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Siddiqui NH, Mishra R, Tiwari HC, Khan IA. Factors Influencing Interest and Engagement in Biomedical Research Among Community Medicine Residents in India: A Descriptive Cross-Sectional Study. Cureus 2024; 16:e64831. [PMID: 39156345 PMCID: PMC11330190 DOI: 10.7759/cureus.64831] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/18/2024] [Indexed: 08/20/2024] Open
Abstract
Introduction Medical science must be based on sound and scientific evidence and requires continuous research. Engaging in research allows students and faculty to explore new frontiers, question existing paradigms, and discover innovative solutions to medical challenges. As a specialty, community medicine plays a pivotal role in addressing public health issues. However, the engagement of community medicine residents in biomedical research remains suboptimal, which may impede the generation of evidence-based practices tailored to the Indian context. This study was conducted to find the interest and engagement of community medicine residents, and factors influencing their interest in biomedical research. Methods An online survey was conducted among community medicine residents of Uttar Pradesh, from February to April 2024, using Google Forms having a semi-structured, pretested questionnaire. Results One hundred and ninety-six residents participated in the study, where females (52.6%; 103/196) outnumbered males (47.4%; 93/196). The majority of participants were third-year residents (40.8%). Most participants seemed interested in biomedical research (83.2%) and thought that Basic Course in Biomedical Research (BCBR) helps conduct research projects (75%). Around half had previous experience in research projects, with cross-sectional studies being the most common (75.9%) study design. Enhancing research skills and a desire to contribute to medical knowledge emerged as primary motivators. On the other hand, the lack of time due to being overburdened with academic and educational activities was seen as the most common barrier to conducting research. Conclusions The majority of participants were found interested in research activities. The opportunity to improve research skills, desire to serve the medical fraternity, and a positive impact on resumes were the leading motivating factors for conducting research. Difficulty in sparing time, little knowledge, and poor support from mentors were found as important barriers.
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Affiliation(s)
| | - Richa Mishra
- Community Medicine, Mahamaya Rajkiya Allopathic Medical College, Ambedkarnagar, IND
| | - Harish C Tiwari
- Community Medicine, Baba Raghav Das Medical College, Gorakhpur, IND
| | - Imran Ahmed Khan
- Community Medicine, Baba Raghav Das Medical College, Gorakhpur, IND
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Björklund M, Massoumi R, Ohlsson B. From master's thesis to research publication: a mixed-methods study of medical student publishing and experiences with the publishing process. BMC MEDICAL EDUCATION 2024; 24:75. [PMID: 38245755 PMCID: PMC10800057 DOI: 10.1186/s12909-024-05060-7] [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: 09/26/2023] [Accepted: 01/15/2024] [Indexed: 01/22/2024]
Abstract
BACKGROUND Medical student master's theses are often carried out as research projects, and some are published as research papers in journals. We investigated the percentage of master's theses conducted by 5th -year students at the Medical Degree Program at Lund University, Sweden, that subsequently served as the basis for research publications. In addition, we explored both student and supervisor experiences with the publishing process. METHODS A cohort of four semesters of student data covering the period from 2019 to 2020 (n = 446) was searched in PubMed, Embase and the Web of Science to assess whether they had been published as research papers. Surveys were sent to students (n = 121) and supervisors (n = 77) to explore their experiences with the publishing process. RESULTS We found that 33% (149 of 446) of the students in the 2019-2020 cohort subsequently published their theses, and 50% of these students were listed as first authors. Most students published original research. Students (n = 21) and supervisors (n = 44) reported that the publishing process was time-consuming and that students needed multilevel support from supervisors to achieve successful publication. The publishing process was reported by 79% of the students to have led to additional learning. Most of the papers (126 of 149, 85%) had a clinical or patient-oriented focus. CONCLUSION A high percentage of the student publications in which students are listed as first authors require engagement from both students and supervisors. Supervisors play an essential role in supporting students in a successful publication process. Most of the published papers were either clinical or patient-oriented research.
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Affiliation(s)
- Maria Björklund
- Library & ICT, Faculty of Medicine, Lund University, Lund, Sweden.
| | - Ramin Massoumi
- Translational Cancer Research, Department of Laboratory Medicine, Lund University, Medicon Village, Lund, Sweden
| | - Bodil Ohlsson
- Department of Clinical Sciences, Lund University, Malmö, Lund, Sweden
- Department of Internal Medicine, Skåne University Hospital, Malmö, Sweden
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Al-Subai RR, Kaleem MZ, Hassanien D, Eldestawy M, Hamwi MN, Elsayed E, Al-Kawari AS, H Farooqi H, Daher-Nashif S. Perceptions and Experiences of Pursuing Research Among Medical Students in Problem-Based Learning Curriculum: A Cross-Sectional Study from Qatar. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205241227327. [PMID: 38268725 PMCID: PMC10807392 DOI: 10.1177/23821205241227327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 01/04/2024] [Indexed: 01/26/2024]
Abstract
OBJECTIVES Early introduction to research prepares medical students for the practice of evidence-based medicine. Few studies have examined the experiences of research among medical students in the Arab region. This study assesses medical students' experiences in pursuing research at the national College of Medicine (CMED) in the state of Qatar. METHODS This cross-sectional study was conducted using an online questionnaire distributed through Google Forms. The inclusion criteria called for students over 18 years old enrolled in the college in Years 2 to 6 (pre-clinical and clinical phases) during the spring semester of 2022. The questionnaire included 5 sections with multiple-choice questions and 5-point Likert-scale questions. The questionnaire was validated using esperts review and by piloting it on 10% of the eligible students. STATA 17.0 was used to perform the statistical analysis, which involved a logistic regression and Mann-Whitney U test. RESULTS The study had 179 student participants (over half of the eligible group). Half were in the preclinical phase, and half were in the clinical phase. Approximately half had published at least 1 paper. For voluntary research, the main motivators were passion and positive past experiences, while the main demoralizer was inadequate time. For mandatory medical-student research, supervisor help was the main facilitator, and an academic load leaving insufficient time for research was the main barrier. The factors positively influencing voluntary research participation were being older, being male, studying in a more advanced program phase, and having a lower score for negative attitudes toward research. The main limitation of the study was the inclusion of only 1 medical school with 1 type of curriculum. CONCLUSIONS Our findings suggest that better research experience can be ensured by providing space, time, and proper academic and moral support to students. The authors believe that doing so will indirectly positively affect the future translation of skills in evidence-based medicine into clinical practice.
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Affiliation(s)
- Reem R Al-Subai
- College of Medicine- QU Health-Qatar University, Doha, Qatar
| | | | - Doaa Hassanien
- College of Medicine- QU Health-Qatar University, Doha, Qatar
| | - Meral Eldestawy
- College of Medicine- QU Health-Qatar University, Doha, Qatar
| | - Mahmoud N Hamwi
- College of Medicine- QU Health-Qatar University, Doha, Qatar
| | - Engy Elsayed
- College of Medicine- QU Health-Qatar University, Doha, Qatar
| | | | - Habib H Farooqi
- College of Medicine- QU Health-Qatar University, Doha, Qatar
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Sun L, Liu D, Lian J, Yang M. Application of flipped classroom combined with virtual simulation platform in clinical biochemistry practical course. BMC MEDICAL EDUCATION 2023; 23:771. [PMID: 37845661 PMCID: PMC10577961 DOI: 10.1186/s12909-023-04735-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Accepted: 09/28/2023] [Indexed: 10/18/2023]
Abstract
BACKGROUND The study explores an innovative teaching mode that integrates Icourse, DingTalk, and online experimental simulation platforms to provide online theoretical and experimental resources for clinical biochemistry practical courses. These platforms, combined with flipped classroom teaching, aim to increase student engagement and benefit in practical courses, ultimately improving the effectiveness of clinical biochemistry practical teaching. METHODS In a prospective cohort study, we examined the impact of integrating the Icourse and DingTalk platforms to provide theoretical knowledge resources and clinical cases to 48 medical laboratory science students from the 2019 and 2020 grades. Students were assigned to the experimental group using an overall sampling method, and had access to relevant videos through Icourse before and during class. Using a flipped classroom approach, students actively participated in the design, analysis, and discussion of the experimental technique. For the experimental operation part, students participated in virtual simulation experiments and actual experiments. Overall, the study aimed to evaluate students' theoretical and operational performance after completing the practical course. To collect feedback, we distributed a questionnaire to students in the experimental group. For comparison, we included 42 students from the grades of 2017 and 2018 who received traditional instruction and were evaluated using standard textbooks as the control group. RESULTS The experimental group scored significantly higher than the control group on both the theoretical and experimental operational tests (82.45 ± 3.76 vs. 76.36 ± 3.96, P = 0.0126; 92.03 ± 1.62 vs. 81.67 ± 4.19, P < 0.001). The survey revealed that the experimental group preferred the teaching mode that combined the flipped classroom with the virtual simulation platform. This mixed method effectively promoted understanding of basic knowledge (93.8%, 45/48), operative skills (89.6%, 43/48), learning interest (87.5%, 42/48), clinical thinking (85.4%, 41/48), self-learning ability (91.7%, 44/48), and overall satisfaction compared with traditional methods (P < 0.05). This study demonstrates that an innovative teaching approach significantly improves the quality of clinical biochemistry practical courses and promotes students' professional development and self-directed learning habits. CONCLUSION Incorporating virtual simulation with flipped classrooms into clinical biochemistry practical teaching is an efficient and well-received alternative to traditional methods.
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Affiliation(s)
- Liangbo Sun
- Department of Clinical Biochemistry, Army Medical University, No. 30, Gaotanyan Street, Shapingba District, Chongqing, 400038, Chongqing, China
| | - Dong Liu
- Department of Clinical Biochemistry, Army Medical University, No. 30, Gaotanyan Street, Shapingba District, Chongqing, 400038, Chongqing, China
| | - Jiqin Lian
- Department of Clinical Biochemistry, Army Medical University, No. 30, Gaotanyan Street, Shapingba District, Chongqing, 400038, Chongqing, China.
| | - Mingzhen Yang
- Department of Clinical Biochemistry, Army Medical University, No. 30, Gaotanyan Street, Shapingba District, Chongqing, 400038, Chongqing, China.
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Alshamrani KM, Alkenawi AA, Kaifi RE, Alhulil KA, Munshi WM, Alqurayqiri AF, Alshehri FA, Abdulmannan HI, Ghulam EM, Tasslaq SE, Aldhebaib AM. The barriers, motives, perceptions, and attitudes toward research among radiology practitioners and interns in Saudi Arabia: a cross-sectional study. Front Med (Lausanne) 2023; 10:1266285. [PMID: 37877018 PMCID: PMC10593452 DOI: 10.3389/fmed.2023.1266285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Accepted: 09/22/2023] [Indexed: 10/26/2023] Open
Abstract
Background Research and the use of evidence-based practices are imperative to the advancement of diagnostic imaging modalities. The aim of this study was to assess the perceptions and attitudes of radiology practitioners (i.e., Technicians, Technologists or Specialists, and Senior Specialists) and interns in King Abdulaziz Medical Cities (KAMCs), Kingdom of Saudi Arabia, toward research, and to explore the various barriers and obstacles that hinder their research efforts. Methods A cross-sectional descriptive investigation was carried out from December 2022 to March 2023 among 112-KAMCs' radiology practitioners and interns, using previously developed and validated questionnaire comprised of five distinct sections, each serving a specific purpose, and with a non-probability convenient sampling technique. Descriptive statistics were generated for participants' demographics, and chi-square and fisher's exact tests were used to examine the association between participants' demographics and their involvement in research. Results Among the 137 KAMCs' radiology practitioners and interns who were invited to participate, 112 responded and completed the questionnaire, resulting in an overall response rate of 81.75%. Radiology practitioners and interns from various medical imaging subspecialties were found to be involved in research to the extent of 83%, with nearly half (40.9%) of them have had publications, and 53.3% of these publications being either cross-sectional studies or retrospective clinical studies. A lack of time (66.1%), a lack of a professional supervisor support program (50.9%), and deficiency in research skills (45.5%) were common obstacles that may impede the participants' ability to conduct research. The most common motives for participants to conduct research were the desire to improve their resumes (69.6%), get accepted into postgraduate radiology programs (58%), and improve their research skills (52.7%). Conclusion KAMCs' radiology practitioners and interns have a positive attitude toward performing research. Despite the high percentage (83%) of those involved in research, the number of publications remains low. A crucial step to advancing the profession's evidence base is engaging radiology practitioners and interns in research and encouraging radiology practitioner-led research. The study findings can serve as a valuable basis for designing developmental programs aimed at overcoming research obstacles among healthcare professionals in Saudi Arabia.
