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Ahmed Y, Taha MH, Khayal S. Integrating Research and Teaching in Medical Education: Challenges, Strategies, and Implications for Healthcare. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2024; 12:1-7. [PMID: 38313425 PMCID: PMC10837463 DOI: 10.30476/jamp.2023.99751.1854] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/06/2023] [Accepted: 09/20/2023] [Indexed: 02/06/2024]
Abstract
Introduction The integration of research and teaching in medical education offers numerous benefits, fostering critical thinking and analytical skills in students. Institutions worldwide have recognized the significance of this nexus and have implemented initiatives to link teaching with discipline-based research, promoting interdisciplinary collaboration. This article aims to explore the challenges and recommendations for integrating research and teaching in medical schools and provide recommendations to overcome these challenges. Methods We conducted a comprehensive review of the literature to identify the common challenges faced by medical institutions in integrating research and teaching. PubMed, Scopus, Web of Science, ERIC, and Google Scholar databases were searched to assess the literature that met the study objectives with explicit inclusion and exclusion criteria. We also examined successful strategies employed by some institutions to promote research-teaching integration. Results The challenges identified include limited resources, the need to balance research and curriculum requirements, and the importance of cultivating a research-oriented institutional culture. Successful strategies involve curriculum updates, faculty motivation, and cross-disciplinary collaboration. Implementing strategies involve vertically and horizontally integrating research methodology throughout the undergraduate curriculum and cross-integrating traditional medical courses with other disciplines. Collaboration between universities, enterprises, and schools can enhance comprehensive cooperation. Conclusion To create a research-oriented learning environment, medical institutions should address these challenges and implement effective strategies. This approach will not only nurture research-oriented healthcare professionals but also advance medical knowledge for the benefit of patient care. By addressing these challenges and implementing appropriate strategies, medical institutions can create a research-oriented learning environment, nurturing research-oriented healthcare professionals and advancing medical knowledge to improve patient care.
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Affiliation(s)
- Yasar Ahmed
- Department of Medical Oncology, St. Vincent's University Hospital, Dublin, Ireland
| | - Mohamed Hasan Taha
- College of Medicine and Medical Education Centre, University of Sharjah, Sharjah, United Arab Emirates
| | - Simaa Khayal
- Department of Medical Oncology, St. Vincent's University Hospital, Dublin, Ireland
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Murphy SD, Nair A, Kaswa R, Govender I, Von Pressentin K. Guiding the emerging primary care researcher: A report of research capacity-building workshop. S Afr Fam Pract (2004) 2023; 65:e1-e5. [PMID: 38197694 PMCID: PMC10784179 DOI: 10.4102/safp.v65i1.5769] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2023] [Revised: 09/10/2023] [Accepted: 09/15/2023] [Indexed: 01/11/2024] Open
Abstract
There is an escalating interest in research capacity building across the globe. Research is an integral part of the continuous improvement process, clinical decision making and health system strengthening and should be embedded into the health system. The South African Family Practice Journal editorial team held a workshop on 19 August 2022 at the 24th National Family Practitioners Congress in Cape Town, with the aim of supporting primary care clinicians in their development from early-career researchers to established clinician-scientists. Small group and plenary discussions yielded valuable insights into the lived experiences of early career researchers and highlighted critical action areas to build the landscape of clinician-led research in the South African context.Contribution: This article contributes to current literature by providing insight into the lived experiences of early-career researchers and explores opportunities for research capacity-building.
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Affiliation(s)
- Shane D Murphy
- Department of Clinical Services, Abbey House Medical Centre, Navan.
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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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Delport R, Dreyer A, Maart R, MohamedSharif A, Nekaka R, Turner A, Wolvaardt J. Undergraduate research- a tale of three African institutions. Afr Health Sci 2023; 23:743-752. [PMID: 38223607 PMCID: PMC10782332 DOI: 10.4314/ahs.v23i2.85] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2024] Open
Abstract
Background The inclusion of research in undergraduate medical curricula benefits students as well as the scientific community. Multiple studies report the presence of one or more barriers to research training in these curricula. Objectives This paper presents and compares three studies done regarding the teaching of research in undergraduate medical curricula in South Africa, Sudan and Uganda. Methods Two cross-sectional study designs (South Africa and Sudan) and one interventional study design (Uganda) were conducted. Both cross-sectional studies used mixed methods while the Ugandan study used a quantitative method. A total of 41 faculty members and 554 students participated. The studies used a combination of surveys, focus group discussions, key informant interviews and document analysis. Results Participants from all three studies valued research and considered it useful and relevant to their studies. The findings from the South African and Sudanese studies align with the 'Four I's' framework that summarise the barriers to research training as lack of initiative, impulse, incentive and idols. The Ugandan study demonstrated improved self-reported knowledge and attitude (specifically anxiety) among participants after completion of a short course on research.
