1
|
Shen J, Qi H, Liu G, Li X, Fang Y. The impact of a curriculum-based research training program on medical students' research productivity and future research interests: a longitudinal study. BMC MEDICAL EDUCATION 2024; 24:836. [PMID: 39095809 PMCID: PMC11297784 DOI: 10.1186/s12909-024-05841-0] [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: 05/27/2023] [Accepted: 07/30/2024] [Indexed: 08/04/2024]
Abstract
BACKGROUND Incorporating scientific research into undergraduate medical education is necessary for the quality of future health care. However, providing rigorous research training to a large number of medical students at one institution remains one of the major challenges. The authors studied the impact of a curriculum-based Research Training Program (RTP) for all undergraduate students at Zhejiang University School of Medicine (ZUSM) on research productivity and future research interests. METHODS Medical students (n = 2,213) from ZUSM who completed the course of RTP between 2013 and 2020 were studied. The authors measured the academic performance, research publications, and research projects of students across years, and evaluated potential factors that contribute to student research productivity and increased interest in future research. RESULTS Across the years, there was an increase in the number of student publications, a greater proportion of students with publications, and a greater proportion of projects involving three or more students (P < .01 for all). The academic performance of the course was associated with increased publications (P = .014), whereas overall satisfaction of the course (OR 2.07, 95% CI [1.39, 3.10], P < .001), Skill Composite Score (SCS) (OR 1.70, 95% CI [1.16, 2.50], P = .007), and male gender (OR 1.50, 95% CI [1.06, 2.12], P = .022) were associated with increased future research interests. CONCLUSIONS The findings suggest that the curriculum-based RTP improved students' research productivity, and that overall program satisfaction and self-assessed performance were associated with increased students' intent to participate in future research.
Collapse
Affiliation(s)
- Jing Shen
- Department of Pathology and Pathophysiology, Zhejiang University School of Medicine, Hangzhou, 310058, China.
| | - Hongyan Qi
- Department of Pathology and Pathophysiology, Zhejiang University School of Medicine, Hangzhou, 310058, China
| | - Guiling Liu
- Department of Pathology and Pathophysiology, Zhejiang University School of Medicine, Hangzhou, 310058, China
| | - Xuyun Li
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, Hangzhou, 310058, China
| | - Yu Fang
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, Hangzhou, 310058, China
| |
Collapse
|
2
|
Uebel K, Carland JE, Iqbal MP, Smith G, Nathan S. Learning to Learn Independently: Guiding Students to Develop Self-Directed Learning Skills During Medical Student Independent Research Projects-Findings from an Australian University. MEDICAL SCIENCE EDUCATOR 2024; 34:883-890. [PMID: 39099865 PMCID: PMC11297219 DOI: 10.1007/s40670-024-02054-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/17/2024] [Indexed: 08/06/2024]
Abstract
Introduction Most medical schools offer students the opportunity to conduct independent research projects in order to learn about evidence-based medicine. This study aimed to explore the experience of students, graduates, and supervisors during an independent research project through the lens of self-directed learning. Methods Students and recent graduates were asked to complete an anonymous survey about their experiences. Semi-structured interviews were also conducted with a purposeful sample of 11 students, 14 graduates, and 25 supervisors. Interviews were recorded and transcribed. An inductive thematic analysis was conducted and themes were refined through the lens of self-directed learning. Results Most participants agreed that the independent research project could enable students to develop valuable self-directed learning skills. Participants commented on the importance of the research mentor, faculty support structures, and membership of a research team. Participants who were not well supported described feeling distressed and isolated. Discussion Medical student involvement in independent research projects can develop self-directed learning skills in the presence of a one-to-one mentoring relationship with a research supervisor, structured guidelines and support from the faculty, and membership of a research team. The development of self-directed learning skills should be part of the learning outcomes of any independent student research project. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-024-02054-4.
Collapse
Affiliation(s)
- Kerry Uebel
- School of Population Health, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Jane Ellen Carland
- Department of Clinical Pharmacology and Toxicology, St Vincent’s Hospital, Sydney, Darlinghurst, Australia
- School of Clinical Medicine, Faculty of Medicine and Health, St Vincent’s Healthcare Clinical Campus, UNSW Sydney, Darlinghurst, Australia
| | - Maha Pervaz Iqbal
- Centre for Health Systems and Safety Research, Australian Institute of Health Innovation, Sydney, Australia
- Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia
| | - Greg Smith
- School of Biomedical Sciences, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Sally Nathan
- School of Population Health, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| |
Collapse
|
3
|
Burke E, Savage C, Begley J, Sioufi S, Smith S, Stoyanov S, O’Tuathaigh C. Exploring the Clinical Usefulness of Undergraduate Medical Research: A Mixed-Methods Study. MEDICAL SCIENCE EDUCATOR 2024; 34:823-830. [PMID: 39099866 PMCID: PMC11296999 DOI: 10.1007/s40670-024-02035-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/01/2024] [Indexed: 08/06/2024]
Abstract
A significant amount of published clinical research has no measurable impact on health and disease outcomes, and research in undergraduate medical education is viewed as especially susceptible. The aims of this mixed methods study were to (a) to use group concept mapping (GCM) to explore key features identified by hospital physicians, medical educators, and medical students as central to clinical usefulness in an undergraduate medical research context, and (b) review a sample of undergraduate medical research projects based on usefulness criteria described by Ioannidis (2016). In the GCM procedure, 54 respondents (39 students, 15 physicians) from an Irish medical school participated across each of three phases: brainstorming, sorting, and rating. Data was analysed using multidimensional scaling and hierarchical clustering. A retrospective analysis of 252 student projects was also completed using a rubric based on Ioannidis's (2016) six domains of "clinical usefulness": problem base, context placement and information gain, pragmatism, patient-centredness, feasibility, and transparency. Projects were scored for each domain by three assessors. Results were analysed and presented using descriptive analysis.GCM analysis revealed the following "clinically useful" research characteristics: optimal design and methodology, practicality, research skills development, translational impact, patient-centredness, and asking a clinical question. Following a rubric-based analysis of projects, the highest scoring categories (mean rating; range of 1-4) were feasibility (3.57), transparency (3.32), and problem base (3.05). The lowest scoring areas were context placement and information gain (2.73), pragmatism (2.68), and patient-centredness (212). We identified considerable conceptual overlap between stakeholder consensus views on "clinical usefulness" as applied to undergraduate research and Ioannidis's criteria. Patient-centredness was identified as a domain requiring greater emphasis during the design of undergraduate medical research. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-024-02035-7.