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Affiliation(s)
- Khalid M. Alshamrani
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Ministry of the National Guard—Health Affairs, Jeddah, Saudi Arabia
| | - Abdulkader A. Alkenawi
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Ministry of the National Guard—Health Affairs, Jeddah, Saudi Arabia
| | - Reham E. Kaifi
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Ministry of the National Guard—Health Affairs, Jeddah, Saudi Arabia
| | - Khaled A. Alhulil
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Wael M. Munshi
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Abdulaziz F. Alqurayqiri
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Faisal A. Alshehri
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Hawazen I. Abdulmannan
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Ministry of the National Guard—Health Affairs, Jeddah, Saudi Arabia
- College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Enas M. Ghulam
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Ministry of the National Guard—Health Affairs, Jeddah, Saudi Arabia
- College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Sameer E. Tasslaq
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Ministry of the National Guard—Health Affairs, Jeddah, Saudi Arabia
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Al-Ahsa, Saudi Arabia
| | - Ali M. Aldhebaib
- King Abdullah International Medical Research Center, Jeddah, Saudi Arabia
- Ministry of the National Guard—Health Affairs, Jeddah, Saudi Arabia
- College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
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Kaur R, Hakim J, Jeremy R, Coorey G, Kalman E, Jenkin R, Bowen DG, Hart J. Students' perceived research skills development and satisfaction after completion of a mandatory research project: results from five cohorts of the Sydney medical program. BMC MEDICAL EDUCATION 2023; 23:502. [PMID: 37438817 DOI: 10.1186/s12909-023-04475-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Accepted: 06/24/2023] [Indexed: 07/14/2023]
Abstract
BACKGROUND Research activities undertaken during University studies contribute to preparation of medical students for practice of evidence-based medicine. This study aimed to understand medical students' experiences, perceived research skills development and satisfaction associated with completion of mandatory research projects. METHODS An online survey was sent to five cohorts of students (n = 1375) from years 2017-2021 at the completion of their research projects. Univariate analysis was conducted to understand students' perception of research skills development, followed by linear regression modeling to explore factors influencing satisfaction with their research project. Manifest content analysis employing a framework approach was used to analyse qualitative data from responses to open ended questions. RESULTS Response rate was 42%, with 513 (89%) returned surveys being complete and included in analysis. Whilst 37% of students felt they had requisite research skills before undertaking the research project, 84% reported they had these skills after completing the project (χ2 = 8.99, P = 0.02). Mean satisfaction score of the students was 5.0/10 (+/- 2.5, median = 6 (IQR = 3.0-7.0) with 59% of students reporting satisfaction scores higher than the average. Higher satisfaction scores were reported by those who perceived that: research methods and teaching was useful in preparing them for conducting research; the research project helped them acquire new skills; the project resulted in peer-reviewed publication; and, who felt supported by their supervisors. Responses to open ended questions offered important insights into student experience and emphasised the importance of supportive supervisors and the need for a dedicated research block in the busy medical program. CONCLUSIONS The majority of students reported positive outcomes from the mandatory research project. Student satisfaction can be improved by ensuring supportive research environments and high-quality supervision, and inclusion of dedicated research time in the medical curriculum.
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Affiliation(s)
- Rajneesh Kaur
- School of Medicine, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia.
| | - Jonathan Hakim
- School of Medicine, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
| | - Richmond Jeremy
- School of Medicine, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
| | - Genevieve Coorey
- School of Health Sciences, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
| | - Eszter Kalman
- Office of the Deputy Vice Chancellor (Education), Educational Innovation Team, DVC(E) Portfolio, University of Sydney, Sydney, 2006, Australia
| | - Rebekah Jenkin
- School of Medical Sciences, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
| | - David G Bowen
- School of Medicine, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
| | - Joanne Hart
- School of Medicine, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
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Mremi A, Pancras G, Mrema D, Morris B, Mwakyandile T, Msanga DR, Mundamshimu JS, Nicholaus B, Massawe HH, Matiko M, Amour M, Malindisa E. Mentorship of young researchers in resource-limited settings: experiences of the mentees from selected health sciences Universities in Tanzania. BMC MEDICAL EDUCATION 2023; 23:375. [PMID: 37226151 DOI: 10.1186/s12909-023-04369-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Accepted: 05/17/2023] [Indexed: 05/26/2023]
Abstract
INTRODUCTION Mentorship is an essential component of research capacity building for young researchers in the health sciences. The mentorship environment in resource-limited settings is gradually improving. This article describes mentees' experiences in a mentorship program for junior academicians amid the COVID-19 pandemic in Tanzania. METHODS This is a survey study that examined the experiences of mentees who participated in a mentorship program developed as part of the Transforming Health Education in Tanzania (THET) project. The THET project was funded by the US National Institutes of Health (NIH) under a consortium of three partnering academic institutions in Tanzania and two collaborating US-based institutions. Senior faculty members of respective academic institutions were designated as mentors of junior faculty. Quarterly reports submitted by mentees for the first four years of the mentorship program from 2018 to 2022 were used as data sources. RESULTS The mentorship program included a total of 12 mentees equally selected from each of the three health training institutions in Tanzania. The majority (7/12) of the mentees in the program were males. All mentees had a master's degree, and the majorities (8/12) were members of Schools/Faculties of Medicine. Most mentors (9/10) were from Tanzania's three partnering health training institutions. All mentors had an academic rank of senior lecturer or professor. Despite the onset of the COVID-19 pandemic, the regular weekly meetings between mentors and mentees were not affected. By the fourth year of the mentorship program, more than three-quarters of mentees had published research related to the mentorship program in a peer-reviewed journal, over half had enrolled in Ph.D. studies, and half had applied for and won competitive grant awards. Almost all mentees reported being satisfied with the mentorship program and their achievements. CONCLUSION The mentorship program enhanced the skills and experiences of the mentees as evidenced by the quality of their research outputs and their dissemination of research findings. The mentorship program encouraged mentees to further their education and enhanced other skills such as grant writing. These results support the initiation of similar mentorship programs in other institutions to expand their capacity in biomedical, social, and clinical research, especially in resource-limited settings, such as Sub-Saharan Africa.
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Affiliation(s)
- Alex Mremi
- Faculty of Medicine, Kilimanjaro Christian Medical University College, P.O. Box 2240, Moshi, Tanzania
| | - Godwin Pancras
- School of Public Health and Social Sciences, the Muhimbili University of Health and Allied Sciences, P.O. Box 65001, Dar-es-salaam, Tanzania
| | - Dorah Mrema
- Faculty of Nursing, Kilimanjaro Christian Medical University College, P.O. Box 2240, Moshi, Tanzania
| | - Baraka Morris
- School of Nursing, Muhimbili University of Health and Allied Sciences, P.O. Box 65001, Dar es salaam, Tanzania
| | - Tosi Mwakyandile
- School of Biomedical Sciences, Campus College of Medicine, Muhimbili University of Health and Allied Sciences, P.O. Box 65001, Dar es Salaam, Tanzania
| | - Delfina R Msanga
- School of Medicine, the Catholic University of Health and Allied Sciences, P.O. Box 1464, Mwanza, Tanzania
| | - James S Mundamshimu
- Archbishop Anthony Mayala School of Nursing, the Catholic University of Health and Allied Sciences, P.O. Box 1464, Mwanza, Tanzania
| | - Bartholomeo Nicholaus
- Faculty of Medicine, Kilimanjaro Christian Medical University College, P.O. Box 2240, Moshi, Tanzania
| | - Honest H Massawe
- Faculty of Medicine, Kilimanjaro Christian Medical University College, P.O. Box 2240, Moshi, Tanzania
| | - Mwita Matiko
- School of Medicine, the Catholic University of Health and Allied Sciences, P.O. Box 1464, Mwanza, Tanzania
| | - Maryam Amour
- School of Public Health and Social Sciences, the Muhimbili University of Health and Allied Sciences, P.O. Box 65001, Dar-es-salaam, Tanzania
| | - Evangelista Malindisa
- School of Medicine, the Catholic University of Health and Allied Sciences, P.O. Box 1464, Mwanza, Tanzania.
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Lee HJ, Kang YJ, Lee SH, Lin Y, Kim DH, Ihm J. Relationship matters: a qualitative study of medical students' experiences in a learner-driven research program in South Korea. BMC MEDICAL EDUCATION 2023; 23:337. [PMID: 37194093 DOI: 10.1186/s12909-023-04337-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Accepted: 05/09/2023] [Indexed: 05/18/2023]
Abstract
BACKGROUND Although research experience is important for medical students, it is difficult to develop research skills only through a formal curriculum. To develop research programs that address the authentic needs of students and align with the entirety of the medical school curriculum, a learner-centered approach may be more effective than an instructor-centered approach. This study investigates medical student perspectives on factors that help them develop research competency. METHODS Hanyang University College of Medicine in South Korea operates the Medical Scientist Training Program (MSTP) as a supplement to its formal curriculum. Semi-structured interviews were held with 18 students (20 cases) in the program, and qualitative content analysis was performed using the software tool MAXQDA20. RESULTS The findings are discussed in relation to three domains: learner engagement, instructional design, and program development. The students were more engaged when they perceived the program as a new experience, had prior research experience, wanted to make a good impression, and felt a sense of contribution. In terms of instructional design, they positively participated in research when their supervisors respected them, set clear tasks, provided constructive feedback, and invited them into the research community. In particular, the students highly valued relationships with their professors, and these relationships served not only as a main motivating factor in their research participation but also affected their college lives and careers. CONCLUSIONS The longitudinal relationship between students and professors has newly emerged in the Korean context as a factor that strengthens student engagement in research and the complementary relationship between formal curriculum and MSTP was highlighted to encourage student engagement in research.
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Affiliation(s)
- Hyo Jeong Lee
- Department of Medical Education, College of Medicine, Hanyang University, 222 Wangsimni-Ro, Seongdong-Gu, Seoul, 04763, Republic of Korea
| | - Ye Ji Kang
- Department of Medical Education, College of Medicine, Hanyang University, 222 Wangsimni-Ro, Seongdong-Gu, Seoul, 04763, Republic of Korea
| | - Seung-Hee Lee
- Department of Medical Education, College of Medicine, Seoul National University, Seoul, Korea
| | - Yanyan Lin
- Department of Medical Education, College of Medicine, Hanyang University, 222 Wangsimni-Ro, Seongdong-Gu, Seoul, 04763, Republic of Korea
| | - Do-Hwan Kim
- Department of Medical Education, College of Medicine, Hanyang University, 222 Wangsimni-Ro, Seongdong-Gu, Seoul, 04763, Republic of Korea.
| | - Jungjoon Ihm
- Dental Research Institute, School of Dentistry, Seoul National University, 1, Gwanak-Ro, Gwanak-Gu, Seoul, 08826, Republic of Korea.