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Affiliation(s)
- Rhena Delport
- Department of Family Medicine, School of Medicine, University of Pretoria, Pretoria, South Africa
| | - Abigail Dreyer
- Department of Family Medicine and Primary Care, School of Clinical Medicine, University of Witwatersrand, Johannesburg, South Africa
| | - Ronel Maart
- Faculty of Dentistry, University of the Western Cape, South Africa
| | - Asma MohamedSharif
- Department of community medicine faculty of medicine, Al Neelain University, Khartoum, Sudan
| | - Rebecca Nekaka
- Department of Community and Public Health, Busitema University, Uganda
| | - Astrid Turner
- School of Health Systems and Public Health, University of Pretoria, Pretoria, South Africa
| | - Jacqueline Wolvaardt
- School of Health Systems and Public Health, University of Pretoria, Pretoria, South Africa
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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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Supporting undergraduate research capacity development: A process evaluation of an Undergraduate Research Office at a South African Faculty of Medicine and Health Sciences. AFRICAN JOURNAL OF HEALTH PROFESSIONS EDUCATION 2022. [DOI: 10.7196/ajhpe.2022.v14i4.1592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
Background. University-based research capacity development (RCD) mechanisms tend to focus on staff and postgraduate students, with few structures targeted at undergraduate students. Support for undergraduate research must be tailored to the unique requirements of research at this level, while maintaining links with relevant structures in both the RCD and teaching and learning domains.Objective. To conduct a process evaluation of the Undergraduate Research Office (URO) in the Faculty of Medicine and Health Sciences at Stellenbosch University, South Africa, using RCD and characteristics of excellence in undergraduate research criteria as benchmarks.Methods. A process evaluation of URO’s first 6 years was conducted using a logic model of URO’s inputs, activities, and outputs. Through a retrospective document review, a descriptive analysis of URO’s inputs and activities (narrative) and URO’s outputs (statistical) was conducted.Results. Following a description of inputs and activities, results present URO’s outputs as a measure of the uptake of these activities. From 2015 to 2020, 259 undergraduate research projects were completed. Research consultations, workshops and undergraduate presentations at the faculty’s Annual Academic Day have more than doubled since URO’s inception. The Undergraduate Research Ethics Committee has reviewed 243 ethics applications since 2015, with a 1 - 2-week turnaround time. A total of 134 funding applications worth ZAR705 986 have been awarded for research project, conference presentation and publication costs.Conclusion. Results show the potential impact of a formal undergraduate research support entity on the undergraduate research outputs of a Faculty of Medicine and Health Sciences. This article highlights elements for success for formal undergraduate research support, and identifies gaps going forward.
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Murray H, Payandeh J, Walker M. Scoping Review: Research Training During Medical School. MEDICAL SCIENCE EDUCATOR 2022; 32:1553-1561. [PMID: 36532387 PMCID: PMC9755431 DOI: 10.1007/s40670-022-01679-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/28/2022] [Indexed: 05/29/2023]
Abstract
Fostering skills in research is important for medical schools. This scoping review examined undergraduate curricular structures devoted to research training and their outcomes. For the sixty papers meeting inclusion criteria, descriptive statistics and a thematic analysis were conducted. Forty (67%) articles described US programs, with 30 (50%) being mandatory. Timing of research training was variable across included studies with the majority (58%) describing embedded longitudinal curricula. Reported benefits included enhanced knowledge, improved research and writing skills, clarity around career plans, and mentoring relationships. There are many curricular structures for undergraduate research training, but no high-quality evidence to support particular designs.
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Affiliation(s)
- Heather Murray
- Department of Emergency Medicine, Queen’s University, Kingston, Canada
- Department of Public Health Sciences, Queen’s University, Kingston, Canada
| | | | - Melanie Walker
- Department of Emergency Medicine, Queen’s University, Kingston, Canada
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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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Silva ÍR, Ventura CAA, Costa LDS, Silva MMD, Silva TPD, Mendes IAC. Knowledge management: connections for teaching research in undergraduate nursing. Rev Bras Enferm 2021; 74Suppl 6:e20201295. [PMID: 34406265 DOI: 10.1590/0034-7167-2020-1295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Accepted: 02/13/2021] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVES to understand the meanings that nursing students and professors attribute to research and research teaching in the context of undergraduate studies. METHODS this is a qualitative research, whose theoretical and methodological frameworks were Complexity Theory and Grounded Theory. Sixteen students and 14 undergraduate nursing professors from a public university in Rio de Janeiro were interviewed. Semi-structured interviews were used for data collection. RESULTS causes, actions, and interactions related to research and teaching research in undergraduate nursing are connected with learning science for nursing praxis, which ranges from students' ability to question to their and their professors' understanding of social demands guided by science. FINAL CONSIDERATIONS nursing professors and students signify research and teaching of this as a structure for the training of nurses for the critical professional capacity needed to meet social demands.