Collapse
Affiliation(s)
- Emma Burke
- School of Medicine, University College Cork, Cork, Ireland
| | - Colm Savage
- School of Medicine, University College Cork, Cork, Ireland
| | - John Begley
- School of Medicine, University College Cork, Cork, Ireland
| | | | - Simon Smith
- Medical Education Unit, School of Medicine, University College Cork, Cork, Ireland
| | - Slavi Stoyanov
- Open University of the Netherlands, 177, Valkenburgerweg 6401 DL Heerlen, The Netherlands
| | - Colm O’Tuathaigh
- Medical Education Unit, School of Medicine, University College Cork, Cork, Ireland
| |
Collapse
|
4
|
Dinh HH, Uebel K, Iqbal MP, Grant A, Shulruf B, Nathan S, Vo K, Smith G, Carland JE. "Excited When They See Their Name in Print": Research Outputs from an Australian Medical Program. MEDICAL SCIENCE EDUCATOR 2024; 34:639-645. [PMID: 38887404 PMCID: PMC11180040 DOI: 10.1007/s40670-024-02029-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/19/2024] [Indexed: 06/20/2024]
Abstract
To promote evidence-based practice, medical schools offer students opportunities to undertake either elective or mandatory research projects. One important measure of the research program success is student publication rates. In 2006, UNSW Medicine implemented a mandatory research program in the 4th year of the undergraduate medical education program. This study identified student publication rates and explored student and supervisor experiences with the publication process. A retrospective audit of student publications from the 2007, 2011, and 2015 cohorts was undertaken to look at trends over time. Data collected included type of publication and study methodology. Semi-structured interviews were conducted with a sample of undergraduate students (n = 11), medical graduates (n = 14), and supervisors (n = 25) and analysed thematically. Student publication rates increased significantly (P = 0.002) from 28% in 2007 to 50.2% in 2015. Students able to negotiate their own project were more likely to publish (P = 0.02). Students reported personal affirmation and development of research skills from publishing their research findings, while graduates noted improved career opportunities. Supervisors expected students to publish but identified the time to publications and student motivation as key factors in achieving publication(s). A high publication rate is possible in a mandatory research program where students can negotiate their own topic and are given protected time. Publications happen after the research project has finished. Critical factors in successful publication include supervisor support and student motivation. Given the importance of the supervisor's role, staff development and faculty support to train and develop a body of skilled supervisors is required.
Collapse
Affiliation(s)
- Harry Hieu Dinh
- School of Population Health, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
- Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Kerry Uebel
- School of Population Health, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
- Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Maha Pervaz Iqbal
- Centre for Health Systems and Safety Research, Australian Institute of Health Innovation, Sydney, Australia
- Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia
| | - Ari Grant
- UNSW Library, UNSW Sydney, Kensington, Australia
| | - Boaz Shulruf
- Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Sally Nathan
- School of Population Health, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Khanh Vo
- Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Greg Smith
- School of Biomedical Sciences, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| | - Jane Ellen Carland
- Department of Clinical Pharmacology and Toxicology, St Vincent’s Hospital, Sydney, Darlinghurst, Australia
- School of Clinical Medicine, St Vincent’s Healthcare Clinical Campus, Faculty of Medicine and Health, UNSW Sydney, Kensington, Australia
| |
Collapse
|
5
|
Bell L, Lemos E, Krimphove J, Kaiser S, Guerra-Giraldez C, Lemos M. vSEMERA: pilot project assessing health profession students' experiences in an international virtual research program. BMC MEDICAL EDUCATION 2024; 24:606. [PMID: 38824559 PMCID: PMC11143557 DOI: 10.1186/s12909-024-05528-6] [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: 01/30/2024] [Accepted: 05/07/2024] [Indexed: 06/03/2024]
Abstract
BACKGROUND The "Virtual Semester for Medical Research Aachen" (vSEMERA) is an international, interdisciplinary, virtual education program developed for health profession students. The first edition (2021) was hosted by the Medical Faculty of RWTH Aachen University (Germany) in cooperation with Centro Universitário Christus (Brazil) and Universidad Peruana Cayetano Heredia (Peru). The primary aim of the 12-weeks program was to provide students with skills in health science research and prepare them for scientific career paths. METHODS vSEMERA was built on a virtual learning platform, the "vSEMERA-Campus", designed to foster students' learning process and social interactions. Maximum flexibility was offered through synchronous and asynchronous teaching, enabling participants to join via any device from any part of the Globe alongside their regular studies. For the program's first edition (September - November 2021), health profession students from Germany, Brazil, Peru, Spain, and Italy filled all 30 available spots. Satisfaction, quality of the program and courses offered, as well as perceived learning outcomes, were examined using questionnaires throughout and at the end of the program. RESULTS The program received a rating of 4.38 out of 5 stars. While it met most expectations (4.29 out of 5), participants were unable to attend as many courses as intended (2.81 out of 5), mainly due to scheduling conflicts with the home university schedule (46%), internships (23%), and general timing issues (31%). Participants acknowledged considerable improvements in their scientific skills, English language skills, confidence in scientific project management, research career progression, and enthusiasm for a scientific career. CONCLUSIONS vSEMERA represents a promising example of an online international learning and exchange program using pedagogical and technological elements of virtual collaboration and teaching. In addition to advancing future vSEMERA editions, our results may offer insights for similar projects that address the targeted integration of scientific research education into an international, digital learning environment.