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Alhabib RK, Alhusseini N, Aboalsamh AG, Adi G, Ismail A, Hajja A, Alammari D, Khalil Z, Alharbi MA, Albahiti SK. Motivators and barriers to research participation among medical students in Saudi Arabia. PLoS One 2023; 18:e0284990. [PMID: 37104288 PMCID: PMC10138799 DOI: 10.1371/journal.pone.0284990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2023] [Accepted: 04/11/2023] [Indexed: 04/28/2023] Open
Abstract
Little is known about the obstacles medical students face when conducting research in Saudi Arabia. Moreover, the proportion of medical students in research has been unknown in our region compared to other regions. We sought to identify the barriers and motivators that influence undergraduate medical students in pursuing research. This was a cross-sectional study design, utilizing an online survey distributed through social media platforms from the 17th of December 2021 to the 8th of April 2022. The survey was distributed to four universities in Saudi Arabia. Participants' characteristics, details regarding involvement in research, and attitude towards research were collected. Frequency measures were used to characterize the demographics and chi-squared tests to determine associations. A total of 435 students were included in the final analysis. The highest proportion of students that responded were second year, followed by first year medical students. Less than half (47.6%) of medical students were involved in research. A significant correlation was revealed between the involvement in research and higher participants' Grade Point Average (GPA). The top three incentives for pursuing undergraduate research were "admission into residency programs" (44.8%), "interest in research" (28.7%), and "financial return" (10.8%). However, the top three limitations were "lack of time" (29.2%), "lack of mentoring" (16.8%), and "lack of interest in research" (14.7%). System-related barriers and motivators were the main reasons behind the involvement of medical students in research. Our study is a call for action to raise awareness among medical students about the importance of research and to provide solutions to overcome these barriers.
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Affiliation(s)
| | - Noara Alhusseini
- Department of Biostatistics, Epidemiology and Public Health, College of medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Anas G. Aboalsamh
- College of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Ghaith Adi
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Aya Ismail
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Amro Hajja
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Duaa Alammari
- King Abdullah International Medical Research Center, College of Medicine, King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia
| | - Ziad Khalil
- King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia
| | - Maha A. Alharbi
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Sarah K. Albahiti
- Radiology Department, College of Medicine, Kind Abdulaziz University, Riyadh, Saudi Arabia
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Cuschieri A, Cuschieri S. Analysing the Impact of an Elective Research Experience on Medical Students' Research Perceptions. MEDICAL SCIENCE EDUCATOR 2023; 33:157-164. [PMID: 36688012 PMCID: PMC9845813 DOI: 10.1007/s40670-023-01727-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/09/2023] [Indexed: 06/02/2023]
Abstract
INTRODUCTION Physicians are at the centre of bench-to-bedside research, yet the number of physicians engaging in research is declining. One solution to overcome this alarming trend is exposing medical students to research. This study aims to assess the impact of engaging medical students in research, and the feasibility of conducting research solely using online communication. METHODS A pilot elective research opportunity was offered to medical students enrolled to the University of Malta Doctor of Medicine and Surgery course by a resident academic (summer 2021) of the same institute to assess the epidemiology of COVID-19 in Europe. An anonymous survey was distributed to seventy medical students recruited to participate in this elective research project. The data collected was analysed and interpreted. RESULTS A response rate of 88.73% was achieved. "Career progression" and "lack of time" were the most reported motivating and hindering factors towards conducting research, respectively, before engaging in a research experience. Research experience helped overcome reported barriers (p < 0.01), while also challenging students' perceptions towards research. An increase in positive perceptions towards research was observed after conducting research. An overwhelming majority (90.47%) of participants reported that mentorship played an influential role in their overall experience, and 95.24% commented that they would like research opportunities to be made available by their faculty. DISCUSSION AND CONCLUSION Giving students the opportunity to conduct research demonstrated how research experience improves students' soft skills and the understanding of research. This study also portrayed how remote research opportunities are effective in engaging students and increased the number of students who would consider a career in research. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-023-01727-w.
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Affiliation(s)
- Andrea Cuschieri
- Department of Anatomy, Faculty of Medicine and Surgery, University of Malta, Imsida, MSD2080 Malta
| | - Sarah Cuschieri
- Department of Anatomy, Faculty of Medicine and Surgery, University of Malta, Imsida, MSD2080 Malta
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Chen H, Teng T, Chen H, Liu X, Liu Z, Li X, Jie W, Wu X, Cao L, Hongyan W, Zhu D, Zhou X. Motivation, self-efficacy, perception, curiosity, and barriers toward medical research among undergraduates in China. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:18-28. [PMID: 36285877 DOI: 10.1002/bmb.21684] [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: 12/08/2021] [Revised: 09/25/2022] [Accepted: 10/05/2022] [Indexed: 06/16/2023]
Abstract
Medical research is important to scientific progress and medical education. Institutions worldwide have sought to increase student involvement in research such as clinician-scientists training programs, while little is known about how medical undergraduates perceive research. A cross-sectional study was conducted in Chongqing Medical University, Chongqing, China, with first-fourth year undergraduates. An online, anonymous, and self-rating 5-point Likert questionnaire was conducted to investigate medical undergraduates' demographic characteristics and assess motivation, self-efficacy, perception, curiosity, and barriers regarding medical research. Content validity was checked with experts and face validity was checked for clarity and understanding of the questionnaire. The Cronbach's alpha coefficient of the questions ranged from 0.813 to 0.879. A total of 3273 medical undergraduates were surveyed, and 86.62% (2835) participants (male 962, female 1873) were identified as effective. Males scored higher than females on self-efficacy (p < 0.001), perception (p = 0.017), and curiosity (p < 0.001), and lower on barriers (p < 0.001). The second year students are at the peak of their perception (p = 0.006) and lowest barrier scores (p = 0.003). Students with scientific research experience scored higher in motivation (p = 0.002), self-efficacy (p < 0.001), perception (p < 0.001), and curiosity (p < 0.001). Lack of proper mentoring opportunity (86.2%) and knowledge (84.5%) were the main barriers in conducting research. Even though they have a positive perspective, only a few undergraduates enrolled in research. Medical universities should encourage faculties to supervise and guide undergraduates' projects, and provide feasible solutions for students to learn scientific knowledge and skills. It is vital to build a research-oriented environment and academic atmosphere.
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Affiliation(s)
- Huiyu Chen
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
- Academy of Pediatrics, Chongqing Medical University, Chongqing, China
| | - Teng Teng
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
| | - Hongyu Chen
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
- The First Clinical Medical School, Chongqing Medical University, Chongqing, China
| | - Xiaoying Liu
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
- The First Clinical Medical School, Chongqing Medical University, Chongqing, China
| | - Zhaohong Liu
- Department of Student Affairs, The First Clinical Medical School, Chongqing Medical University, Chongqing, China
| | - Xuemei Li
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
| | - Wang Jie
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
| | - Xiang Wu
- Department of Student Affairs, The First Clinical Medical School, Chongqing Medical University, Chongqing, China
| | - Lu Cao
- Department of Student Affairs, The First Clinical Medical School, Chongqing Medical University, Chongqing, China
| | - Wu Hongyan
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
| | - Dan Zhu
- Dean's Office, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
| | - Xinyu Zhou
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
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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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D’Arrietta LM, Vangaveti VN, Crowe MJ, Malau-Aduli BS. Impact of Research Training on Newly Graduated Health Professionals’ Motivation to Undertake Research. J Multidiscip Healthc 2022; 15:2223-2240. [PMID: 36213177 PMCID: PMC9534292 DOI: 10.2147/jmdh.s377963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Accepted: 09/15/2022] [Indexed: 11/23/2022] Open
Affiliation(s)
- Louisa M D’Arrietta
- College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
- Library Services, Townsville University Hospital, Townsville Hospital and Health Service, Townsville, Queensland, Australia
- Correspondence: Louisa M D’Arrietta, College of Medicine and Dentistry, Division of Tropical Health and Medicine, James Cook University, Townsville, Queensland, 4811, Australia, Tel +61 7 4781 4060, Fax +61 7 4779 6371, Email
| | - Venkat N Vangaveti
- College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
- Townsville Institute of Health Research and Innovation, Townsville University Hospital, Townsville Hospital and Health Service, Townsville, Queensland, Australia
| | - Melissa J Crowe
- Division of Tropical Health and Medicine, James Cook University, Townsville, Queensland, Australia
| | - Bunmi S Malau-Aduli
- College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
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Herrera A, Johnson C, Anasi C, Cai CR, Raman S, Rossopoulos T, Cantu K, Strenth C, Day PG, Gimpel N. Assessing the Factors That Influence Medical Students' Attitudes Toward Working With Medically Underserved Populations. PRIMER (LEAWOOD, KAN.) 2022; 6:35. [PMID: 36132539 PMCID: PMC9484529 DOI: 10.22454/primer.2022.266345] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The needs of medically-underserved populations (MUPs) are consistently outpacing the number of physicians caring for them. Medical students' motivations toward working with MUPs consistently decline as they progress through medical school. Given the shortage of doctors caring for MUPs, the objective of our study was to further investigate factors that influence medical students' motivation to work with MUPs while they progress through their education. By identifying these elements, we hope to recommend identified factors within medical education that support the development of more physicians who care for MUPs. METHODS This cross-sectional study is an assessment of medical students at the University of Texas at Southwestern Medical School (UTSW). The study utilized the Medical Student Attitudes Toward the Underserved (MSATU), a validated survey that assesses medical student motivations toward the provision of medical care to MUPs. Surveys were administered at three time points selected to represent key transition points in medical education. RESULTS There was no significant difference between MSATU scores among the three time points. MSATU scores were higher among students who identified as female, had higher empathy, had higher value placed on teamwork, and had higher community-centeredness. MSATU scores were also higher among students planning to specialize in primary care compared to students planning to specialize in a non-primary care field (P=.239). CONCLUSION This study identifies factors associated with high MSATU scores within UTSW medical education, including female identification, higher empathy score, higher emphasis on teamwork, higher community-centeredness, and plans to practice primary care. Additionally, the results support maintenance of MSATU scores across all three time points. Future research should examine individual-level data to determine whether individual students are maintaining their MSATU scores or if individual fluctuations are neutralized by group changes.
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Affiliation(s)
- Ashley Herrera
- UT Southwestern Medical Center, Department of Family and Community Medicine, Dallas, TX
| | - Courtney Johnson
- UT Southwestern Medical Center, Department of Family and Community Medicine, Dallas, TX
| | - Chelsea Anasi
- UT Southwestern Medical Center, Department of Family and Community Medicine, Dallas, TX
| | - Casey Ruoying Cai
- UT Southwestern Medical Center, Department of Family and Community Medicine, Dallas, TX
| | - Shivani Raman
- UT Southwestern Medical Center, Department of Family and Community Medicine, Dallas, TX
| | - Thanos Rossopoulos
- UT Southwestern Medical Center, Department of Family and Community Medicine, Dallas, TX
| | - Katherine Cantu
- UT Southwestern Medical Center, Department of Family and Community Medicine, Dallas, TX
| | - Chance Strenth
- UT Southwestern Medical Center, Department of Family and Community Medicine, Dallas, TX
| | - Philip G Day
- University of Massachusetts Medical School, Family Medicine and Community Health, Worcester, MA
| | - Nora Gimpel
- UT Southwestern Medical Center, Department of Family and Community Medicine, Dallas, TX
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Data Analysis of Educational Evaluation Using K-Means Clustering Method. COMPUTATIONAL INTELLIGENCE AND NEUROSCIENCE 2022; 2022:3762431. [PMID: 35958764 PMCID: PMC9357756 DOI: 10.1155/2022/3762431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/02/2022] [Revised: 04/29/2022] [Accepted: 04/30/2022] [Indexed: 12/01/2022]
Abstract
It is thought to be an effective technique to handle the problem of educational data explosion and lack of information by identifying potential relationships between data and directing decision-makers through the extraction, transformation, analysis, and modeling of educational data. Based on this, this research constructs a data analysis model for education evaluation using the K-means clustering technique in DM. The weight of each index of students' comprehensive quality is calculated using AHP, and the value of the weight is used to determine whether the index is the important feature of analysis system mining. Improved sampling technology is used to deal with the representation of large-scale data sets; a sample partition clustering technique is proposed as a general framework. The best accuracy of this method, according to experimental data, is 95.6 percent, which is 12.1 percent greater than Mi cluster algorithm and 6.8 percent higher than DRCluster algorithm. The K-means clustering analysis technology is used to analyze students' comprehensive evaluation data in this paper, with the goal of determining the regularity of data implication, accurately diagnosing learning problems, and providing the foundation for developing effective student management strategies.