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Affiliation(s)
- Ítalo Rodolfo Silva
- Universidade Federal do Rio de Janeiro. Rio de Janeiro, Rio de Janeiro, Brazil
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Carberry C, McCombe G, Tobin H, Stokes D, Last J, Bury G, Cullen W. Curriculum initiatives to enhance research skills acquisition by medical students: a scoping review. BMC MEDICAL EDUCATION 2021; 21:312. [PMID: 34078364 PMCID: PMC8173745 DOI: 10.1186/s12909-021-02754-0] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2021] [Accepted: 05/06/2021] [Indexed: 05/24/2023]
Abstract
BACKGROUND Although it is accepted that providing medical students with opportunities to engage in research activity is beneficial, little data has been collated on how medical degree curricula may address this issue. This review aims to address this knowledge gap by conducting a scoping review examining curriculum initiatives that seek to enhance research experience for medical students. METHODS This review looks to specifically look at 'doing research' as defined by the MEDINE 2 consensus rather than 'using research' for the bachelor component of the Bologna Cycle. The framework developed by Arksey & O'Malley was utilised and a consultation with stakeholders was incorporated to clarify and enhance the framework. RESULTS A total of 120 articles were included in this scoping review; 26 related to intercalated degree options and 94 to non-intercalated degree options. Research initiatives from the United States were most common (53/120 articles). For non-intercalated research options, mandatory and elective research projects predominated. The included studies were heterogeneous in their methodology. The main outcomes reported were student research output, description of curriculum initiative(s) and self-reported research skills acquisition. For intercalated degree options, the three main findings were descriptions of more 'novel' intercalated degree options than the traditional BSc, student perspectives on intercalating and the effect of intercalating on medical student performance and careers. CONCLUSIONS There are several options available to faculty involved in planning medical degree programmes but further research is needed to determine whether research activity should be optional or mandatory. For now, flexibility is probably appropriate depending on a medical school's resources, curriculum, educational culture and population needs.
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Affiliation(s)
- Crea Carberry
- School of Medicine, University College Dublin, Dublin, Ireland.
| | - Geoff McCombe
- School of Medicine, University College Dublin, Dublin, Ireland
| | - Helen Tobin
- School of Medicine, University College Dublin, Dublin, Ireland
| | - Diarmuid Stokes
- Health Sciences Library, University College Dublin, Dublin, Ireland
| | - Jason Last
- School of Medicine, University College Dublin, Dublin, Ireland
| | - Gerard Bury
- School of Medicine, University College Dublin, Dublin, Ireland
| | - Walter Cullen
- School of Medicine, University College Dublin, Dublin, Ireland
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Haffejee F. The use of photovoice to transform health science students into critical thinkers. BMC MEDICAL EDUCATION 2021; 21:237. [PMID: 33892711 PMCID: PMC8067641 DOI: 10.1186/s12909-021-02656-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Accepted: 04/07/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Students are often inadequately prepared for higher education, particularly concerning independent learning and critical thinking. These attributes are essential, especially in health science students as health care needs are complex. Innovative methods of teaching that promote these attributes are thus required. One such method, which has been included previously in other disciplines is photovoice, a participatory method, in which students become co-creators of knowledge. The aim of the study was to determine whether photovoice would promote critical thinking in students enrolled for a module in Public Health. The study also aimed to analyze the experiences of students using this methodology, as part of their learning. METHODS Photovoice was introduced to a class of 56 chiropractic and homeopathy students registered for a module on Epidemiology: Public Health in 2019. Students working in self-selected groups were required to take photographs of environmental factors, involved in causing disease. After engaging in a group dialogue, one photograph was selected for presentation in class, with a discussion of how environmental factors visible in the photograph affect the health of individuals. Presentations were assessed based on the picture, presentation quality and ability to answer questions. Focus group discussions were subsequently held to understand the experience of students with this new teaching method. Data was analyzed using thematic analysis. RESULTS Students established that it was a positive experience. They recognized the lived realities, within the community, that cause disease. The assignment demonstrated how learning can occur beyond the lecture room and extend into communities. Students offered realistic solutions to health problems that were confronted by communities. In addition, students participated in unintended community engagement. CONCLUSIONS The incorporation of photovoice into undergraduate teaching in the health science module promoted higher order learning such as problem solving and critical-thinking. Students transformed from rote learners to critical thinkers who reflected upon what they were taught and how this related to the lived realities of the community. Student communication improved as they disseminated knowledge to others. Teaching using this alternative pedagogy has the potential to produce graduates who are responsive to the local needs of the community.
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Affiliation(s)
- Firoza Haffejee
- Department of Basic Medical Sciences, Durban University of Technology, Durban, South Africa.
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Lee GSJ, Chin YH, Jiang AA, Mg CH, Nistala KRY, Iyer SG, Lee SS, Chong CS, Samarasekera DD. Teaching Medical Research to Medical Students: a Systematic Review. MEDICAL SCIENCE EDUCATOR 2021; 31:945-962. [PMID: 34457935 PMCID: PMC8368360 DOI: 10.1007/s40670-020-01183-w] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/01/2020] [Indexed: 06/13/2023]
Abstract
PHENOMENON Research literacy remains important for equipping clinicians with the analytical skills to tackle an ever-evolving medical landscape and maintain an evidence-based approach when treating patients. While the role of research in medical education has been justified and established, the nuances involving modes of instruction and relevant outcomes for students have yet to be analyzed. Institutions acknowledge an increasing need to dedicate time and resources towards educating medical undergraduates on research but have individually implemented different pedagogies over differing lengths of time. APPROACH While individual studies have evaluated the efficacy of these curricula, the evaluations of educational methods and curriculum design have not been reviewed systematically. This study thereby aims to perform a systematic review of studies incorporating research into the undergraduate medical curriculum, to provide insights on various pedagogies utilized to educate medical students on research. FINDINGS Studies predominantly described two major components of research curricula-(1) imparting basic research skills and the (2) longitudinal application of research skills. Studies were assessed according to the 4-level Kirkpatrick model for evaluation. Programs that spanned minimally an academic year had the greatest proportion of level 3 outcomes (50%). One study observed a level 4 outcome by assessing the post-intervention effects on participants. Studies primarily highlighted a shortage of time (53%), resulting in inadequate coverage of content. INSIGHTS This study highlighted the value in long-term programs that support students in acquiring research skills, by providing appropriate mentors, resources, and guidance to facilitate their learning. The Dreyfus model of skill acquisition underscored the importance of tailoring educational interventions to allow students with varying experience to develop their skills. There is still room for further investigation of multiple factors such as duration of intervention, student voluntariness, and participants' prior research experience. Nevertheless, it stands that mentoring is a crucial aspect of curricula that has allowed studies to achieve level 3 Kirkpatrick outcomes and engender enduring changes in students. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-020-01183-w.
