1
|
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.
Collapse
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
| |
Collapse
|
2
|
Bakhshi SK, Afzal N, Merchant AAH, Abdul Rahim K, Shaikh NQ, Noorali AA, Lakhdir MPA, Tariq M, Haider AH. Undergraduate Medical Education Curriculum Reforms in Pakistan: A Mixed Methods Study of Academic Leadership Perspectives. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:794-800. [PMID: 38442198 DOI: 10.1097/acm.0000000000005683] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/07/2024]
Abstract
PURPOSE Periodic revision of undergraduate medical education (UGME) curricula is an essential part of evidence-based educational practices. Pakistan's national UGME curriculum, last updated in 2005, was reviewed, and recommended updates were made in 2022. The authors explore academic medical school leaders' perspectives about the proposed reforms, gaps within the existing curriculum, and how to ensure the reform implementation is effective, collaborative, and feedback-driven. METHOD Using a mixed methods approach, data were collected from April to July 2022. Academic leadership (principals, who could designate vice principals or medical educators) at all medical schools across Pakistan (n = 117) were invited. Agreement with each of 20 proposed reforms was measured via a survey employing a Likert scale. A semistructured interview guide expanded on the survey questions with probes. RESULTS Eighty-eight survey responses, from private (59; 67.0%) and public (29; 33.0%) institutions, were obtained (75.2% response rate). Participants recommended most of the proposed reforms. The 3 reforms that received the highest agreement were teaching professionalism as an integral part of the curriculum (83; 94.3%), mandating bedside procedural skills training (80; 90.9%), and including patient safety in the UGME curriculum (79; 89.8%). Including multidisciplinary tumor boards and surgical oncology had the lowest agreement (26; 29.5%). Fifteen interviews were conducted, which revealed 3 major themes: perceptions about changes to the curricular content, limitation of human and financial resources as barriers to reform implementation, and recommendations for effective implementation of an updated curriculum. CONCLUSIONS The findings reflect an overall positive attitude of academic medical school leadership toward the 20 proposed UGME curriculum reforms, which could aid with on-the-ground implementation. However, major limitations, such as a lack of trained faculty and financial resources, must be addressed. The authors propose future research on the resources required for implementing UGME reforms and the reforms' impact after national implementation.
Collapse
|
3
|
Serban C, Dixon J, Adam M, Par M, Ligusovà I, Field J. The views of European students on the inclusion of research in undergraduate Oral Health Professional curricula. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:86-93. [PMID: 37149896 DOI: 10.1111/eje.12917] [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: 11/11/2022] [Revised: 03/07/2023] [Accepted: 04/16/2023] [Indexed: 05/09/2023]
Abstract
INTRODUCTION The education of Oral Health Professionals (OHPs) is variable across Europe and consequently, there is concern that research skills are not consistently or optimally integrated into European OHP curricula. The aim of this study is to investigate the perspectives of European OHP students regarding the inclusion of research in the undergraduate curriculum. MATERIALS AND METHODS A 21-question online survey was administered to dental, dental hygiene, and dental hygiene and therapy students across Europe. Informed consent was obtained from participants and all responses remained confidential. Quantitative and qualitative methods were used to analyse the data. RESULTS A total of 825 student responses to the survey from 33 European countries were eligible for inclusion. The results demonstrated that OHP students recognise the importance of research in the dental field and value the inclusion of research in the curriculum. Although students indicated that they are interested to learn more about research, the survey results also showed that students had neutral opinions towards the existing curriculum providing enough training about research. CONCLUSION European OHP students agree on the need for an open and explicit research curriculum in OHP education. The development of a research domain within an open curriculum framework would help to harmonise the teaching and assessment of OHP research skills across Europe and ultimately improve graduating OHP's research skills.