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Chand BR, Eio C, Alysandratos A, Thompson J, Ha T. Public Health Student's Attitudes Toward Research. Front Public Health 2022; 9:801249. [PMID: 35186876 PMCID: PMC8849193 DOI: 10.3389/fpubh.2021.801249] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Accepted: 12/30/2021] [Indexed: 11/22/2022] Open
Abstract
Research is able to improve the lives of big populations by investigating effective interventions and then implementing those through public health policies. Whilst research on the inclination of Medical or Science undergraduate and postgraduate students has been conducted, little is known about what students pursuing a Masters degree in Public Health perceive the purpose of research to be. Their perceptions and inclinations will shape their research pursuits and career directions, which impacts the health outcomes of the community. Our findings suggest MPH students see improving the lives of the community as the most important purpose of research. Student's had more inclination to pursue research when influenced by a mentor however, many students still claimed that they either lacked confidence and skills in completing research or had no intention of pursuing research beyond their degrees, which suggests the need for curriculum adjustments.
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Affiliation(s)
- Benjamin R Chand
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
| | - Crystal Eio
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
| | | | - Jake Thompson
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
| | - Tam Ha
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
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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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Singh HJ, Kaur S, Bhatia KS. The impact of sensitizing 1 st year undergraduate medical students to research methodology. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:88. [PMID: 35573616 PMCID: PMC9093634 DOI: 10.4103/jehp.jehp_749_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Accepted: 07/30/2021] [Indexed: 06/15/2023]
Abstract
BACKGROUND Research is a core essential component of evidence-based medicine. The current study was undertaken to sensitize the undergraduate medical students the concept of biomedical research to sharpen their clinical skills. MATERIALS AND METHODS This educational interventional study was done with a systemic random sample of 120 medical students in a tertiary care hospital. A workshop on biomedical research was conducted by the institutional ethics and medical education committee members followed by group activity regarding how to write the protocol of a research study. The protocols were then assessed using prestructured checklist by facilitators and feedback from the students and facilitators were assessed using student t-score. RESULTS The pretest (5.86 ± 1.75) scores and posttest scores (11.82 ± 2.47) of multiple choice questions and open-ended questions showed statistically significant difference. The feedback of students showed that 49.48% of students strongly agreed that contents discussed in the workshop were adequate, 61.85% agreed about better understanding of the topics of the workshop, 60.80% agreed that their queries and doubts are cleared, 53.6% agreed that the workshop motivates them to do research, and 44.3% agreed that they will attend the similar workshops in future. The protocols submitted by groups of students using the checklist showed 26%-80% scores. CONCLUSION The student's knowledge on research methodology was significantly improved and teaching basic research methods to medical students at an early stage motivates the student to do research.
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Affiliation(s)
- Harinder Jot Singh
- Department of Physiology, Dr. Y. S. Parmar GMC, Nahan, Himachal Pradesh, India
| | - Sharanjit Kaur
- Department of Pharmacology, Dr. Y. S. Parmar GMC, Nahan, Himachal Pradesh, India
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van der Steen JT, Tong WH, Groothuijse J, Ommering BWC. Perceptions and Motivation Regarding Performing Research in Physicians Specializing in Care for Older Adults Involved in a Mandatory Evidence-Based Medicine Training Study: A Mixed-Methods Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:217-224. [PMID: 35300225 PMCID: PMC8922237 DOI: 10.2147/amep.s348735] [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: 11/10/2021] [Accepted: 02/23/2022] [Indexed: 06/14/2023]
Abstract
PURPOSE Evidence underpinning treatment of older persons with complex conditions is often sparse, and involving more early career physicians committed to optimizing care for older adults may help increase a relevant evidence base. We examined perception of and motivation to conduct research in physicians (residents) specializing in care of older adults. SUBJECTS AND METHODS Residents of an academic medical centre in the Netherlands enrolled in a 3-year training programme. The programme includes a mandatory evidence-based medicine (EBM) training study on pain and discomfort in cognitively impaired nursing home patients, in which residents perform their research over the 3-year duration of the programme. We employed a mixed-methods design with survey and qualitative interviews (December 2019-April 2020). The survey included validated scales with agreement response options rated 1-7. Qualitative interviews were underpinned by interpretative phenomenological analysis. RESULTS Of 38 invited residents, 23 (15 females) participated. The mean score on perceptions of research was 4.1 (SD 0.8); on intrinsic motivation 4.8 (SD 1.0); on extrinsic motivation 4.3, with a higher SD of 1.4. Eight interviews also showed diversity in the extent to which residents felt equipped to conduct the mandatory EBM training study, and research more generally, which was related to previous experiences performing research. The residents generally did not anticipate conducting research themselves despite recognizing the benefits of training in research. CONCLUSION Perceptions and motivation of the residents specializing in care of older people to conduct research, although considered relevant to their practice, were not very positive. The study results in recommendations to motivate physicians in geriatrics training to conduct research, eg through personalized boosting of self-efficacy. This is crucial to motivate future physicians to contribute to research relevant to older people in more ways than just delivering data for research conceived by (non-clinical) researchers.
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Affiliation(s)
- Jenny T van der Steen
- Department of Public Health and Primary Care (PHEG), Leiden University Medical Center, Leiden, the Netherlands
- Department of Primary and Community Care, Radboud university medical center, Nijmegen, the Netherlands
| | - Wing H Tong
- Department of Public Health and Primary Care (PHEG), Leiden University Medical Center, Leiden, the Netherlands
- Argos Zorggroep “DrieMaasStede”, Center for Specialized Geriatric Care, Schiedam, the Netherlands
| | - Janneke Groothuijse
- Department of Public Health and Primary Care (PHEG), Leiden University Medical Center, Leiden, the Netherlands
| | - Belinda W C Ommering
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, the Netherlands
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Attitudes and Practices Regarding Research among Romanian Medical Undergraduate Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19031872. [PMID: 35162894 PMCID: PMC8835173 DOI: 10.3390/ijerph19031872] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/12/2021] [Revised: 01/29/2022] [Accepted: 02/01/2022] [Indexed: 11/17/2022]
Abstract
OBJECTIVES This study focuses on the assessment of attitudes and practices regarding research among undergraduate medical students from Cluj-Napoca, Romania. MATERIAL AND METHODS A cross-sectional study was performed thorough anonymous questionnaires (May-June 2018) among 510 third- and fifth-year students of Iuliu Hatieganu University of Medicine and Pharmacy from Cluj-Napoca, Romania. RESULTS More than 60% of the third- and fifth-year students declared that they were interested and willing to perform research during medical studies, while more than two-thirds were interested in doing so after graduation. In total, 6% of third-year students and 31% of fifth-year students declared that they had prepared a scientific presentation for a medical congress at least once. Around 9% of the third-year students contributed to the writing of a scientific article and participated in research projects. Among fifth-year students, one-quarter were involved in writing scientific papers, and 21% participated in research projects. CONCLUSIONS To the best of our knowledge, this study assesses, for the first time in Romania, the perspectives and behaviors of medical undergraduate students with regard to involvement in research activities. The results show that Romanian medical students value opportunities for conducting research, which encourages institutional initiatives that support their involvement in curricular and extracurricular research activities.
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Cuschieri A, Cuschieri S. Medical Students' Perceptions on Research: Results from a Small European Island State. MEDICAL SCIENCE EDUCATOR 2021; 31:1991-1999. [PMID: 34956709 PMCID: PMC8651879 DOI: 10.1007/s40670-021-01426-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/27/2021] [Indexed: 06/02/2023]
Abstract
BACKGROUND A crucial aspect of medical education is research training. Many studies have been conducted targeting the publishing rate among medical students, but information is lacking about the perceptions of medical students towards research, especially of students studying in small island states. This study aims to investigate students' perceptions towards research and increase the insight on what motivates and hinders medical students to conduct research. METHODS An anonymous mixed-methods cross-sectional online questionnaire was distributed to five hundred and forty-nine medical students studying at the University of Malta. The data gathered was statistically analysed and consequently interpreted. RESULTS A response rate of 25.05% was achieved, with 10.00% of students having already published their research. Despite 86.43% of students interested in conducting research, only 22.86% have pursued a research endeavour. The main reason for conducting research was 'out of students' own interest'. The main barrier hindering students from conducting research was perceived as the absence of research opportunities. DISCUSSION Medical students have a positive attitude towards the conduction of research, to enhance their medical education. Hence, identification of potential barriers hindering medical students from conducting research should be sought out and hands-on research opportunities should be provided, on an elective basis, to pursue their research interest. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01426-4.
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Affiliation(s)
- Andrea Cuschieri
- Faculty of Medicine and Surgery, University of Malta, MSD2080 Imsida, Malta
| | - Sarah Cuschieri
- Faculty of Medicine and Surgery, University of Malta, MSD2080 Imsida, Malta
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Ommering BWC, van Blankenstein FM, van Diepen M, Dekker FW. Academic Success Experiences: Promoting Research Motivation andSelf-Efficacy Beliefs among Medical Students. TEACHING AND LEARNING IN MEDICINE 2021; 33:423-433. [PMID: 33632042 DOI: 10.1080/10401334.2021.1877713] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
THEORY Medicine is facing a physician-scientist shortage. Medical training could contribute to developing physician-scientists by stimulating student research involvement, as previous studies showed this is related to research involvement in professional practice. Motivation for research and research self-efficacy beliefs are related to student research involvement. Based on social cognitive theory, success experiences in doing research may enhance research motivation and self-efficacy beliefs. However, the role and type of success experiences in promoting research self-efficacy beliefs and motivation especially early in medical training has not yet been investigated. Therefore, we examined if academic success experiences within an undergraduate course in academic and scientific skills increased research motivation and self-efficacy beliefs among medical students. Furthermore, type of success experience was taken into account by looking at the effects of academic success experiences within standard (i.e., exam) versus authentic (i.e., research report and oral presentation) assessments. HYPOTHESES It was hypothesized that academic success experiences increase intrinsic motivation for research and self-efficacy beliefs. Furthermore, we hypothesized that authentic assessments influence intrinsic motivation for research and self-efficacy beliefs to a larger degree than standard assessments, as the authentic assessments mirror real-world practices of researchers. METHOD First-year undergraduate medicine students followed a course in academic and scientific skills in which they conducted research individually. Their academic success experiences were operationalized as their grades on two authentic research assessments (written report and oral presentation) and one less authentic assessment (written exam). We surveyed students before the course when entering medical school (i.e., baseline measure) and 1 year after the course in their 2nd year (i.e., postmeasure). Both the baseline and postmeasure surveys measured intrinsic motivation for research, extrinsic motivation for research, and research self-efficacy beliefs. Linear regression analyses were used to examine the relationship between academic success experiences and intrinsic motivation for research, extrinsic motivation for research, and research self-efficacy beliefs on the postmeasure. We adjusted for prior research motivation and self-efficacy beliefs at baseline. Therefore, this adjusted effect can be interpreted as an increase or decrease in motivation. In addition, we adjusted for age, gender, and grade point average (GPA) of the first 4 months, as these variables were seen as possible confounders. RESULTS In total, 243 of 275 students participated (88.4%). Academic success experiences in writing and presenting research were related to a significant increase in intrinsic motivation for research. After adjusting for prior GPA, only the effect of presenting remained. Experiencing success in presenting enhanced research self-efficacy beliefs, also after adjusting for prior GPA. Higher grades on the exam did not affect intrinsic motivation for research or research self-efficacy significantly. Also, none of the success experiences influenced extrinsic motivation for research. CONCLUSIONS Academic success experiences on authentic research tasks, especially presenting research, may be a good way to enhance intrinsic motivation for research and research self-efficacy beliefs. In turn, research motivation and self-efficacy beliefs promote research involvement, which is a first step in the physician-scientist pipeline. Furthermore, this study established the applicability of the social cognitive theory in a research context within the medical domain.