Collapse
Affiliation(s)
- Laura Bell
- Audiovisual Media Center, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - Eliana Lemos
- Dean of Studies and Teaching Office, RWTH Aachen University, Aachen, Germany
| | - Jan Krimphove
- Centro Universitário Christus (Unichristus), Fortaleza, Brazil
| | - Stephanie Kaiser
- Institute for History, Theory and Ethics of Medicine, Medical Faculty, RWTH Aachen University, Aachen, Germany
- Mauthausen Memorial, Vienna, Austria
| | - Cristina Guerra-Giraldez
- Institutional Affairs and Internationalization, School of Science and Engeneering, Universidad Peruana Cayetano Heredia, Lima, Peru
| | - Martin Lemos
- Audiovisual Media Center, Medical Faculty, RWTH Aachen University, Aachen, Germany.
| |
Collapse
|
6
|
Claessen RJM, van Ede AE, van Gils M, Reuzel RPB, van Woezik TET, van Gurp PJM. Co-learning and co-teaching in a newly introduced research learning community. CLINICAL TEACHER 2024; 21:e13683. [PMID: 37944918 DOI: 10.1111/tct.13683] [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: 04/17/2023] [Accepted: 09/08/2023] [Indexed: 11/12/2023]
Abstract
BACKGROUND Research clerkships are usually designed as individual learning projects focusing on research skills training, such as research design, data analysis and reporting. When the COVID-19 pandemic triggered an urgent need for digital education, we redesigned a research clerkship with the challenging aim to maintain original quality for more students than usual with limited teaching staff. APPROACH We introduced the concept of a research learning community (RLC) with co-teaching and co-learning to a group of 14 students and seven teaching faculty using digital platforms. Small groups of students participated in the RLC, which was supervised weekly by the teachers. Research experts were continuously involved and led workshops. EVALUATION Using a qualitative design, we analysed experiences from the perspectives of students and faculty. We performed an inductive thematic content analysis of three focus group interviews and used 14 student reports for triangulation. The results indicate that apart from developing research skills, students valued peer assistance, attention to uncertainty and learning beyond individual research projects. The teachers/research experts reported that co-teaching and co-learning had contributed to their professional development. In terms of organisation, students and faculty recognised that the RLC model allowed for interdisciplinary learning, facilitated by a digital platform. IMPLICATIONS To develop students' research skills, embedding a clerkship in an RLC is an attractive alternative to individual research clerkships. The obligatory learning goals are met. Co-learning and co-teaching foster faculty's and students' professional development. When translating to other curricula, we recommend stating common goals in addition to individual objectives.
Collapse
Affiliation(s)
- Roy J M Claessen
- Department of Internal Medicine, Radboudumc, Nijmegen, The Netherlands
| | | | - Merel van Gils
- Radboud Health Academy, Radboudumc, Nijmegen, The Netherlands
| | - Rob P B Reuzel
- Department for Health Evidence, Radboudumc, Nijmegen, The Netherlands
| | | | | |
Collapse
|
7
|
Vogt M, Schuchardt N, Geissler ME, Bereuter JP, Geissler RB, Glauche I, Gerdes S, Deußen A, Günther L. Scientific competence during medical education - insights from a cross-sectional study at a German Medical School. BMC MEDICAL EDUCATION 2024; 24:590. [PMID: 38807084 PMCID: PMC11134709 DOI: 10.1186/s12909-024-05470-7] [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: 12/21/2023] [Accepted: 04/25/2024] [Indexed: 05/30/2024]
Abstract
BACKGROUND Medical knowledge regarding the pathophysiology, diagnosis and treatment of diseases is constantly evolving. To effectively incorporate these findings into professional practice, it is crucial that scientific competencies are a central component of medical education. This study seeks to analyse the current state of scientific education and students' desires for integration into the curriculum. METHODS From October to December 2022, a survey was distributed at the Medical Faculty Dresden to all medical students from the 1st to 5th academic year (AY). The survey investigates current expectations of applying scientific competencies later in professional life, and the students were asked to self-assess various scientific skills and in relation to the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education. The self-assessments were objectified through a competence test with ten multiple-choice questions. The desire for curricular teaching was inquired. RESULTS 860 students completed the survey. This corresponds to a response rate of 64%. In the 5th AY, approximately 80% of the participants stated that they expected to work with scientific literature on a daily to monthly basis in future professional life and to communicate corresponding scientific findings to patients. Only 30-40% of the 5th AY rate their scientific competencies as sufficient to do this appropriately. This corresponds with the self-assessed competencies that only slightly increased over the 5 AYs from 14.1 ± 11.7 to 21.3 ± 13.8 points (max. 52) and is also reflected in the competence test (1st AY 3.6 ± 1.75 vs. 5th AY 5.5 ± 1.68, max. 10 points). Half of the students in the 4th and 5th AYs were dissatisfied with the current teaching of scientific skills. The majority preferred the implementation of a science curriculum (56%), preferably as seminars dealing with topics such as literature research, analysis, and science communication. CONCLUSIONS The results show discrepancies between expectations of using scientific knowledge in everyday professional life, self-rated and objectively recorded competencies, and the current state of curricular teaching of scientific competencies. There is a strong need for adequate practical training, particularly in critical analyses of scientific literature, which enables the communication of scientific knowledge to patients.