Collapse
Affiliation(s)
- Christa Serban
- European Dental Students' Association (EDSA), Amsterdam, The Netherlands
- Victor Babeș University of Medicine and Pharmacy, Timisoara, Romania
| | | | - Marta Adam
- European Dental Students' Association (EDSA), Amsterdam, The Netherlands
- University of Zagreb, Zagreb, Croatia
| | - Matej Par
- University of Zagreb, Zagreb, Croatia
| | - Ivana Ligusovà
- European Dental Students' Association (EDSA), Amsterdam, The Netherlands
- Pavol Jozef Šafárik University, Košice, Slovakia
| | | |
Collapse
|
4
|
Miao X, Chen X, Li J, Wu Z, Guo L, Luo S, Luo T, Yang X. Enhancing undergraduate research talents: the role of tutors in dental basic research education. Front Med (Lausanne) 2024; 10:1323183. [PMID: 38259834 PMCID: PMC10800851 DOI: 10.3389/fmed.2023.1323183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2023] [Accepted: 12/21/2023] [Indexed: 01/24/2024] Open
Abstract
Purpose This study endeavors to investigate ways to optimize the role of teachers in undergraduate dental basic research education (UDBRE) with the aim of nurturing the research potential of undergraduate students. Methods We conducted a cross-sectional study among medical undergraduates enrolled at the School of Stomatology, Guangzhou Medical University. Descriptive statistics were employed to comprehensively analyze UDBRE's fundamental aspects. Kendall rank correlation analysis was performed to evaluate the relationship between the quality of feedback provided by tutors to undergraduates and the students' scientific research abilities. Additionally, multivariate logistic regression analysis was employed to uncover the factors influencing the effectiveness of UDBRE. Results A total of 168 medical students were surveyed with a valid response rate of 93.85%. The effectiveness of UDBRE was demonstrated by undergraduates' self-rated research abilities, active participation in scientific research projects, and a certain amount of academic outputs. Significant and positive correlations (𝓣b> 0.5, p < 0.001) were identified between the tutor-undergraduate feedback quality and students' self-rated scores for scientific research abilities. These abilities included developing scientific questions, designing research projects, retrieving and reading literature, academic writing, experiment operation, and analyzing and evaluating experimental results. Positive effects on students' academic performance (p < 0.05) were observed when higher-quality feedback, an authoritative tutoring style and tutors with middle-career experience were present. Conclusion This study underscores the pivotal role of UDBRE in fostering the scientific research aptitude of medical undergraduates. It emphasizes the constructive influence of tutor-undergraduate feedback, authoritative teaching styles, providing valuable insights for establishing an effective mentorship framework.
Collapse
Affiliation(s)
- Xiaoyu Miao
- School of Stomatology, Guangzhou Medical University, Guangzhou, China
| | - Xuanyu Chen
- School of Stomatology, Guangzhou Medical University, Guangzhou, China
| | - Jiayi Li
- School of Stomatology, Guangzhou Medical University, Guangzhou, China
| | - Zhe Wu
- Department of Prosthodontics, Guangzhou Key Laboratory of Basic and Applied Research of Oral Regenerative Medicine, Guangdong Engineering Research Center of Oral Restoration and Reconstruction, Affiliated Stomatology Hospital of Guangzhou Medical University, Guangzhou, China
| | - Lvhua Guo
- Department of Prosthodontics, Guangzhou Key Laboratory of Basic and Applied Research of Oral Regenerative Medicine, Guangdong Engineering Research Center of Oral Restoration and Reconstruction, Affiliated Stomatology Hospital of Guangzhou Medical University, Guangzhou, China
| | - Siqi Luo
- Department of Prosthodontics, Guangzhou Key Laboratory of Basic and Applied Research of Oral Regenerative Medicine, Guangdong Engineering Research Center of Oral Restoration and Reconstruction, Affiliated Stomatology Hospital of Guangzhou Medical University, Guangzhou, China
| | - Tao Luo
- Department of Prosthodontics, Guangzhou Key Laboratory of Basic and Applied Research of Oral Regenerative Medicine, Guangdong Engineering Research Center of Oral Restoration and Reconstruction, Affiliated Stomatology Hospital of Guangzhou Medical University, Guangzhou, China
| | - Xuesong Yang
- Clinical Research Center, Clifford Hospital, Guangzhou, China
- Division of Histology and Embryology, Medical College, Jinan University, Guangzhou, China
| |
Collapse
|
5
|
Qamar W. Understanding challenges to medical and dental student research practices. An insight from a cross-sectional study of the public sector in Pakistan. PLoS One 2023; 18:e0295567. [PMID: 38096225 PMCID: PMC10721035 DOI: 10.1371/journal.pone.0295567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2023] [Accepted: 11/22/2023] [Indexed: 12/17/2023] Open
Abstract
OBJECTIVE The objective of the study is to identify and comprehend the challenges experienced by the undergraduate medical and dental students in enrolled in public sector in Pakistan while conducting research. METHODOLOGY A cross-sectional study was carried out from April to June of 2023 among undergraduate students at public sector medical and dental schools in Khyber Pakhtunkhwa, Pakistan. A customized questionnaire was developed to gather information on the challenges faced by students when undertaking research. The survey was circulated online using Google Forms, and participation was entirely optional. Descriptive statistics were used to analyse the responses. RESULTS Participants in the study were 58 male and 139 female students who were enrolled in the Bachelor of Medicine & Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) programs. The analysis found that 47% of students cited a lack of knowledge and research skills as a major barrier, while 40% cited time restrictions as a major issue. Mentorship and training issues were cited as major barriers by 51% of students, while a lack of institutional support was cited as a significant issue by 53% of students. Language issues made it difficult to produce research papers for 14% of students, while finding research opportunities was challenging for 38% of students. CONCLUSION According to the research, undergraduate medical and dentistry students in the public sector encountered a number of challenges when conducting research. It was suggested that these issues be resolved by include research projects in the curriculum, providing specific interventions for enhancing research skills, establishing mentorship programs, and allocating funds for research activities.
Collapse
Affiliation(s)
- Wajiha Qamar
- Department of Oral Biology, Bacha Khan College of Dentistry Mardan, Mardan, Pakistan
| |
Collapse
|
6
|
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.
Collapse
|
7
|
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
| |
Collapse
|