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Affiliation(s)
- Gabriel Sheng Jie Lee
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Yip Han Chin
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Aimei Amy Jiang
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Cheng Han Mg
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | | | - Shridhar Ganpathi Iyer
- Division of Hepatobiliary & Pancreatic Surgery, Department of Surgery, National University Hospital, Singapore, Singapore
- Liver Transplantation, National University Centre for Organ Transplantation, National University Hospital, Singapore, Singapore
| | - Shuh Shing Lee
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Choon Seng Chong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Colorectal Surgery, Department of Surgery, National University Hospital, 1E Kent Ridge Road, Singapore, 119228 Singapore
| | - Dujeepa D. Samarasekera
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Cornett M, Palermo C, Wallace MJ, Diug B, Ward B. A realist review of scholarly experiences in medical education. MEDICAL EDUCATION 2021; 55:159-166. [PMID: 32888210 DOI: 10.1111/medu.14362] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Revised: 08/20/2020] [Accepted: 08/25/2020] [Indexed: 06/11/2023]
Abstract
CONTEXT Scholarly experiences have been increasingly employed to support the development of scholarly skills for medical students. How the characteristics of the various scholarly experiences contributes to scholarly outcomes or the complexities of how the experiences build skills warrants further exploration. OBJECTIVES To identify how medical students' scholarly experiences lead to scholarly outcomes under what circumstances. METHODS A realist review was conducted with a search of Ovid MEDLINE, CINAHL, Scopus and ERIC databases using the terms "medical student" and "scholarly experience" and related synonyms. Studies involving the engagement of medical students in a range of compulsory scholarly experiences including quality improvement projects, literature reviews and research projects were included. Key data were extracted from studies, and realist analysis was used to identify how contexts and mechanisms led to different outcomes. RESULTS From an initial 4590 titles, 28 studies of 22 scholarly experiences were identified. All were primarily focused on research-related scholarly experiences. Organisational research culture that valued research, dedicated time, autonomy and choice of experience were found to be key contexts. Adequately supported and structured experiences where students can see the value of research and quality supervision that builds student's self-efficacy were identified as mechanisms leading to outcomes. Outcomes included increased research skills and attitudes, scholarly outputs (eg publications) and future interest in research or other scholarly endeavours. CONCLUSIONS The design of scholarly experiences for medical students needs to ensure protected time, adequate supervision and autonomy, to achieve scholarly outcomes. Much of the focus is on research and traditional outcomes with little known about the role or outcomes associated with other scholarly work.
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Affiliation(s)
- Marian Cornett
- Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia
| | - Claire Palermo
- Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia
| | - Megan J Wallace
- The Ritchie Centre, Hudson Institute of Medical Research, Melbourne, VIC, Australia
- Department of Obstetrics and Gynaecology, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia
| | - Basia Diug
- School of Public Health and Preventive Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia
| | - Bernadette Ward
- School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Bendigo, VIC, Australia
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Mahomed S, Ross A, Van Wyk J. Training and assessing undergraduate medical students' research: Learning, engagement and experiences of students and staff. Afr J Prim Health Care Fam Med 2021; 13:e1-e8. [PMID: 33567848 PMCID: PMC7876945 DOI: 10.4102/phcfm.v13i1.2559] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Revised: 09/22/2020] [Accepted: 11/06/2020] [Indexed: 11/05/2022] Open
Abstract
Background The development of research skills is an important aspect of undergraduate medical training that facilitates the practice of evidence-based medicine. The inclusion of research training into undergraduate medical curricula can take various formats and is compulsory for all students at the Nelson R. Mandela School of Medicine (NRMSM). The evaluation of this training is important, both to ensure that students obtain the required research skills and to improve the quality of the training. Aim The aim of this study was to evaluate undergraduate medical students’ and staff learning, engagement and experiences in the training and assessment of third-year research projects. Setting This research was conducted at NRMSM, South Africa. Methods Questionnaires were administered to third-year medical students after they completed their research project poster presentations and to the staff who assessed the presentations. Responses to the learning process, group work, alignment between module outcomes and assessment and the benefits of poster presentations were assessed. Results A total of 215 students and 10 staff completed the questionnaire. Many students reported having enjoyed learning about research (78%) and that the training activities facilitated their understanding of the research process (84%). The majority of students (86%) and staff (80%) perceived the posters as an effective way to demonstrate students’ ability to collect, analyse and interpret data. Conclusion Staff and students viewed the research process positively and reported that the poster presentations were an effective way to assess research.
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Affiliation(s)
- Saajida Mahomed
- School of Laboratory Medicine and Medical Sciences, Faculty of Health Sciences, University of KwaZulu-Natal, Durban.