Collapse
Affiliation(s)
- Maximilian Vogt
- Division of Medical Biology, Department of Psychiatry and Psychotherapy, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Nadja Schuchardt
- Division of Medical Biology, Department of Psychiatry and Psychotherapy, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Mark Enrik Geissler
- Department of Visceral, Thoracic and Vascular Surgery, Medical Faculty and University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Jean-Paul Bereuter
- Department of Visceral, Thoracic and Vascular Surgery, Medical Faculty and University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Rona Berit Geissler
- Department of Visceral, Thoracic and Vascular Surgery, Medical Faculty and University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Ingmar Glauche
- Institute for Medical Informatics and Biometry, Carl Gustav Carus Faculty of Medicine, Technische Universität Dresden, 01307, Dresden, Germany
| | - Sebastian Gerdes
- Institute for Medical Informatics and Biometry, Carl Gustav Carus Faculty of Medicine, Technische Universität Dresden, 01307, Dresden, Germany
| | - Andreas Deußen
- Department of Physiology, Medical Faculty Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Lydia Günther
- Division of Medical Biology, Department of Psychiatry and Psychotherapy, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany.
| |
Collapse
|
8
|
Huang Q, Yan SY, Huang J, Guo Y, Zeng XT, Jin YH. Effectiveness of simulation-based clinical research curriculum for undergraduate medical students - a pre-post intervention study with external control. BMC MEDICAL EDUCATION 2024; 24:542. [PMID: 38750452 PMCID: PMC11097530 DOI: 10.1186/s12909-024-05455-6] [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: 01/09/2024] [Accepted: 04/22/2024] [Indexed: 05/18/2024]
Abstract
BACKGROUND Simulation is widely utilized in medical education. Exploring the effectiveness of high-fidelity simulation of clinical research within medical education may inform its integration into clinical research training curricula, finally cultivating physician-scientist development. METHODS Standard teaching scripts for both clinical trial and cross-sectional study simulation were designed. We recruited undergraduates majoring in clinical medicine at 3th grade into a pre-post intervention study. Additionally, a cross-sectional survey randomly selected medical undergraduates at 4th or 5th grade, medical students in master and doctor degree as external controls. Self-assessment scores of knowledge and practice were collected using a 5-point Likert scale. Changes in scores were tested by Wilcoxon signed-rank test and group comparisons were conducted by Dunn's tests with multiple corrections. Multivariable quantile regressions were used to explore factors influencing the changes from baseline. RESULTS Seventy-eight undergraduates involved the clinical trial simulation and reported improvement of 1.60 (95% CI, 1.48, 1.80, P < 0.001) in knowledge and 1.82 (95% CI, 1.64, 2.00, P < 0.001) in practice score. 83 undergraduates involved in the observational study simulation and reported improvement of 0.96 (95% CI, 0.79, 1.18, P < 0.001) in knowledge and 1.00 (95% CI, 0.79, 1.21, P < 0.001) in practice. All post-intervention scores were significantly higher than those of the three external control groups, P < 0.001. Higher agreement on the importance of clinical research were correlated with greater improvements in scores. Undergraduates in pre-post study showed high confidence in doing a future clinical research. CONCLUSION Our study provides evidence supporting the integration of simulation into clinical research curriculum for medical students. The importance of clinical research can be emphasized during training to enhance learning effect.
Collapse
Affiliation(s)
- Qiao Huang
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, #169, East Lake Road, Wuchang District, Wuhan City, Hubei Province, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, Wuhan, 430071, China
| | - Si-Yu Yan
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, #169, East Lake Road, Wuchang District, Wuhan City, Hubei Province, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, Wuhan, 430071, China
| | - Jiao Huang
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, #169, East Lake Road, Wuchang District, Wuhan City, Hubei Province, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, Wuhan, 430071, China
| | - Yi Guo
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, #169, East Lake Road, Wuchang District, Wuhan City, Hubei Province, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, Wuhan, 430071, China
| | - Xian-Tao Zeng
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, #169, East Lake Road, Wuchang District, Wuhan City, Hubei Province, China.
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, Wuhan, 430071, China.
| | - Ying-Hui Jin
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, #169, East Lake Road, Wuchang District, Wuhan City, Hubei Province, China.
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, Wuhan, 430071, China.
- Department of Geriatrics, Zhongnan Hospital of Wuhan University, Wuhan, 430071, China.
| |
Collapse
|
9
|
You X, Wu W. Assessing the impact of Medical Education's Innovation & Entrepreneurship Program in China. BMC MEDICAL EDUCATION 2024; 24:519. [PMID: 38730441 PMCID: PMC11088058 DOI: 10.1186/s12909-024-05467-2] [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: 12/10/2023] [Accepted: 04/24/2024] [Indexed: 05/12/2024]
Abstract
OBJECTIVE A growing number of clinical undergraduates are chosen to enter institutions for higher education biotechnology and industry workforce, though most need more laboratory experience training and business practice. Innovation and Entrepreneurship Program (I&E Program) can benefit from biological experiment and commercialization training largely absent from standard clinical medical educational curricula. Our study investigates the impact and status of the I&E Program in enhancing medical students' research and entrepreneurial abilities and provides recommendations for improving this program. METHODS A cross-sectional study was applied by delivering a questionnaire to survey medical students from Central South University who participated in the I&E Program. The questionnaire consisted of three parts: basic information, the impact of the I&E Program on medical students' research and entrepreneurial abilities, and attitudes and recommendations regarding the I&E Program. RESULTS Many students participating in the I&E Program have received competition awards and improved their academic experience, article writing, and application patents. Their research-related abilities have been enhanced, including in-lab techniques, theoretical research skills, data analysis knowledge, clinical research skills, experimental research skills, entrepreneurship, data analysis ability, teamwork, and communication. While 73.93% of students express satisfaction with the I&E Program, there are still several areas of improvement, including more robust practical components, increased support, and enhanced teamwork. CONCLUSION The scale of the I&E Program is rapidly expanding to address scientific research or business skills needed by college students in the new era. However, more programs still need to be discontinued during their further study. The I&E Program significantly enhances research abilities and fosters confidence in their study. This analysis emphasizes the importance of research-oriented and interdisciplinary education for students' holistic development in medical schools compared with formal medical education.