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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
| | - Merel van Diepen
- Department of Clinical Epidemiology, 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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Ganotice FA, Gill H, Fung JTC, Wong JKT, Tipoe GL. Autonomous motivation explains interprofessional education outcomes. MEDICAL EDUCATION 2021; 55:701-712. [PMID: 33247454 DOI: 10.1111/medu.14423] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2020] [Revised: 07/24/2020] [Accepted: 11/19/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVES In response to the observations that interprofessional education (IPE) is seemingly atheoretical or under-theorised, this quantitative research seeks to uncover students' motivational mechanisms which could explain their behavioural and collaborative outcomes using self-determination theory (SDT). While SDT has been studied in various contexts, its applicability to IPE remains underexplored. This study aims to integrate a new perspective in understanding students' motivation in IPE by exploring how the fulfilment of a need for sense of autonomy, competence and relatedness is linked to desirable IPE outcomes. METHODS Utilising quantitative methods, we involved 255 health care students in Hong Kong from the medical, nursing and pharmacy disciplines enrolled in IPE anticoagulation therapy module. They were invited to respond to the Psychological Need Satisfaction Questionnaire and other measures as part of the post-test. RESULTS Sense of autonomy emerged as the strongest positive predictor of behavioural (collective dedication, behavioural engagement) and collaboration outcomes (team effectiveness, goal achievement). There were no significant program-level differences across these outcomes except for behavioural engagement for which nursing students had a higher perception than medicine students. CONCLUSIONS We were able to demonstrate that SDT is a meaningful framework in understanding behavioural and collaboration outcomes in IPE. The major theoretical contribution of this study refers to the ability of students' motivation to explain variance in their behavioural outcomes. That is, sense of autonomy consistently predicted team effectiveness, collective dedication, behavioural engagement and goal achievement. Autonomous motivation among a sample of health care students can explain behavioural outcomes. Theoretical, methodological and practical implications are discussed.
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Affiliation(s)
- Fraide A Ganotice
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, University of Hong Kong, Hong Kong, Hong Kong
| | - Harinder Gill
- Department of Medicine, Li Ka Shing Faculty of Medicine, University of Hong Kong, Hong Kong, Hong Kong
| | - John Tai Chun Fung
- School of Nursing, Li Ka Shing Faculty of Medicine, University of Hong Kong, Hong Kong, Hong Kong
| | - Janet K T Wong
- Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, University of Hong Kong, Hong Kong, Hong Kong
| | - George L Tipoe
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, University of Hong Kong, Hong Kong, Hong Kong
- School of Biomedical Sciences, Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, University of Hong Kong, Hong Kong, Hong Kong
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McKinnon T, Watson A, Richards L, Sears J, Brookes MJ, Green CA. The Volunteers in Research programme: supporting COVID-19 research and improving medical training in parallel. Clin Med (Lond) 2021; 21:182-188. [PMID: 34001569 DOI: 10.7861/clinmed.2020-1072] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
Abstract
COVID-19 has had an unprecedented impact on society, global healthcare and daily life. The redeployment of research staff to patient-facing roles in the NHS left a depleted workforce to deliver critical urgent public health research (UPHR). We aimed to support UPHR studies and medical student training by developing and implementing a medical student Volunteers in Research programme. We further sought to gain insights about medical students' perceptions of this programme. We collected prospective data and conducted a retrospective survey as part of a service evaluation to assess the value of this clinical research experience to students, as well as motivators and barriers to taking part. The Volunteers in Research programme successfully supported UPHR studies during the COVID-19 pandemic. We generated important insights to help aid the wider implementation of this programme nationally to support essential research and medical student education.
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Affiliation(s)
| | - Alastair Watson
- Birmingham Medical School, Birmingham, UK, research assistant and publication manager, University of Southampton Faculty of Medicine, Southampton, UK and NIHR Southampton Biomedical Research Centre, Southampton, UK
| | | | - Jackie Sears
- NIHR Clinical Research Network West Midlands, Wolverhampton, UK
| | - Matthew J Brookes
- The Royal Wolverhampton NHS Trust, Wolverhampton, UK and Research Institute in Healthcare Science (RIHS), Wolverhampton UK
| | - Christopher A Green
- Institute of Microbiology and Infection, Birmingham, UK, consultant in infectious diseases and general medicine, University Hospitals Birmingham NHS Foundation Trust Birmingham, UK and NIHR Clinical Research Network West Midlands, Wolverhampton, UK
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Muhandiramge J, Vu T, Wallace MJ, Segelov E. The experiences, attitudes and understanding of research amongst medical students at an Australian medical school. BMC MEDICAL EDUCATION 2021; 21:267. [PMID: 33971858 PMCID: PMC8108334 DOI: 10.1186/s12909-021-02713-9] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Accepted: 05/04/2021] [Indexed: 05/29/2023]
Abstract
BACKGROUND Research engagement plays an integral role in developing clinicians that practice effective, evidence-based medicine. Research participation by clinicians, however, is declining. Given the link between research during medical school and future research output, promotion of medical student research is one avenue by which this shortage can be addressed. Student research attitudes and participation in Australia are not well-documented in the literature. This study therefore aims to investigate research practices, motivators, and barriers amongst Australian medical students in order to determine whether there is a need for further integration of research within Australian medical school curriculums. METHODS A cross-sectional study design was used to explore research experience and attitudes, as well as the enablers and barriers to research amongst students enrolled in all years of the five-year medical course at Monash University. A questionnaire was created by combining questions from several surveys on medical student research and comprised Likert scales, multiple choice options and free-text responses assessing research experience, attitudes, motivators, and barriers. RESULTS Seven hundred and four respondents (69.4% female; survey response rate 36.7%) reported variable research experience and interest. Less than half of the cohort (n = 296; 44.9%) had contributed to a research project. Increasing employability for specialty training programs was the primary motivating factor (n = 345; 51.9%) for pursuing research, with only 20.5% (n = 136) citing an interest in academia as a motivator. Time constraints (n = 460; 65.3%) and uncertainty surrounding how to find research opportunities (n = 449; 63.8%) were the most common barriers to research. CONCLUSIONS Medical students at Monash University are interested in but have limited experience with research. Students are, however, primarily motivated by the prospect of increasing employability for specialist training; medical schools should therefore focus on encouraging intrinsic motivation for pursuing research. Greater integration of research education and opportunities within medical school curricula may also be required to provide students with the skills necessary to both pursue research and practice evidence-based medicine.
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Affiliation(s)
- Jaidyn Muhandiramge
- School of Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia.
| | - Tony Vu
- School of Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia
| | - Megan J Wallace
- Department of Obstetrics and Gynaecology, Monash University, Melbourne, Australia
| | - Eva Segelov
- School of Clinical Sciences, Monash University, Melbourne, Australia
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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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Karthikeyan S, O’Connor E, Hu W. Motivations of assessment item writers in medical programs: a qualitative study. BMC MEDICAL EDUCATION 2020; 20:334. [PMID: 32993579 PMCID: PMC7523313 DOI: 10.1186/s12909-020-02229-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2019] [Accepted: 09/07/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The challenge of generating sufficient quality items for medical student examinations is a common experience for medical program coordinators. Faculty development strategies are commonly used, but there is little research on the factors influencing medical educators to engage in item writing. To assist with designing evidence-based strategies to improve engagement, we conducted an interview study informed by self-determination theory (SDT) to understand educators' motivations to write items. METHODS We conducted 11 semi-structured interviews with educators in an established medical program. Interviews were transcribed verbatim and underwent open coding and thematic analysis. RESULTS Major themes included; responsibility for item writing and item writer motivations, barriers and enablers; perceptions of the level of content expertise required to write items; and differences in the writing process between clinicians and non-clinicians. CONCLUSIONS Our findings suggest that flexible item writing training, strengthening of peer review processes and institutional improvements such as improved communication of expectations, allocation of time for item writing and pairing new writers with experienced writers for mentorship could enhance writer engagement.
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Affiliation(s)
- Sowmiya Karthikeyan
- School of Medicine, Western Sydney University, Narellan Road & Gilchrist Drive, Campbelltown, NSW 2560 Australia
| | - Elizabeth O’Connor
- School of Medicine, Western Sydney University, Narellan Road & Gilchrist Drive, Campbelltown, NSW 2560 Australia
| | - Wendy Hu
- School of Medicine, Western Sydney University, Narellan Road & Gilchrist Drive, Campbelltown, NSW 2560 Australia
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Ghirotto L, De Panfilis L, Di Leo S. Health professionals learning qualitative research in their workplace: a focused ethnography. BMC MEDICAL EDUCATION 2020; 20:269. [PMID: 32807161 PMCID: PMC7433130 DOI: 10.1186/s12909-020-02191-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2019] [Accepted: 08/10/2020] [Indexed: 05/23/2023]
Abstract
BACKGROUND The interest for qualitative research methodology has expanded beyond theoretical academic research on medical education, gathering interest from all healthcare professionals. Qualitative research has potentials in exploring the social, emotional, psychological aspects of care and in broadening professionals' scientific competencies. Nonetheless, qualitative research has still not been embraced within formal and academic curricula for future professionals, preventing newer generations from appreciating the value of its epistemological and methodological aspects and from using it in the development and implementation of clinical research. The purpose of this study was to comprehend the attitudes of health professionals learning and conducting qualitative studies within a practical training program developed in their workplace. METHODS The present work consisted of a focused ethnography, including 14 professionals during their one-year attendance training on qualitative research methodology. Strategies used for collecting data included participant observations, field notes, semi-structured interviews, and a focus group. All the data were analyzed consistently with ethnographic indications. RESULTS Analyses allowed us to evidence the educational, motivational, group-related and organizational factors influencing the attitudes and skill acquisition of healthcare professionals learning and conducting qualitative research within a practical training program developed in their workplace. Prior educational background was perceived as a sort of barrier. Nonetheless, the training boosted a change in attitude both in terms of appreciation of the research approach and trainees' emotional involvement with research participants. Doing a qualitative study in a multidisciplinary team raised in-group dynamics that hindered bringing the studies to conclusion. Trainees repeatedly lamented the difficulty in managing time to devote to research-related activities and questioned the feasibility of adopting this methodology for conducting research in their workplace. CONCLUSIONS Continual education training on the methodological aspects and practical implications of qualitative research may foster a renewed attitude towards one's professional education, while making inter-professional relationship issues emerge. Nonetheless, broadening the perspectives of professionals on their clinical practice by means of learning qualitative methodology may have an evident quality improvement return. Strategies for future qualitative research methodology hands-on training addressed to health professionals in continuing education are proposed.
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Affiliation(s)
- Luca Ghirotto
- Azienda USL - IRCCS di Reggio Emilia, Viale Umberto I°, 50, 42123 Reggio Emilia, Italy
| | - Ludovica De Panfilis
- Azienda USL - IRCCS di Reggio Emilia, Viale Umberto I°, 50, 42123 Reggio Emilia, Italy
| | - Silvia Di Leo
- Azienda USL - IRCCS di Reggio Emilia, Viale Umberto I°, 50, 42123 Reggio Emilia, Italy
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Kichloo A. Early Mentoring for Research and Academic Careers. J Investig Med High Impact Case Rep 2020; 8:2324709620949316. [PMID: 32779485 PMCID: PMC7425247 DOI: 10.1177/2324709620949316] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Research stands at the foreground of modern advances in medicine. Doing clinical research helps you become a good clinician, and doing good clinical work in turn makes you a better researcher. Being a good researcher and being a good clinician, most of the times, has one thing in common, a good mentor. When student at some point in medical school contemplates a research rotation, and this first rendezvous with the processes and, more important, the people involved in the project, determines how much interest one generates to carry forward in their medical career. This editorial focuses on the early mentoring for research and academic careers.