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Öcek Z, Batı H, Sezer ED, Köroğlu ÖA, Yılmaz Ö, Yılmaz ND, Mandıracıoğlu A. Research training program in a Turkish medical school: challenges, barriers and opportunities from the perspectives of the students and faculty members. BMC MEDICAL EDUCATION 2021; 21:2. [PMID: 33397360 PMCID: PMC7780673 DOI: 10.1186/s12909-020-02454-1] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Accepted: 12/11/2020] [Indexed: 05/29/2023]
Abstract
BACKGROUND Providing medical students with opportunities for research experience is challenging for medical schools in developing countries. The Research Training Program (RTP), which is carried out in Ege University Faculty of Medicine (EUFM) parallel to the core curriculum, aims to improve the scientific competencies of the highly motivated students and to provide them with the opportunity to conduct a research. The purpose of this project is to evaluate RTP through the perspectives of students and faculty members. METHODS This phenomenological study included two groups; students of RTP and faculty members who contributed to the program. Interviews were conducted with the research group whose selection was determined by maximum variation technique. Interviews with new individuals continued until data saturation was reached. Interpretative data analysis started with close reading of the transcripts and generating a list of codes. Coding by two independently, developing categories and themes were the following steps. RESULTS Twenty-one RTP students and 14 faculty members were interviewed. The main motivation for students to participate was the desire to learn how to do research. The introduction course providing the students with the basic competencies needs to be improved in terms of practical activities. It was reported that during the project process students needed intensive guidance especially in finding a research topic and a mentor. The students' lack of time, deficit of enough mentoring and the fact that conducting a research does not provide a competitive advantage for residency are important obstacles to the completion of the program. The most frequently mentioned achievement of the students is to learn all the stages of the research as well as getting acquainted with critical thinking. CONCLUSIONS This research showed that it was realistic to implement research programs for highly motivated students in medical schools with conditions like those in EUFM. The solution of mentor shortage emerged in this study is dependent on the adoption of student research as a national policy. Getting acquainted with the interrogative thinking style, conducting research, and making lifelong learning a core value are more important outcomes of research programs than the number of completed projects.
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Affiliation(s)
- Zeliha Öcek
- Department of Public Health, Faculty of Medicine, Ege University, Izmir, Turkey
| | - Hilal Batı
- Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey
| | - Ebru Demirel Sezer
- Department of Medical Biochemistry, Faculty of Medicine, Ege University, 35100, Izmir, Turkey.
| | - Özge Altun Köroğlu
- Division of Neonatology, Department of Paediatrics, Faculty of Medicine, Ege University, Izmir, Turkey
| | - Özlem Yılmaz
- Department of Histology and Embryology, Faculty of Medicine, Ege University, Izmir, Turkey
| | | | - Aliye Mandıracıoğlu
- Department of Public Health, Faculty of Medicine, Ege University, Izmir, Turkey
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Lee MGY, Hu WCY, Bilszta JLC. Determining Expected Research Skills of Medical Students on Graduation: a Systematic Review. MEDICAL SCIENCE EDUCATOR 2020; 30:1465-1479. [PMID: 34457814 PMCID: PMC8368133 DOI: 10.1007/s40670-020-01059-z] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
BACKGROUND Global interest in research skills in undergraduate medical education is growing. There is no consensus regarding expected research skills of medical students on graduation. We conducted a systematic review to determine the aims and intended learning outcomes (ILOs) of mandatory research components of undergraduate medical curricula incorporating the teaching, assessment, and evaluation methods of these programs. METHODS Using the PRISMA protocol, MEDLINE and ERIC databases were searched with keywords related to "medical student research programs" for relevant articles published up until February 2020. Thematic analysis was conducted according to student experience/reactions, mentoring/career development, and knowledge/skill development. RESULTS Of 4880 citations, 41 studies from 30 institutions met the inclusion criteria. Programs were project-based in 24 (80%) and coursework only-based in 6 (20%). Program aims/ILOs were stated in 24 programs (80%). Twenty-seven different aims/ILOs were identified: 19 focused on knowledge/skill development, 4 on experience/reactions, and 4 on mentoring/career development. Project-based programs aimed to provide an in-depth research experience, foster/increase research skills, and critically appraise scientific literature. Coursework-based programs aimed to foster/apply analytical skills for decision-making in healthcare and critically appraise scientific literature. Reporting of interventions was often incomplete, short term, and single institution. There was poor alignment between aims, teaching, assessment, and evaluation methods in most. CONCLUSIONS The diversity of teaching programs highlights challenges in defining core competencies in research skills for medical graduates. Incomplete reporting limits the evidence for effective research skills education; we recommend those designing and reporting educational interventions adopt recognized educational reporting criteria when describing their findings. Whether students learn by "doing", "proposing to do", or "critiquing", good curriculum design requires constructive alignment between teaching, assessment, and evaluation methods, aims, and outcomes. Peer-reviewed publications and presentations only evaluate one aspect of the student research experience.