Collapse
Affiliation(s)
- Xiandi You
- Xiangya Hospital, Xiangya School of Medicine, Central South University, Changsha, Hunan, China
| | - Wenyi Wu
- Department of Ophthalmology, Xiangya Hospital, Central South University, Changsha, China.
- Hunan Key Laboratory of Ophthalmology, Changsha, China.
- National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, China.
| |
Collapse
|
10
|
Zhan C, Zhang Y. Perception, practice, and barriers toward research among pediatric undergraduates: a cross-sectional questionnaire-based survey. BMC MEDICAL EDUCATION 2024; 24:364. [PMID: 38570767 PMCID: PMC10988852 DOI: 10.1186/s12909-024-05361-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2023] [Accepted: 03/27/2024] [Indexed: 04/05/2024]
Abstract
BACKGROUND Scientific research activities are crucial for the development of clinician-scientists. However, few people pay attention to the current situation of medical research in pediatric medical students in China. This study aims to assess the perceptions, practices and barriers toward medical research of pediatric undergraduates. METHODS This cross-sectional study was conducted among third-year, fourth-year and fifth-year pediatric students from Zhejiang University School of Medicine in China via an anonymous online questionnaire. The questionnaires were also received from fifth-year students majoring in other medicine programs [clinical medicine ("5 + 3") and clinical medicine (5-year)]. RESULTS The response rate of pediatric undergraduates was 88.3% (68/77). The total sample of students enrolled in the study was 124, including 36 students majoring in clinical medicine ("5 + 3") and 20 students majoring in clinical medicine (5-year). Most students from pediatrics ("5 + 3") recognized that research was important. Practices in scientific research activities are not satisfactory. A total of 51.5%, 35.3% and 36.8% of the pediatric students participated in research training, research projects and scientific article writing, respectively. Only 4.4% of the pediatric students contributed to publishing a scientific article, and 14.7% had attended medical congresses. None of them had given a presentation at a congress. When compared with fifth-year students in the other medicine program, the frequency of practices toward research projects and training was lower in the pediatric fifth-year students. Lack of time, lack of guidance and lack of training were perceived as the main barriers to scientific work. Limited English was another obvious barrier for pediatric undergraduates. Pediatric undergraduates preferred to participate in clinical research (80.9%) rather than basic research. CONCLUSIONS Although pediatric undergraduates recognized the importance of medical research, interest and practices in research still require improvement. Lack of time, lack of guidance, lack of training and limited English were the common barriers to scientific work. Therefore, research training and English improvement were recommended for pediatric undergraduates.
Collapse
Affiliation(s)
- Canyang Zhan
- Department of Neonatology, Children's Hospital, Zhejiang University School of Medicine, National Clinical Research Center for Child Health, Hangzhou, China
| | - Yuanyuan Zhang
- Department of Pulmonology, Children's Hospital, Zhejiang University School of Medicine, National Clinical Research Center for Child Health, Hangzhou, China.
| |
Collapse
|
11
|
Arráez-Aybar LA, Arias-Diaz J, Paredes SD, Zuluaga-Arias P, Chevalier M, Salobrar-Garcia E, Collado L, Hurtado O, Fernández-Mateos P. Self-perception of the acquisition of transferable competencies by the participants in a research congress for undergraduate students: A cross-sectional study. Heliyon 2024; 10:e27283. [PMID: 38509993 PMCID: PMC10951499 DOI: 10.1016/j.heliyon.2024.e27283] [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] [Received: 03/07/2023] [Revised: 02/24/2024] [Accepted: 02/27/2024] [Indexed: 03/22/2024] Open
Abstract
Context Several curricular initiatives have been developed to improve the acquisition of research competencies by Health Science students. Objectives To know how students self-perceived of whether their participation in the XIV National Research Congress for Undergraduate Students of Health Sciences had helped them in the acquisition of 36 research-related transferable competencies (TCs) common to Health Science degrees. Methods A survey design (Cronbach's alpha = 0.924), using a self-administered questionnaire, was conducted among undergraduate students who voluntarily participated in the Congress. Data analysis was performed using SPSS 25 and Statgraphics 19. Statistical significance was considered for P < 0.05. Results Eighty-one students from 12 Health Science degree programs responded. Key findings are presented in a structured manner, using a Likert-5 scale. Twenty-five of the competencies surveyed obtained an average ≥ 4 highlighting: "Critically evaluate and know how to use sources of clinical and biomedical information to obtain, organize, interpret, and communicate scientific and health information"; "To be able to formulate hypotheses, collect and critically evaluate information for problem solving, following the scientific method", "Critical analysis and research" and "Communicate effectively and clearly, orally and in writing with other professionals". Significance was found in 15 competencies. The development of the competencies "Teamwork", "Critical reasoning" and "Analysis and synthesis abilities" was considered to be of greater "personal utility" by the respondents. Conclusion Participation in this event contributed to the development of research-related TCs, critical analysis and information management and communication, especially in relation to learning the sources of clinical and biomedical information, to know, following the scientific method, how to formulate hypotheses that allow students to solve problems in their professional activity. The experience was significantly influenced by the respondents' year, the type of participation in the event and the gender of the students. Limitations and suggestions regarding future research are discussed to encourage further exploration of the topic.