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Ommering BWC, Wijnen-Meijer M, Dolmans DHJM, Dekker FW, van Blankenstein FM. Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study. BMC MEDICAL EDUCATION 2020; 20:204. [PMID: 32586311 PMCID: PMC7318757 DOI: 10.1186/s12909-020-02112-6] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2020] [Accepted: 06/15/2020] [Indexed: 05/23/2023]
Abstract
BACKGROUND Research is of great value to make advancements within the medical field and, ultimately, offer the best possible patient care. Physician-scientists are key in contributing to the development of medicine, as they can bridge the gap between research and practice. However, medicine currently faces a physician-scientist shortage. A possible solution to cultivate physician-scientists is to engage medical students in research in early phases of medical school. Evidence-based strategies to stimulate positive perceptions of and motivation for research among students could help to enhance research engagement. Consequently, understanding of students' perceptions of and motivation for research is needed. Therefore, this study aimed to identify conditions under which students develop positive perceptions of and motivation for research by answering the following sub-questions: 1) how do first-year medical students perceive research? and 2) which factors contribute to motivation or demotivation for conducting research? METHODS We conducted a qualitative study with individual interviews using a grounded theory approach, involving 13 purposively sampled first-year medical students at Leiden University Medical Center. RESULTS Our results suggest that first-year students are already able to identify many aspects of research. Students elaborated on the relevance of research for professional practice and personal development. Furthermore, our results suggest a relationship between perceptions of and motivation for research. Some perceptions were identical to motivating or demotivating factors to conduct research, like the relevance of research for practice and performing statistics respectively. Other motivating factors were, among others, acknowledgment, autonomy, and inspiring role models. Demotivating factors were, among others, lack of autonomy and relevance, and inadequate collaboration. CONCLUSIONS Our results contribute to the idea that perceptions of research are related to motivation for research, which offers possibilities for interventions to promote motivation for research by making use of student perceptions of research. Consequently, practical implications to stimulate research engagement in early phases of medical school are provided. Moreover, the results contribute to existing motivational theories like Theory of Planned Behavior and Self-Determination Theory within this specific domain.
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Affiliation(s)
- Belinda W C Ommering
- Center for Innovation in Medical Education, Leiden University Medical Center, Hippocratespad 21, Zone V7-P, PO Box 9600, Leiden, The Netherlands.
| | - Marjo Wijnen-Meijer
- Center for Innovation in Medical Education, Leiden University Medical Center, Hippocratespad 21, Zone V7-P, PO Box 9600, Leiden, The Netherlands
- Technical University of Munich, TUM School of Medicine, TUM Medical Education Center, Munich, Germany
| | - Diana H J M Dolmans
- Department of Educational Development and Research, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Friedo W Dekker
- Center for Innovation in Medical Education, Leiden University Medical Center, Hippocratespad 21, Zone V7-P, PO Box 9600, Leiden, The Netherlands
- 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, Hippocratespad 21, Zone V7-P, PO Box 9600, Leiden, The Netherlands
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Chaudhuri JD. Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach. ANATOMICAL SCIENCES EDUCATION 2020; 13:250-271. [PMID: 31021529 DOI: 10.1002/ase.1884] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2018] [Revised: 04/17/2019] [Accepted: 04/21/2019] [Indexed: 06/09/2023]
Abstract
There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine
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Abstract
As a clinician, you will often combine patients' narratives with test results in order to obtain a coherent picture and then decide on a way forward. As an educator, you are also likely to combine different information from your learners to arrive at the best feedback, judgement or supervision plan. This is what researchers do when undertaking mixed-methods research: qualitative and quantitative data are typically brought together to provide different insights than could be achieved with a single type of data and analysis. Mixed-methods research has much to offer the clinical teacher but may involve more complex study designs than other types of research. Therefore, this article aims to highlight the different designs of mixed-methods research, and the opportunities and challenges that it provides, in order to support researchers who may be undertaking their first mixed-methods research study.
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Affiliation(s)
- Anu Kajamaa
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Karen Mattick
- Centre for Research in Professional Learning, University of Exeter, Exeter, UK
| | - Anne de la Croix
- LEARN! Academy, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands.,Research in Education, Amsterdam UMC, VUmc School of Medical Sciences, Amsterdam, the Netherlands
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Ommering BWC, van Blankenstein FM, Wijnen-Meijer M, van Diepen M, Dekker FW. Fostering the physician-scientist workforce: a prospective cohort study to investigate the effect of undergraduate medical students' motivation for research on actual research involvement. BMJ Open 2019; 9:e028034. [PMID: 31340963 PMCID: PMC6661705 DOI: 10.1136/bmjopen-2018-028034] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Revised: 04/25/2019] [Accepted: 06/26/2019] [Indexed: 11/10/2022] Open
Abstract
OBJECTIVES The medical field is facing a physician-scientist shortage. Medical schools could contribute to developing physician-scientists by stimulating student involvement in research. Studies have examined motivation for research as a key parameter of success. However, previous studies did not investigate if students act on their self-reported motivation. The aim of this study is to examine if motivation for research of medical students is related to actual research involvement. Furthermore, this study distinguishes intrinsic (IM) and extrinsic motivation (EM) for research and aims to investigate if a type of motivation matters in the relation between research motivation and involvement. DESIGN AND SETTING Prospective cohort study in which students were surveyed at the start of medical school and reported IM and EM for research, self-efficacy, perceptions of research and curiosity on a 7-point Likert scale. One year later, students involved in research were identified. Logistic regression was used to examine influences of IM and EM on research involvement. PARTICIPANTS All undergraduate medical students starting at one medical school in the Netherlands in 2016. In total, 315 out of 316 students participated (99.7%), of whom 55 became involved in research (17.5%). MAIN OUTCOME MEASURE Research involvement, which was operationalised as the enrolment of students in the research-based honours programme or the involvement of students in voluntary research activities outside of the regular curriculum. RESULTS Students with higher levels of IM were more often involved in research (OR 3.4; 95% CI 2.08 to 5.61), also after adjusting for gender, age, extracurricular high school activities, self-efficacy, perceptions and curiosity (OR 2.5; 95% CI 1.35 to 4.78). Higher levels of EM increased the odds of research involvement (OR 1.4; 95% CI 0.96 to 2.11). However, the effect of EM disappeared after adjusting for the above-mentioned factors (OR 1.05; 95% CI 0.67 to 1.63). Furthermore, the effect of IM remained after adjusting for EM, whereas the effect of EM disappeared after adjusting for IM. CONCLUSIONS Our findings suggest that the type of motivation matters and IM influences research involvement. Therefore, IM could be targeted to stimulate research involvement and could be seen as the first step towards success in fostering the physician-scientist workforce.
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Affiliation(s)
- Belinda WC 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
| | | | - Merel van Diepen
- Department of Clinical Epidemiology, 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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Sawarynski KE, Baxa DM, Folberg R. Embarking on a Journey of Discovery: Developing Transitional Skill Sets through a Scholarly Concentration Program. TEACHING AND LEARNING IN MEDICINE 2019; 31:195-206. [PMID: 30216101 DOI: 10.1080/10401334.2018.1490184] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2017] [Revised: 05/14/2018] [Accepted: 05/31/2018] [Indexed: 05/23/2023]
Abstract
PROBLEM Medical student participation in research enhances appreciation of the scientific literature and the conduct of investigation, and may lead to an interest in academic medicine. Independent medical student research offers frequently overlooked opportunities to develop and assess professional practice abilities, including project design and implementation, interprofessional team communication, and time management. These skills, useful to physicians, are often challenging for medical students to master as they transition into clinical careers. To address this challenge, we designed and embedded interventional modalities into a highly mentored and longitudinal scholarly concentration component of the curriculum. INTERVENTION The Embark scholarly concentration program incorporates traditional research training with the development of professional practice skills essential for transitioning to clinical practice. The program includes individualized and just-in-time components enabling student access to information and feedback specific to their projects and development of professional practice skills. CONTEXT The Embark program is a required longitudinal component of the Oakland University William Beaumont School of Medicine undergraduate medical curriculum. The Embark program consists of courses that inform and facilitate a required longitudinal independent research project. OUTCOME A retrospective evaluation of the Embark program's success with development of professional practice skills through the lens of both faculty and student perceptions included analysis of project records and course evaluation feedback. Evaluation of individual student development of transitional skill ability is possible through both quantitative and qualitative analysis of data collected from student project records. More than 80% of course evaluation commentary on strengths of the program addressed activities related to professional practice skills. To systematize the evaluation of these data sources, we have piloted a framework, iSAIL, designed to assess student development in these skills during the planning and conduct of a research project. LESSONS LEARNED By developing professional practice skills in the context of a scholarly concentration program, medical students can build a foundation for future engagement in research while they develop skills to overcome challenges that they are likely to encounter in their clinical careers. Modalities designed to evaluate individualized student development of professional practice skills through research participation define program successes and may lead to the identification of additional resources needed by students. By offering medical students opportunities to develop professional practice skills within the protected environment of an independent research project, this scholarly concentration program provides a valuable opportunity to influence the early development of skills necessary throughout their clinical careers.
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Affiliation(s)
- Kara E Sawarynski
- a Department of Foundation Medical Studies , Oakland University William Beaumont School of Medicine , Rochester , Michigan , USA
| | - Dwayne M Baxa
- a Department of Foundation Medical Studies , Oakland University William Beaumont School of Medicine , Rochester , Michigan , USA
| | - Robert Folberg
- a Department of Foundation Medical Studies , Oakland University William Beaumont School of Medicine , Rochester , Michigan , USA
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Marais DL, Kotlowitz J, Willems B, Barsdorf NW, van Schalkwyk S. Perceived enablers and constraints of motivation to conduct undergraduate research in a Faculty of Medicine and Health Sciences: What role does choice play? PLoS One 2019; 14:e0212873. [PMID: 30865658 PMCID: PMC6415790 DOI: 10.1371/journal.pone.0212873] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Accepted: 02/11/2019] [Indexed: 11/18/2022] Open
Abstract
Background Enhancing evidence-based practice and improving locally driven research begins with fostering the research skills of undergraduate students in the medical and health sciences. Research as a core component of undergraduate curricula can be facilitated or constrained by various programmatic and institutional factors, including that of choice. Self-Determination Theory (SDT) provides a framework for understanding the influence of choice on student motivation to engage in research. Aim This study aimed to document the enablers and constraints of undergraduate research at a South African Faculty of Medicine and Health Sciences (FMHS) and to explore how the presence or absence of choice influenced students’ engagement with research in this context. Methods An exploratory descriptive design was adopted. Undergraduate students who had conducted research and undergraduate programme staff were recruited through purposive sampling. Semi-structured interviews were transcribed and thematically analysed. Findings were interpreted using SDT, focusing on how choice at various levels affects motivation and influences research experiences. Results Many of the programmatic and institutional enablers and constraints–such as time and supervisory availability–were consistent with those previously identified in the literature, regardless of whether research was compulsory or elective. Choice itself seemed to operate as both an enabler and a constraint, highlighting the complexity of choice as an influence on student motivation. SDT provided insight into how programmatic and institutional factors–and in particular choice–supported or suppressed students’ needs for autonomy, competence, and relatedness, thereby influencing their motivation to engage in research. Conclusion While programmatic and institutional factors may enable or constrain undergraduate research, individual-level factors such as the influence of choice on students’ motivation play a critical role. The implication for curriculum development is that research engagement might be enhanced if levels of choice are structured into the curriculum such that students’ needs for autonomy, competence, and relatedness are met.
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MESH Headings
- Biomedical Research/statistics & numerical data
- Choice Behavior
- Curriculum/statistics & numerical data
- Education, Medical, Undergraduate/methods
- Education, Medical, Undergraduate/organization & administration
- Education, Medical, Undergraduate/statistics & numerical data
- Faculty/statistics & numerical data
- Female
- Humans
- Male
- Motivation
- Personal Autonomy
- Research Personnel/psychology
- Schools, Medical/organization & administration
- Schools, Medical/statistics & numerical data
- South Africa
- Students, Medical/psychology
- Students, Medical/statistics & numerical data
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Affiliation(s)
- Debra Leigh Marais
- Undergraduate Research Office, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
- * E-mail:
| | - Jessica Kotlowitz
- Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Bart Willems
- Division of Health Systems and Public Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Nicola W. Barsdorf
- Health Research Ethics Office, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Susan van Schalkwyk
- Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
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Munzer BW, Griffith M, Townsend WA, Burk-Rafel J. Medical Student- and Resident-Authored Publications in Academic Medicine From 2002 to 2016: A Growing Trend and Its Implications. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:404-411. [PMID: 30256251 DOI: 10.1097/acm.0000000000002466] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
PURPOSE The extent of medical trainees' engagement in scholarly medical education publication is not well described. This study sought to quantify the prevalence of medical student- and resident-authored medical education publications over 15 years, a benchmark essential for understanding current and future trends in trainee scholarship. METHOD Of 91 identified journals, 16 met inclusion criteria as indexed general medical education journals. Only Academic Medicine provided complete author role information, allowing identification of medical student and resident authors. The authors retrospectively compiled and analyzed citation records from Academic Medicine from 2002 to 2016, tracking trainee authorship, author position, and publication type. RESULTS A total of 6,280 publications were identified, of which 4,635 publications, by 16,068 authors, met inclusion criteria. Trainees were 6.0% (966/16,068) of all authors and authored 14.5% (673/4,635) of all publications. Trainee authorship rates varied by publication type: Trainees authored 33.3% (160/480) of medical humanities publications versus 6.9% (27/392) of commentaries. From 2002-2004 to 2014-2016, the proportion of authors who were trainees increased from 3.9% (73/1,853) to 7.1% (330/4,632) (P < .001 for trend). Over the same period, the percentage of trainee-authored publications increased: 9.4% (58/620) to 18.8% (225/1,199) (P < .001 for trend), driven primarily by increased trainee first authorship. CONCLUSIONS Trainees constitute a small but growing proportion of authors and authored publications in Academic Medicine. Further work is needed to understand what trainee-, institutional-, and journal-level factors contribute to this trend, and whether similar increases in trainee authorship are occurring in other journals and fields.
