production conducted by Italian Academies and Dental Schools. Methods The list of MED/28 academic researchers, associate and full professors, and academic affiliations was collected from the national database of CINECA to evaluate the scientific output of the Italian Universities. The complete list of scientific contributions and the bibliometric parameters were recorded in the Scopus database. Results The scientific production of 37 Italian Universities, 416 researchers, and 23689 papers was evaluated. The measurement of total academic papers, citations, h-index, and relative citation ratio (RCR) was calculated. The study data showed an increase of the academic scientific production over the last 5 years. Conclusions The results presented show how scientific research is increasingly pursued by dental clinicians.
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STAR-EM: An innovative summer research program for medical students. CAN J EMERG MED 2020; 22:519-522. [DOI: 10.1017/cem.2020.366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
ABSTRACTWe describe a novel 10-week summer research program aimed at developing academic emergency medicine (EM) interest among medical students. A cohort of students was recruited to participate in the Summer Training and Research in Emergency Medicine (STAR-EM) program with the primary goal of completing and disseminating a scholarly project. Curriculum development and program evaluation were informed by Kern's model and Kirkpatrick's hierarchy, respectively. Students and faculty demonstrated interest in academic EM and research productivity during the curriculum. This program provides a model for other emergency departments seeking to foster the development of academic EM at their institution.
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