Collapse
Affiliation(s)
- Luis-A. Arráez-Aybar
- Department of Anatomy and Embryology, Faculty of Medicine, Complutense University of Madrid, Madrid, Spain
| | - Javier Arias-Diaz
- Department of Surgery, Faculty of Medicine, Complutense University of Madrid, Madrid, Spain
| | - Sergio D. Paredes
- Department of Physiology, Faculty of Medicine, Complutense University of Madrid, Madrid, Spain
| | - Pilar Zuluaga-Arias
- Statistics & Operations Research Department, Faculty of Medicine, Complutense University of Madrid, Madrid, Spain
| | - Margarita Chevalier
- Department of Radiology, Rehabilitation and Physiotherapy, Faculty of Medicine, Complutense University of Madrid, Madrid, Spain
| | - Elena Salobrar-Garcia
- Department of Immunology, Ophthalmology and ENT, Faculty of Optics and Optometry, Complutense University of Madrid, Madrid, Spain
- Instituto de Investigaciones Oftalmológicas Ramón Castroviejo, Complutense University of Madrid, Madrid, Spain
- Instituto de Investigación Sanitaria San Carlos, Madrid, Spain
| | - Luis Collado
- Department of Medicine, Faculty of Medicine, Complutense University of Madrid, Madrid, Spain
| | - Olivia Hurtado
- Department of Pharmacology and Toxicology, Faculty of Medicine, Complutense University of Madrid, Madrid, Spain
| | - Pilar Fernández-Mateos
- Instituto de Investigación Sanitaria San Carlos, Madrid, Spain
- Department of Cell Biology, Faculty of Medicine, Complutense University of Madrid, Madrid, Spain
| |
Collapse
|
12
|
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.
Collapse
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
| |
Collapse
|
13
|
Asghar AUR, Aksoy M, Graham AI, Baseler HA. Developing research skills in medical students online using an active research study. BMC MEDICAL EDUCATION 2023; 23:805. [PMID: 37884936 PMCID: PMC10605271 DOI: 10.1186/s12909-023-04781-5] [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: 03/03/2023] [Accepted: 10/16/2023] [Indexed: 10/28/2023]
Abstract
BACKGROUND Developing research skills and scholarship are key components of medical education. The COVID-19 pandemic necessitated that all teaching be delivered online. We introduced an approach to small group teaching in the academic year 2020-2021 online which involved students in an active (ongoing) research study to develop their research skills. METHODS We acquired student feedback to evaluate their perspectives quantitatively on development of research and scholarship skills, teaching content and format, and tutor performance using this teaching approach. In addition, we captured free text responses from both students and tutors on the positives and negatives of our course, and their suggested improvements. We also compared summative assessment marks for the online/active research course (2020-2021) with those obtained from previous (2017-2019) and subsequent (2021-2023) teaching sessions. RESULTS Students were largely positive about most aspects of the online course utilising an active research study (n = 13). Students agreed that they were able to acquire research skills, particularly related to data analysis, transferable skills, and giving scientific presentations. A one-way ANOVA revealed no significant difference for assessment marks across all five teaching years (two years prior and two years following the online/active research course), indicating that the course achieved the learning outcomes. Students enjoyed the convenience of online teaching and the availability of course resources, but least liked the lack of in-person interaction and laboratory training. Tutors enjoyed the collaborative aspects of online teaching, but least liked the lack of face-to-face interactions with students. CONCLUSIONS Our study demonstrates that delivering online teaching which involves students in active research engages and motivates them to develop their research and scholarship skills. We recommend that educators consider incorporating a current research study in their undergraduate courses as this can enhance the student learning experience as well as the research project itself.
Collapse
Affiliation(s)
- Aziz U R Asghar
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK
- Experimental Medicine and Biomedicine, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK
- York Biomedical Research Institute, University of York, York, YO10 5DD, UK
| | - Murat Aksoy
- Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK
| | - Alison I Graham
- Experimental Medicine and Biomedicine, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK
- Health Professions Education Unit, Hull York Medical School, University of York, York, YO10 5DD, UK
| | - Heidi A Baseler
- Experimental Medicine and Biomedicine, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK.
- York Biomedical Research Institute, University of York, York, YO10 5DD, UK.
- Department of Psychology, University of York, York, YO10 5DD, UK.
| |
Collapse
|
14
|
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.
Collapse
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
| |
Collapse
|
15
|
Turner A, Wolvaardt J, Ryan M. Exploring doctors' trade-offs between management, research and clinical training in the medical curriculum: a protocol for a discrete choice experiment in Southern Africa. BMJ Open 2023; 13:e070836. [PMID: 37536974 PMCID: PMC10401257 DOI: 10.1136/bmjopen-2022-070836] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Accepted: 06/28/2023] [Indexed: 08/05/2023] Open
Abstract
INTRODUCTION Medical curricula should prepare doctors for roles that extend beyond that of a clinician. But the formal inclusion of both management and research training still appear to be neglected. It is important to understand what the profession would be willing to give up in terms of clinical training time for management and research content teaching prior to making any changes in a medical curriculum. METHODS AND ANALYSIS A discrete choice experiment will elicit the preferences and trade-offs that medical doctors in Southern Africa are prepared to make about the management, research and clinical training. Attention will also be given to the teaching method and placement of the content. DCE data will be collected using an online survey with an estimated sample size of 368 medical doctors. Data regarding participants' preference for a traditional or revised curriculum will be assessed using the Resistance to Change-Beliefs (RC-B) scale and demographic information will also be collected to assess preference heterogeneity.Analysis of the DCE data will be based on the Random Utility Maximisation framework using variants of the multinomial logit model. Data quality will be assessed. Value will be estimated in terms of clinical time, that is, how much clinical training time medical doctors are willing to give up to have research and management training within a curriculum that has a maximum of 40 hours per week. Observed preference heterogeneity will be assessed using the RC-B scale data and characteristics of respondents. Latent class models will be used to test for unobserved heterogeneity. ETHICS AND DISSEMINATION The research ethics and institutional committees of the sites have approved the study. The survey includes an informed consent section. Study findings will be reported to the medical schools and papers will be submitted to peer-reviewed, accredited journals and higher education and health economic conferences.