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Affiliation(s)
- Brendan W Munzer
- B.W. Munzer is a medical education fellow and, at the time the study was conducted, was a resident, Department of Emergency Medicine, University of Michigan Health System, Ann Arbor, Michigan. M. Griffith is an emergency medicine resident, Department of Emergency Medicine, University of Michigan Health System, and, at the time the study was conducted, was a medical student, University of Michigan Medical School, Ann Arbor, Michigan. W.A. Townsend is an informationist, University of Michigan Taubman Health Sciences Library, Ann Arbor, Michigan. J. Burk-Rafel is an internal medicine resident, Department of Medicine, New York University, New York, New York, and, at the time the study was conducted, was a medical student, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0003-3785-2154
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Stone C, Dogbey GY, Klenzak S, Van Fossen K, Tan B, Brannan GD. Contemporary global perspectives of medical students on research during undergraduate medical education: a systematic literature review. MEDICAL EDUCATION ONLINE 2018; 23:1537430. [PMID: 30372403 PMCID: PMC6211259 DOI: 10.1080/10872981.2018.1537430] [Citation(s) in RCA: 39] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2018] [Revised: 07/23/2018] [Accepted: 10/12/2018] [Indexed: 06/02/2023]
Abstract
BACKGROUND The need for increased expertise in evidence-based medicine and concerns about the decreasing numbers of physician-scientists have underscored the need for promoting and encouraging research in medical education. The critical shortage of physician-scientists has assumed a dimension demanding a coordinated global response. This systematic review examined the perceptions of medical students regarding research during undergraduate medical school from a global perspective. METHODS Articles for this review were searched using PubMed, SCOPUS and Cochrane. Studies published within the last 10 years of the start date of the study that met specified criteria were included. Identified articles were initially screened by title as well as keywords and their abstracts were further screened to determine relevance. Full-text of screened articles were read for validation prior to inclusion. RESULTS A total of 26 articles from the literature met the set criteria for final inclusion. Contents of the abstracts and corresponding full-text articles were analyzed for themes on the research perspectives of medical students. The themes derived comprised: research interest, physician-scientist decline and shortage, responses to physician-scientist shortage, curriculum issues, skills (motivation and self-efficacy), research needs, socioeconomic and cultural issues, and barriers. CONCLUSION Despite the wide variations in medical education systems worldwide, the perspectives of medical students on research in undergraduate medical education shared many common themes. Globally, medical students underscored the necessity and importance of research in medical education as reflected by many students reporting positive attitudes and interest in research endeavors. Moreover, a worldwide consensus emerged regarding the decline in the numbers of physician-scientists and the necessity for a reversal of that trend. Various barriers to research engagement and participation were highlighted.
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Affiliation(s)
- C. Stone
- School of Osteopathic Medicine, Campbell University, Lillington, NC, USA
| | - G. Y. Dogbey
- School of Osteopathic Medicine, Campbell University, Lillington, NC, USA
| | - S. Klenzak
- Graduate Medical Education Department, Cape Fear Valley Health System, Fayetteville, NC, USA
| | - K. Van Fossen
- Graduate Medical Education Department, Cape Fear Valley Health System, Fayetteville, NC, USA
| | - B. Tan
- School of Osteopathic Medicine, Campbell University, Lillington, NC, USA
| | - G. D. Brannan
- School of Osteopathic Medicine, Campbell University, Lillington, NC, USA
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van Wijk IJ, Daelmans HEM, Wouters A, Croiset G, Kusurkar RA. Exploring the timing of medical student research internships: before or after clerkships? BMC MEDICAL EDUCATION 2018; 18:259. [PMID: 30419876 PMCID: PMC6233568 DOI: 10.1186/s12909-018-1367-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2018] [Accepted: 10/31/2018] [Indexed: 05/27/2023]
Abstract
BACKGROUND The objective of this study was to determine the optimal positioning of the research internship, either before clinical clerkships, at the beginning of the medical Master's programme, or at the end. METHODS A mixed methods study was carried out. We compared characteristics such as duration, location and grades for internships performed and students' motives for choosing to perform their research internship before or after clinical clerkships. We analysed students' answers to open-ended questions about the reasons for their choices, using the Self-Determination Theory of motivation. RESULTS Students performing their research internship before clinical clerkships (n = 338) opted more often for an extended internship (OR = 3.16, 95% CI = 2.32-4.31) and an international location (OR = 2.22, 95% CI = 1.46-3.36) compared to those performing their research internships after clinical clerkships (n = 459). Neither the internship grades nor the number of international publications differed significantly between the two groups. Most of the students' motives (102 participants) were classified as extrinsic motivation for research. Students performing research before clinical clerkships more often showed intrinsic motivation for research, students performing research after clinical clerkships were mainly motivated by their career choice. CONCLUSION To accommodate both groups of students, offering research internships before and after clinical clerkships, is recommended.
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Affiliation(s)
- Inge J van Wijk
- Department of Pediatrics, VU University Medical Center, PO BOX 7057, 1007 MB, Amsterdam, the Netherlands.
- VUmc School of Medical Sciences, VU University Medical Center, Amsterdam, the Netherlands.
| | - Hester E M Daelmans
- VUmc School of Medical Sciences, VU University Medical Center, Amsterdam, the Netherlands
| | - Anouk Wouters
- VUmc School of Medical Sciences, VU University Medical Center, Amsterdam, the Netherlands
- LEARN! Research institute for learning and education. Faculty of Psychology and Education, VU University, Amsterdam, the Netherlands
| | - Gerda Croiset
- VUmc School of Medical Sciences, VU University Medical Center, Amsterdam, the Netherlands
- LEARN! Research institute for learning and education. Faculty of Psychology and Education, VU University, Amsterdam, the Netherlands
- University Medical Center Groningen, Groningen, the Netherlands
| | - Rashmi A Kusurkar
- VUmc School of Medical Sciences, VU University Medical Center, Amsterdam, the Netherlands
- LEARN! Research institute for learning and education. Faculty of Psychology and Education, VU University, Amsterdam, the Netherlands
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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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Ha TC, Ng S, Chen C, Yong SK, Koh GCH, Tan SB, Malhotra R, Altermatt F, Seim A, Biderman A, Woolley T, Østbye T. Inclination towards research and the pursuit of a research career among medical students: an international cohort study. BMC MEDICAL EDUCATION 2018; 18:86. [PMID: 29716587 PMCID: PMC5930837 DOI: 10.1186/s12909-018-1202-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2017] [Accepted: 04/20/2018] [Indexed: 05/31/2023]
Abstract
BACKGROUND Involvement of clinicians in biomedical research is imperative for the future of healthcare. Several factors influence clinicians' inclination towards research: the medical school experience, exposure to research article reading and writing, and knowledge of research. This cohort study follows up medical students at time of graduation to explore changes in their inclination towards research and pursuing a research career compared to their inclination at time of entry into medical school. METHODS Students from medical schools in six different countries were enrolled in their first year of school and followed-up upon graduation in their final year. Students answered the same self-administered questionnaire at both time points. Changes in inclination towards research and pursuing a research career were assessed. Factors correlated with these changes were analysed. RESULTS Of the 777 medical students who responded to the study questionnaire at entry into medical school, 332 (42.7%) completed the follow-up survey. Among these 332 students, there was no significant increase in inclination towards research or pursuing a research career over the course of their medical schooling. Students from a United States based school, in contrast to those from schools other countries, were more likely to report having research role models to guide them (51.5% vs. 0%-26.4%) and to have published in a peer-reviewed journal (75.7% vs. 8.9%-45%). Absence of a role model was significantly associated with a decrease in inclination towards research, while an increased desire to learn more about statistics was significantly associated with an increase in inclination towards pursuing a research career. CONCLUSION Most medical students did not experience changes in their inclination towards research or pursuing a research career over the course of their medical schooling. Factors that increased their inclination to undertaking research or pursuing a research career were availability of a good role model, and a good knowledge of both the research process and the analytical tools required.
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Affiliation(s)
- Tam Cam Ha
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
- The University of Wollongong, Wollongong, Australia
| | - Sheryl Ng
- Saw Swee Hock School of Public Health, National University of Singapore, Singapore, Singapore
| | - Cynthia Chen
- Saw Swee Hock School of Public Health, National University of Singapore, Singapore, Singapore
| | - Sook Kwin Yong
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | - Gerald C. H. Koh
- Saw Swee Hock School of Public Health, National University of Singapore, Singapore, Singapore
| | - Say Beng Tan
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | - Rahul Malhotra
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | | | - Arnfinn Seim
- Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | | | | | - Truls Østbye
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
- Duke University Medical Centre, Durham, NC USA
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Ommering BWC, van den Elsen PJ, van der Zee J, Jost CR, Dekker FW. Using an Extracurricular Honors Program to Engage Future Physicians Into Scientific Research in Early Stages of Medical Training. MEDICAL SCIENCE EDUCATOR 2018; 28:451-455. [PMID: 31007968 PMCID: PMC6445509 DOI: 10.1007/s40670-018-0565-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Physician-scientists are urgently needed to make progress in the dynamic world of medical healthcare. Currently, there is a worldwide shortage in physicians pursuing a scientific career. Actively engaging students in research in early stages of medical training could help to direct students towards a scientific career and contribute to creating the next generation of physician-scientists. Leiden University Medical Center (LUMC) implemented an extracurricular Honors program with a fundamental orientation towards research. The program starts in the second year of medical training and is comprised of four different tracks in order to attract multiple types of students with different interests. All four tracks offer students scholarly experiences, but differ in content and amount of provided structure. The LUMC Honors program has a clear goal to develop future physician-scientists, and combined with its unique multiple-track model, the program accommodates about 70 students (25%) each year. The number of students in the program has grown and students' experiences are positive.