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Affiliation(s)
- Melissa G. Y. Lee
- Department of Medicine (Royal Melbourne Hospital), University of Melbourne, Flemington, Victoria 3052 Australia
- Department of Paediatrics, University of Melbourne, Flemington, Victoria 3052 Australia
| | - Wendy C. Y. Hu
- School of Medicine, Western Sydney University, Ainsworth Building, Goldsmith Ave, Campbelltown, NSW 2560 Australia
| | - Justin L. C. Bilszta
- Department of Medical Education, Melbourne Medical School, University of Melbourne, Parkville, Victoria 3052 Australia
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Schön M, Steinestel K, Spiegelburg D, Risch A, Seidel M, Schurr L, Fassnacht UK, Golenhofen N, Böckers TM, Böckers A. Integration of Scientific Competence into Gross Anatomy Teaching Using Poster Presentations: Feasibility and Perception among Medical Students. ANATOMICAL SCIENCES EDUCATION 2020; 15:89-101. [PMID: 33128816 DOI: 10.1002/ase.2031] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2020] [Accepted: 10/27/2020] [Indexed: 06/11/2023]
Abstract
Scientific competences as defined in the German competency framework describes the ability to think independently and act scientifically, and forms a central component of medical education. This report describes its integration into anatomical teaching. On the basis of the findings in dissection courses from two consecutive years, students worked on either a case report (n = 70) or an original work (n=6) in the format of a scientific poster while learning to use primary literature. Posters were evaluated by juror teams using standardized evaluation criteria. Student perception of the project was estimated by quantitative and qualitative data obtained from the faculty´s course evaluation and an online-survey. Overall, students worked collaboratively and invested extra-time (median [MD] 3.0 hours) in poster creation. Primary literature was integrated in 90.8% of the posters. Overall poster quality was satisfactory (46.3 ±8.5 [mean ±standard deviation] out of 72 points), but several insufficiencies were identified. Students integrated information gained from the donor´s death certificate, post-mortem full-body computer tomography (CT) scan (22.4%) and histopathological workup (31.6%) in their case reports. Students were positive about the experience of learning new scientific skills (MD 4 on a six-point Likert scale), but free text answers revealed that some students experienced the project as an extra burden in a demanding course. In summary, it was feasible to introduce students to science during the dissection course and to increase interest in science in approximately a third of the survey respondents. Further adjustments to ensure the posters´ scientific quality might be necessary in the future.
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Affiliation(s)
- Michael Schön
- Institute for Anatomy and Cell Biology, Faculty of Medicine, University Ulm, Ulm, Germany
| | - Konrad Steinestel
- Institute for Pathology and Molecular Pathology, Federal Army Hospital, Faculty of Medicine, University Ulm, Ulm, Germany
| | - Doreen Spiegelburg
- Institute for Anatomy and Cell Biology, Faculty of Medicine, University Ulm, Ulm, Germany
| | - Annika Risch
- Institute for Anatomy and Cell Biology, Faculty of Medicine, University Ulm, Ulm, Germany
| | - Mira Seidel
- Institute for Anatomy and Cell Biology, Faculty of Medicine, University Ulm, Ulm, Germany
| | - Leon Schurr
- Institute for Anatomy and Cell Biology, Faculty of Medicine, University Ulm, Ulm, Germany
| | - Ulrich Kai Fassnacht
- Institute for Anatomy and Cell Biology, Faculty of Medicine, University Ulm, Ulm, Germany
| | - Nikola Golenhofen
- Institute for Anatomy and Cell Biology, Faculty of Medicine, University Ulm, Ulm, Germany
| | - Tobias Maria Böckers
- Institute for Anatomy and Cell Biology, Faculty of Medicine, University Ulm, Ulm, Germany
| | - Anja Böckers
- Institute for Anatomy and Cell Biology, Faculty of Medicine, University Ulm, Ulm, Germany
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Castro-Rodríguez Y. Desarrollo de competencias investigativas en estudiantes de las Ciencias de la Salud. Sistematización de experiencias. DUAZARY 2020. [DOI: 10.21676/2389783x.3602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Desarrollar competencias investigativas en un estudiante implica conocer el uso del conocimiento de forma adecuada; esto permite que se fortalezcan las habilidades para la observación, argumentación, sistematización y cuestionamiento a fin de que se pueda crear y/o gestionar un conocimiento. Para el desarrollo de las competencias en investigación se han planteado distintas estrategias didácticas: semilleros de investigación, aprendizaje cooperativo, métodos por proyectos, aprendizaje basado en problemas, uso de mapas conceptuales, estudios de casos, seminarios, redacción de ensayos y elaboración de talleres. En la presente revisión sistemática se analizó los principales programas que se han implementado en las universidades para mejorar las competencias investigativas de estudiantes de las Ciencias de la Salud. Se destaca a los programas de verano y el trabajo colaborativo con mentores como las intervenciones más comunes y eficaces para el desarrollo de tales competencias.
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Smith-Gorvie T, Nyhof-Young J, Ng J, D'Urzo T, Katzman D. Medical student perceptions of research training on patient care during clerkship. MEDEDPUBLISH 2020; 9:107. [PMID: 38073812 PMCID: PMC10702863 DOI: 10.15694/mep.2020.000107.1] [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] [Indexed: 12/22/2023] Open
Abstract
This article was migrated. The article was marked as recommended. Background Health Science Research (HSR) is a pre-clerkship component of the University of Toronto (U of T) MD Program. Through online modules and tutorials, students learn to understand and apply research, and write an original research protocol. This study explored students' perceptions on how HSR prepared them to identify, critically appraise and consume research during clerkship. Methods An online 12-item questionnaire surveyed U of T medical students (Class of 2018) who completed HSR in 2016. Basic descriptive statistics were performed; free text responses were analysed via descriptive thematic analysis. Results Twenty six percent (67/262) of students participated. Approximately half either agreed/strongly agreed that HSR helped them to critically appraise research articles (50.7%, 32/63) and assess applicability of results to patient care (50.8%, 32/63). Three themes emerged: i) desire for increased critical appraisal, ii) producing research less important than consuming research, iii) developing a greater appreciation of research during clerkship. Conclusions Students' perceptions on HSR's value during clerkship were modest; they desired greater focus on learning to be consumers of research. These results will refine HS, and our observations may be useful to other educators, as this type of intervention is not represented in existing literature.