Collapse
Affiliation(s)
- 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
| | - Mandy Ryan
- Health Economics Research Unit, University of Aberdeen, Aberdeen, UK
| |
Collapse
|
16
|
Athiel Y, Girault A, Gaillard M, Le Ray C, Goffinet F. Publication rate and factors associated with publication of research projects by obstetrics residents in an academic department over 10 years. Eur J Obstet Gynecol Reprod Biol 2023; 287:161-165. [PMID: 37348382 DOI: 10.1016/j.ejogrb.2023.06.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Revised: 06/07/2023] [Accepted: 06/13/2023] [Indexed: 06/24/2023]
Abstract
OBJECTIVES To determine the publication rate of mandatory research projects conducted by obstetrics residents and to evaluate the publication-associated factors and reported obstacles. STUDY DESIGN This retrospective cohort study included all consecutive residents in an academic obstetrics-gynecology department in Paris, France, between 2010 and 2020. All residents were required to conduct a research project. Information about publication was collected by searching PubMed. A closed-ended questions questionnaire was sent to former residents about their characteristics, subsequent professional development, and research project characteristics. Factors associated with publication were identified by univariable and multivariable analysis with logistic regression. RESULTS During the study period, 156 residents trained in our obstetrics-gynecology department. The overall publication rate was 30.8% (48/156) and the median time to publication 27 months (IQR, 18-37). The resident was first author in 36 (75.0%) publications. Among the 130 (83.3%) residents who completed the questionnaire, 43 (33%) had published their research project. Overall, 74/130 (60.8%) residents used their project for their mandatory medical thesis. Factors associated with publication in univariable analysis were younger age (median), completion of a PhD, planned career in academic medicine, prospective study design, presentation at a conference or congress and use their project for their medical thesis. The only factors associated with publication in the multivariable analysis were planned career in academic medicine (aOR 5.62 95 %CI[1.84-17.19]) and the prospective study design of the research project (aOR 6.1 95 %CI[1.24-29.56]). The main reasons for nonpublication reported by resident were lack of time and failure to complete the project. CONCLUSION Among the mandatory clinical research projects conducted by obstetrics residents over a decade in our department, 30.8% were published. The main factors associated with publication were planned career in academic medicine and a prospective design of the research project.
Collapse
Affiliation(s)
- Yoann Athiel
- Department of Obstetrics and Gynecology of Port-Royal, Cochin Hospital, Assistance Publique-Hôpitaux de Paris, Paris University, Paris, France.
| | - Aude Girault
- Department of Obstetrics and Gynecology of Port-Royal, Cochin Hospital, Assistance Publique-Hôpitaux de Paris, Paris University, Paris, France; Obstetrical Perinatal and Pediatric Epidemiology (Epopé) Research Team, Center for Epidemiology and Statistics (CRESS), INSERM U1153, Paris, France
| | - Martin Gaillard
- Department of Digestive, Hepatobiliary and Endocrine Surgery, Cochin Hospital, Assistance Publique-Hôpitaux de Paris, Paris University, Paris, France
| | - Camille Le Ray
- Department of Obstetrics and Gynecology of Port-Royal, Cochin Hospital, Assistance Publique-Hôpitaux de Paris, Paris University, Paris, France; Obstetrical Perinatal and Pediatric Epidemiology (Epopé) Research Team, Center for Epidemiology and Statistics (CRESS), INSERM U1153, Paris, France
| | - François Goffinet
- Department of Obstetrics and Gynecology of Port-Royal, Cochin Hospital, Assistance Publique-Hôpitaux de Paris, Paris University, Paris, France; Obstetrical Perinatal and Pediatric Epidemiology (Epopé) Research Team, Center for Epidemiology and Statistics (CRESS), INSERM U1153, Paris, France
| |
Collapse
|
17
|
Fox JL, Cribb J, Cumming K, Martin P. Medical student interest and participation in research at one rural clinical school: Insights from the last six years. Aust J Rural Health 2023; 31:569-574. [PMID: 36762881 DOI: 10.1111/ajr.12970] [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: 11/01/2022] [Revised: 01/15/2023] [Accepted: 01/20/2023] [Indexed: 02/11/2023] Open
Abstract
INTRODUCTION Limited evidence is currently available relating to research acitivity of medical students training in regional or rural areas. OBJECTIVE To describe medical student interest and participation in research at The University of Queensland Rural Clinical School (UQRCS). DESIGN Annual student expression of interest surveys were collated with records of student research participation maintained at UQRCS from 2017-2022. Additionally, a systematic search was conducted to identify student outputs not captured in internal records. Frequencies and proportions were calculated for all descriptive data along with proportions of students who engaged with a project, and projects that led to a peer-reviewed publication. FINDINGS At UQRCS commencement, 55% of research-interested students reported having basic research skills. Thirty-nine percent of research-interested students engaged with a project, most commonly literature reviews (47%) or audits (29%). Thirty-three percent of completed projects led to a peer-reviewed manuscript. DISCUSSION Students who engage with a project are unlikely to receive a project in their preferred clinical area and should be informed about the transferrability of research skills. Most students have basic research skills when commencing a project and therefore require ongoing support and mentorship from staff/supervisors. CONCLUSION Publication rates of medical students in regional/rural areas are comparable to those reported by metropolitan medical schools (~30%).
Collapse
Affiliation(s)
- Jordan L Fox
- The University of Queensland Rural Clinical School, Rockhampton, Queensland, Australia
| | - Jacky Cribb
- The University of Queensland Rural Clinical School, Toowoomba, Queensland, Australia
| | - Kaye Cumming
- The University of Queensland Rural Clinical School, Bundaberg, Queensland, Australia
| | - Priya Martin
- The University of Queensland Rural Clinical School, Toowoomba, Queensland, Australia
- Health and Behavioural Sciences, The University of Queensland, Herston, Queensland, Australia
| |
Collapse
|
18
|
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.