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Affiliation(s)
- Belinda W C Ommering
- 1Center for Innovation in Medical Education, Leiden University Medical Center, Zone V7-P, PO Box 9600, 2300 RC Leiden, the Netherlands
| | - Peter J van den Elsen
- 2Department of Immunohematology and Blood Transfusion, Leiden University Medical Center, Leiden, the Netherlands
| | - Jolanda van der Zee
- 3Department of Molecular Cell Biology, Leiden University Medical Center, Leiden, the Netherlands
| | - Carolina R Jost
- 3Department of Molecular Cell Biology, Leiden University Medical Center, Leiden, the Netherlands
| | - Friedo W Dekker
- 1Center for Innovation in Medical Education, Leiden University Medical Center, Zone V7-P, PO Box 9600, 2300 RC Leiden, the Netherlands
- 4Department of Clinical Epidemiology, Leiden University Medical Center, Leiden, the Netherlands
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Alamri Y, Osman M. A review of student contribution to the <em>Medical Journal of Australia</em> between 2001 and 2014. Med J Aust 2018; 208:189-190. [PMID: 29490226 DOI: 10.5694/mja16.00698] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2016] [Accepted: 08/23/2017] [Indexed: 11/17/2022]
Affiliation(s)
- Yassar Alamri
- New Zealand Brain Research Institute, Christchurch, New Zealand
| | - Mohamud Osman
- University of Otago, Christchurch, Christchurch, New Zealand
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Mahmood Shah SM, Sohail M, Ahmad KM, Imtiaz F, Iftikhar S. Grooming Future Physician-scientists: Evaluating the Impact of Research Motivations, Practices, and Perceived Barriers Towards the Uptake of an Academic Career Among Medical Students. Cureus 2017; 9:e1991. [PMID: 29503785 PMCID: PMC5828671 DOI: 10.7759/cureus.1991] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
PURPOSE To evaluate the research trends and underlying motivations that shape intentions for the future uptake of an academic career among medical students. Further, to investigate the barriers and sought-after interventions which may optimise research outcomes in a resource-limited setting. METHODS A cross-sectional study was conducted among 294 undergraduate (UG) medical students in Karachi, Pakistan. A self-administered questionnaire was employed to assess current research practices and future intentions, and to evaluate related motivations, barriers, and sought-after interventions. RESULTS Almost two-thirds of medical students reported some form of involvement in medical research and expressed positive attitudes towards the same. However, intentions to pursue research at a professional level not only remained low (19.7%) but were found to decrease with each passing year of study (p<0.01). The most commonly expressed motivation for pursuing research was "admission into a residency program" (71.8%), and was associated with a decreased likelihood of pursuing research professionally. The most cited barriers to conducting UG research were a "lack of time" (72.4%), "lack of supervisors" (50.3%) and a "lack of opportunities in the university" (48.3%). A dichotomy in sought-after interventions was observed among research-naïve and research-experienced students. CONCLUSIONS Despite promising trends in UG medical research, the intentions for uptake of an academic career remain low. Research practices driven by career enhancement alone may be detrimental. Interventions to increase research output must promote the capacity building of research-naïve students and facilitate the ongoing practices of research-experienced students.
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Affiliation(s)
| | - Mahnoor Sohail
- Department of Internal Medicine, Dow University of Health Sciences (DUHS), Karachi, Pakistan
| | - Khwaja Mubeen Ahmad
- Department of Internal Medicine, Dow University of Health Sciences (DUHS), Karachi, Pakistan
| | - Fouzia Imtiaz
- Biochemistry, Dow University of Health Sciences (DUHS), Karachi, Pakistan
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Siddaiah-Subramanya M, Singh H, Tiang KW. Research during medical school: is it particularly difficult in developing countries compared to developed countries? ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2017; 8:771-776. [PMID: 29180910 PMCID: PMC5695503 DOI: 10.2147/amep.s150118] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
OBJECTIVES Medical student involvement in research has been declining over the years. We reviewed the factors that hinder participation in research with a focus on developing countries. METHODS Literature search was performed using PubMed, MEDLINE and Cochrane Library. Peer-reviewed articles published between 1995 and 2017 were screened for relevance to identify key factors affecting medical student involvement in research with a particular focus on developing world. Analytical review is presented here in this article in relation to commonly reported aspects related to research during medical school. RESULTS This search revealed varied contributing factors that hinder students' growth and interest in research. It commonly highlighted few aspects in relation to research during medical school, and they were "variability in research uptake among students and issues related to them, their knowledge and attitude toward research and organizational input and its influence on students". CONCLUSION While early introduction to research by inculcating a mindset aimed at research has been proposed, it has not been seen in practice during either the medical school or beyond to an extent that was expected. It appears that developing countries, while they share some of the reasons with developed countries, have their own set of difficulties, which are influenced by culture, beliefs and priorities.
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Affiliation(s)
| | - Harveen Singh
- Department of Gastroenterology, Lady Cilento Children’s Hospital, Brisbane, QLD, Australia
| | - Kor Woi Tiang
- Department of Surgery, Logan Hospital
- Department of Medicine, Griffith University
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Almasry M, Kayali Z, Alsaad R, Alhayaza G, Ahmad MS, Obeidat A, Abu-Zaid A. Perceptions of preclinical medical students towards extracurricular activities. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2017; 8:285-289. [PMID: 28817380 PMCID: PMC5572427 DOI: 10.5116/ijme.5973.297a] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2017] [Accepted: 07/22/2017] [Indexed: 05/07/2023]
Abstract
OBJECTIVES To determine the percentage of students involved in extracurricular activities (EAs), explore relationships between participation in EAs and students' characteristics, and investigate students' perceptions (i.e., motives and barriers) towards participation in EAs. METHODS An online, anonymous, random, cross-sectional, self-rating survey was administered during spring 2015-2016 to second-year and third-year students (n=340). Chi-square test was used to explore relationships between participation in EAs and students' characteristics. Mann-Whitney U-test was used to compare the mean 5-point Likert scale responses according to students' characteristics. Statistical significance was determined as p<0.05. RESULTS Two hundred thirty-seven students participated in the survey (n=237/340, response rate: 69.7%). Only 143 students (60.3%, n=140/237) participated in EAs, and this percentage significantly differed by gender (χ2(1, N=237)=4.3205, p<0.037), nationality (χ2(1, N=237)=18.7069, p<0.000) and cumulative grade point average (cGPA, χ2(1, N=237)=17.8296, p<0.000). The top three motives towards participation in EAs were: "improve resume" (83.5%, n=198), "improve networking skills" (82.7%, n=196) and "improve teamwork skills" (76.8%, n=182). The top three barriers towards participation in EAs were: "lack of time" (61.2%, n=145), "lack of equal opportunities in EAs" (57.8%, n=137) and "lack of curricular emphasis of EAs" (52.7%, n=125). There was a statistically significant difference of means between male (mean=2.8) and female (mean=3.2) students regarding the following barrier: "affect academic performance negatively" (U=5389.5, p<0.002). CONCLUSIONS The participation rate in EAs was satisfactory, and positively related to students' characteristics of male gender, non-Saudi nationality and high cGPA. Medical schools should facilitate all potential motives and resolve all associated barriers towards participation in EAs.
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Affiliation(s)
- Mazen Almasry
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Zeina Kayali
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Rakan Alsaad
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Ghada Alhayaza
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | | | - Akef Obeidat
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Ahmed Abu-Zaid
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
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African emergency care providers' attitudes and practices towards research. Afr J Emerg Med 2017; 7:9-14. [PMID: 30456100 PMCID: PMC6234192 DOI: 10.1016/j.afjem.2017.01.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2016] [Revised: 10/18/2016] [Accepted: 01/10/2017] [Indexed: 11/23/2022] Open
Abstract
Introduction Emergency care research in Africa is not on par with other world regions. The study aimed to assess the perceptions and practices towards research among current emergency care providers in Africa. Methods A survey was sent to all individual members of the African Federation of Emergency Medicine. The survey was available in English and French. Results One hundred and sixty-eight responses were analysed (invited n = 540, responded n = 188, 34.8%, excluded n = 20). Responders’ mean age was 36.3 years (SD = 9.1); 122 (72.6%) were male, 104 (61.9%) were doctors, and 127 (75.6%) were African trained. Thirty-seven (22%) have never been involved in research; 33 (19.6%) have been involved in ⩾5 research projects. African related projects were mostly relevant to African audiences (n = 106, 63.1%). Ninety-four (56%) participants have never published. Forty-one (24.4%) were not willing to publish in open access journals requesting a publication fee; 65 (38.7%) will consider open access journals if fees are sponsored. Eighty responders (47.6%) frequently experienced access block to original articles due to subscription charges. Lack of research funding (n = 108, 64.3%), lack of research training (n = 86, 51.2%), and lack of allocated research time (n = 76, 45.2%) were the main barriers to research involvement. Improvement of research skills (n = 118, 70.2%) and having research published (n = 117, 69.6%) were the top motivational factors selected. Responders agreed that research promotes critical thinking (n = 137, 81.5%) and serve as an important educational tool (n = 134, 80.4%). However, 134 (79.8%) feel that emergency care workers need to be shown how to use research to improve clinical practice. Most agreed that insufficient emergency care research is being conducted in Africa (n = 113, 67.3%). Discussion There is scope to increase research involvement in emergency care in Africa, but solutions need to be find to address lack of research-related funding, training and time.
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Feigerlova E, Oussalah A, Fournier JP, Antonelli A, Hadjadj S, Marechaud R, Guéant JL, Roblot P, Braun M. Predictors of High Motivation Score for Performing Research Initiation Fellowship, Master 1, Research Master 2, and PhD Curricula During Medical Studies: A Strobe-Compliant Article. Medicine (Baltimore) 2016; 95:e2633. [PMID: 26844478 PMCID: PMC4748895 DOI: 10.1097/md.0000000000002633] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/21/2015] [Revised: 12/31/2015] [Accepted: 01/06/2016] [Indexed: 11/26/2022] Open
Abstract
Translational research plays a crucial role in bridging the gap between fundamental and clinical research. The importance of integrating research training into medical education has been emphasized. Predictive factors that help to identify the most motivated medical students to perform academic research are unknown. In a cross-sectional study on a representative sample of 315 medical students, residents and attending physicians, using a comprehensive structured questionnaire we assessed motivations and obstacles to perform academic research curricula (ie, research initiation fellowship, Master 1, Research Master 2, and PhD). Independent predictive factors associated with high "motivation score" (top quartile on motivation score ranging from 0 to 10) to enroll in academic research curricula were derived using multivariate logistic regression analysis. Independent predictors of high motivation score for performing Master 1 curriculum were: "considering that the integration of translational research in medical curriculum is essential" (OR, 3.79; 95% CI, 1.49-9.59; P = 0.005) and "knowledge of at least 2 research units within the university" (OR, 3.60; 95% CI, 2.01-6.47; P < 0.0001). Independent predictors of high motivation score for performing Research Master 2 curriculum were: "attending physician" (OR, 4.60; 95% CI, 1.86-11.37; P = 0.001); "considering that the integration of translational research in medical curriculum is essential" (OR, 4.12; 95% CI, 1.51-11.23; P = 0.006); "knowledge of at least 2 research units within the university" (OR, 3.51; 95% CI, 1.91-6.46; P = 0.0001); and "male gender" (OR, 1.82; 95% CI, 1.02-3.25; P = 0.04). Independent predictors of high motivation score for performing PhD curriculum were: "considering that the integration of translational research in medical curriculum is essential" (OR, 5.94; 95% CI, 2.33-15.19; P = 0.0002) and "knowledge of at least 2 research units within the university" (OR, 2.63; 95% CI, 1.46-4.77; P = 0.001). This is the first study that has identified factors determining motivations and barriers to carry out academic research curricula among undergraduate and postgraduate medical students. Improving these 2 areas will certainly have an impact on a better involvement of the next generation of physicians in translational medicine.
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Affiliation(s)
- Eva Feigerlova
- From the University of Poitiers, UFR Médecine Pharmacie (EF, SH, RM, PR); Department of Endocrinology, University Hospital of Poitiers, Poitiers, (EF, SH, RM); Department of Molecular Medicine and Personalized Therapeutics, Department of Biochemistry, Molecular Biology, Nutrition, and Metabolism, University Hospital of Nancy, Vandoeuvre-lès-Nancy, France (AO, J-LG); INSERM, U954, NGERE - Nutrition, Genetics, and Environmental Risk Exposure, Faculty of Medicine of Nancy, University of Lorraine, Vandoeuvre-lès-Nancy, France (AO, J-LG); Medical Simulation Centre, Faculty of Medicine of Nice, University of Nice-Sophia-Antipolis, Nice (J-PF); Direction du Numérique, Faculty of Medicine of Nancy, University of Lorraine, Vandoeuvre-lès-Nancy (AA); Department of Internal Medicine and Infectious Diseases, University Hospital of Poitiers, University of Poitiers, Poitiers (PR); Department of Neuroradiology, University Hospital of Nancy, Nancy, France (MB); and Faculty of Medicine of Nancy, University of Lorraine, Vandoeuvre-lès-Nancy, France ; University Centre for Education by Medical Simulation (CUESIM) - The Virtual Hospital of Lorraine of the Faculty of Medicine of Nancy; INSERM U947, IADI - Diagnostic and Interventional Adaptive Imaging, Vandoeuvre-lès-Nancy, France (MB)
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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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