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Urrunaga-Pastor D, Alarcon-Ruiz CA, Heredia P, Huapaya-Huertas O, Toro-Huamanchumo CJ, Acevedo-Villar T, Arestegui-Sánchez LJ, Taype-Rondan A, Mayta-Tristán P. The scientific production of medical students in Lima, Peru. Heliyon 2020; 6:e03542. [PMID: 32215326 PMCID: PMC7090346 DOI: 10.1016/j.heliyon.2020.e03542] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 02/29/2020] [Accepted: 03/02/2020] [Indexed: 01/25/2023] Open
Abstract
BACKGROUND Research is an important undergraduate competence for physicians. However, few studies have assessed the scientific production of medical students in Latin-America. Thus, this study had the objective to assess the rate and characteristics of research publications by undergraduate medical students in 2016, in Lima, Peru. METHODS This cross-sectional study included all the students of the eight medical schools in Lima (Peru). The medical students included were collected from the registry of the National Medical Examination (taken during their last year of undergraduate studies) in 2016. To evaluate their research publications, systematic searches were performed in Google Scholar and PubMed during August 2018. RESULTS We studied data from 1241 medical students (54.2% females) from eight medical schools. 173 (13.9%) students published at least one paper, 102 (8.2%) published at least one original paper, and 30 (2.4%) published at least one original paper in PubMed-Indexed journals. We registered a total of 174 papers authored by medical students, of which 98 (56.3%) were published in Peruvian journals, 128 (73.6%) were published in Spanish, 90 (51.7%) had a medical student as the first author, and 43 (24.7%) had a medical student as the corresponding author. The percentage of students with at least one publication was very heterogeneous across the eight medical schools evaluated (63.6%, 21.4%, 16.8%, 15.1%, 8.2%, 2.0%, 1.9%, and 0.0%). CONCLUSION Among medical students in Lima, one out of seven had published at least one paper, one out of 12 had published at least one original paper, and one out of 40 had published at least one original paper in PubMed-Indexed journals. Scientific production was very heterogeneous across medical schools.
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Affiliation(s)
- Diego Urrunaga-Pastor
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Christoper A. Alarcon-Ruiz
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Paula Heredia
- Universidad Ricardo Palma, Facultad de Medicina Humana, Lima, Peru
| | | | - Carlos J. Toro-Huamanchumo
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Tania Acevedo-Villar
- Universidad San Luis Gonzaga de Ica, Sociedad Científica de Estudiantes de Medicina de Ica, Facultad de Medicina Humana, Ica, Peru
| | | | - Alvaro Taype-Rondan
- Universidad San Ignacio de Loyola, Unidad de Investigación para la Generación y Síntesis de Evidencias en Salud, Lima, Peru
| | - Percy Mayta-Tristán
- Universidad Científica del Sur, Dirección General de Investigación, Desarrollo e Innovación, Lima, Peru
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Patra S, Khan AM. Development and implementation of a competency-based module for teaching research methodology to medical undergraduates. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2019; 8:164. [PMID: 31544129 PMCID: PMC6745882 DOI: 10.4103/jehp.jehp_133_19] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/08/2019] [Accepted: 04/11/2019] [Indexed: 06/10/2023]
Abstract
CONTEXT Research experience helps an undergraduate student to understand published works, to learn teamwork, and even to consider research as a career. Few medical institutions have attempted to engage undergraduates in research experience. Competency-based medical education has emerged as a core strategy to educate and assess medical students worldwide. AIMS This study aims to develop and implement a competency-based research methodology training module for undergraduate students and find out students' perception about this. SETTINGS AND DESIGN A cross-sectional study of mixed design was undertaken in the Department of Community Medicine, UCMS, Delhi, India. METHODOLOGY A competency-based research training module was developed and implemented with 4th semester undergraduate students posted in the department. Students' feedback about the module was obtained. STATISTICAL ANALYSIS USED For quantitative variables, means, ranges, medians, and percentages were calculated. To find out students' perception about the posting a qualitative analysis was done. RESULTS The module was implemented with 25 students posted in the department in May 2017. However, feedback was obtained from 23 students. About 83% of the students reported as highly satisfied with the posting, 61% of the students mentioned that after completion of this posting, they felt motivated to do further research. A qualitative analysis of the feedback showed that students found the project helped them to enhance their knowledge and develop skills. CONCLUSIONS Competency-based research methodology training can serve as a tool for teaching research methodology to undergraduate students.
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Affiliation(s)
- Somdatta Patra
- Department of Community Medicine, University College of Medical Sciences, Delhi, India
| | - Amir Maroof Khan
- Department of Community Medicine, University College of Medical Sciences, Delhi, India
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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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Habineza H, Nsanzabaganwa C, Nyirimanzi N, Umuhoza C, Cartledge K, Conard C, Cartledge P. Perceived attitudes of the importance and barriers to research amongst Rwandan interns and pediatric residents - a cross-sectional study. BMC MEDICAL EDUCATION 2019; 19:4. [PMID: 30606184 PMCID: PMC6318911 DOI: 10.1186/s12909-018-1425-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2018] [Accepted: 12/07/2018] [Indexed: 06/01/2023]
Abstract
BACKGROUND Globally, interns and residents face significant challenges with respect to research activity. Despite this, they are motivated and have an interest in undertaking research. To date, there has been no research regarding the perceived attitudes towards research activities amongst Rwandan residents and interns. OBJECTIVES The primary objective of this study was to describe the perceived attitudes regarding the educational benefits and barriers surrounding research activity amongst interns and residents, and to identify any differences between these groups. The secondary objective was to describe the research methods used by interns and residents in Rwanda. METHODS A cross-sectional descriptive study of interns and pediatric trainees at the University of Rwanda. An online questionnaire using Likert scale questions was sent electronically to eligible participants. RESULTS A total of sixty participants (38 interns and 22 pediatric residents) responded to the survey. Both groups acknowledged the educational importance of undertaking research, with interns reporting this more than residents. Both groups identified the following as barriers to research: faculty lacking time to mentor, lack of funding, lack of statistical support, and lack of faculty experienced in conducting research. Interns (87%) were much more likely to have undertaken retrospective research than pediatric residents (14%). Few interns or residents submitted their research for publication (27%). CONCLUSIONS Both interns and residents understood the importance of research, but many barriers exist. Increasing the time available for experienced faculty members to supervise research is challenging due to low faculty numbers. Novel solutions will need to be found as well as expanding the time for trainees to perform research.
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Affiliation(s)
- Hubert Habineza
- University of Rwanda, Kigali, Rwanda
- University Teaching Hospital of Kigali, Kigali, Rwanda
| | | | | | - Christian Umuhoza
- University of Rwanda, Kigali, Rwanda
- University Teaching Hospital of Butare, Huye, Rwanda
| | | | - Craig Conard
- University Teaching Hospital of Butare, Huye, Rwanda
- Yale University (USA), Rwanda Human Resources for Health (HRH) Program, Kigali, Rwanda
| | - Peter Cartledge
- University Teaching Hospital of Kigali, Kigali, Rwanda
- Yale University (USA), Rwanda Human Resources for Health (HRH) Program, Kigali, Rwanda
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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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Alberson K, Arora VM, Zier K, Wolfson RK. Goals of medical students participating in scholarly concentration programmes. MEDICAL EDUCATION 2017; 51:852-860. [PMID: 28517108 DOI: 10.1111/medu.13342] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2016] [Revised: 11/21/2016] [Accepted: 03/16/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVES Scholarly concentration (SC) programmes are increasingly common in medical school curricula, fostering student participation in mentored research. Endpoints including publication rates and impact on career path have been reported, but student goals have not been described. We describe how career plans and gender impact the importance of students' SC-related goals. Understanding student goals may enhance mentorship of professional development and self-directed learning skills. METHODS First-year students at two US medical schools were surveyed. Students reported intentions regarding career-long research and specialty interests. Using a 5-point scale, students assigned importance to 13 goals (eight skill-related goals, four accomplishment-related goals and mentorship), Composite scores for skills-related and accomplishment-related goals were used for analysis. Regression analyses, controlling for school, were used to determine whether intentions regarding career-long research, interest in highly competitive residency or gender were associated with increased importance of different goals. RESULTS We surveyed 288 first-year medical students and received 186 responses (64.6% response rate). Compared with their peers, students interested in career-long research placed more importance on both skill-related goals (beta coefficient, 1.87; 95% confidence interval [CI], 1.03-2.71; p < 0.001) and accomplishment-related goals (odds ratio [OR], 1.71; 95% CI, 1.09-2.69; p = 0.02). By contrast, compared with their peers, students interested in highly competitive specialties placed more importance only on accomplishment-related goals (OR, 2.18; 95% CI, 1.15-4.11; p = 0.02). Compared with men, women placed more importance on mentorship (OR, 2.47; 95% CI, 1.23-4.97; p = 0.01) and were less likely to be interested in highly competitive residencies (39.4% versus 54.9%, p = 0.04). CONCLUSIONS Gender and career plans are associated with importance of SC-related goals in the first year of medical school. This knowledge enables faculty to promote students' appreciation of important learning goals in the setting of student research, which may help students engage in self-directed learning across their medical education.
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Affiliation(s)
- Kurt Alberson
- The University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
| | - Vineet M Arora
- The University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
- Department of Medicine, The University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
| | - Karen Zier
- Department of Medicine and Medical Education, The Icahn School of Medicine at Mount Sinai, New York, New York, USA
| | - Rachel K Wolfson
- The University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
- Department of Pediatrics, The University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA
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E Knight S, J Ross A, Mahomed O. Developing primary health care and public health competencies in undergraduate medical students. S Afr Fam Pract (2004) 2017. [DOI: 10.1080/20786190.2016.1272229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Affiliation(s)
- Stephen E Knight
- School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - Andrew J Ross
- School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - Ozayr Mahomed
- School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
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