Collapse
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
| |
Collapse
|
19
|
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.
Collapse
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.
| |
Collapse
|
20
|
Fu DQ, Huang YQ, Que YH, Hong Y, Lin JQ. Factors affecting the scientific research ability and the corresponding countermeasures in clinical postgraduates. BMC MEDICAL EDUCATION 2023; 23:309. [PMID: 37143064 PMCID: PMC10161631 DOI: 10.1186/s12909-023-04261-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Accepted: 04/13/2023] [Indexed: 05/06/2023]
Abstract
BACKGROUND Scientific research ability (SRA) is very important for clinical postgraduates. However, the factors affecting students' SRA are constantly changing with the development of medicine. The aim of this study was to investigate the current situation of SRA in clinical postgraduates and exploring the potential factors and the corresponding countermeasures under the background of new medical science. METHODS A total of 133 postgraduates (first- or second-year) were investigated by questionnaire in the Second Affiliated Hospital of Fujian Medical University. All results were analyzed by R software. RESULTS In terms of the SRA, academic-degree postgraduate students (ADPSs) were significantly better than professional-degree postgraduate students (PDPSs) (P = 0.001), the students with scientific research interest were remarkably better than those without scientific research interest (P = 0.004), the students who mastered statistical analysis methods were more prominent than those who did not (P = 0.007), the students with paper-writing skills were obviously superior to those without it (P = 0.003), and the second-year students were notably better than the first-year students (P = 0.003). Stratified analysis by the above factors except the degree type showed no significant difference in the first-year postgraduates. In the second-year postgraduates, the ADPSs were remarkably superior to the PDPSs (P = 0.002), the students with scientific research interest were obviously better than those without scientific research interest (P = 0.014), the students with more time investment in scientific research were more prominent than those with less time investment in scientific research (P = 0.025), the students with paper-writing skills were notably superior to those without it (P = 0.031), and the students with plotting ability were better than those without it (P = 0.013). CONCLUSION The important factors affecting the SRA of clinical postgraduates include the degree type, the grade of student, scientific research interest, time investment in scientific research, statistical analysis methods, paper-writing skills, plotting ability. In short, earlier systematic SRA training contributes to the improvement of SRA in clinical postgraduates, especially in PDPSs.
Collapse
Affiliation(s)
- De-Qiang Fu
- Department of Medical Education, The Second Affiliated Hospital of Fujian Medical University, Quanzhou, 362000, China
- Department of Oncology, The Second Affiliated Hospital of Fujian Medical University, Quanzhou, 362000, China
| | - Yin-Qiong Huang
- Department of Endocrinology, The Second Affiliated Hospital of Fujian Medical University, Quanzhou, 362000, China
| | - Yu-Hui Que
- Department of Medical Education, The Second Affiliated Hospital of Fujian Medical University, Quanzhou, 362000, China
| | - Yu Hong
- Department of Medical Education, The Second Affiliated Hospital of Fujian Medical University, Quanzhou, 362000, China.
| | - Jian-Qing Lin
- Thyroid & Breast Surgery, The Second Affiliated Hospital of Fujian Medical University, Quanzhou, 362000, China.
| |
Collapse
|
21
|
Kim S, Jeong H, Cho H, Yu J. Extracurricular activities in medical education: an integrative literature review. BMC MEDICAL EDUCATION 2023; 23:278. [PMID: 37087451 PMCID: PMC10122317 DOI: 10.1186/s12909-023-04245-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Accepted: 04/10/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND The importance of extracurricular activities (EAs) has been emphasized in medical education. These activities could enhance medical students' emotional and physical health and afford them developmental opportunities. Despite the growing amount of research related to this theme, few studies review and synthesize the existing literature. This study aims to provide an understanding of the educational implications of EAs in medical colleges and constructs an integrated conceptual framework concerning their types and learning outcomes by literature review. METHODS An integrative literature review was conducted following Torraco's method, with the aim to generate a new framework for the given topic. The authors utilized Scopus and PubMed as databases, using search terms "extracurricular," "medical," and "students." Initially, titles and abstracts were screened to include relevant studies, and the researchers verified the eligibility of the articles by following the inclusion and exclusion criteria. Of the 263 articles identified, 64 empirical studies were selected for further review. RESULTS EAs in undergraduate medical education can be classified into direct extracurricular activities and indirect extracurricular activities, the latter of which is sorted into nine sub-categories. We identified seven main categories regarding the learning outcomes of EAs. In addition to general activities (e.g., pro-social activities, team sports), some distinctive activities such as research have been largely addressed in previous studies. The results of EAs were discussed in relation to academic growth, career development, and psychological experiences. CONCLUSIONS This review identified the types and learning outcomes of EAs in the context of medical education, thereby suggesting ways to improve the quality of EAs and maximize their educational effects.
Collapse
Affiliation(s)
- Sejin Kim
- Office of Medical Education, Ajou University School of Medicine, Suwon, South Korea
| | - Hyeyoon Jeong
- Department of Medical Education, Ajou University School of Medicine, Suwon, South Korea
| | - Hyena Cho
- Department of Medical Education, Ajou University School of Medicine, Suwon, South Korea
| | - Jihye Yu
- Department of Medical Education, Ajou University School of Medicine, Suwon, South Korea.
| |
Collapse
|
22
|
Design and Transition of an Emergency E-Learning Pathology Course for Medical Students-Evaluation of a Novel Course Concept. Eur J Investig Health Psychol Educ 2023; 13:112-129. [PMID: 36661758 PMCID: PMC9858035 DOI: 10.3390/ejihpe13010008] [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: 11/23/2022] [Revised: 12/21/2022] [Accepted: 01/04/2023] [Indexed: 01/11/2023] Open
Abstract
BACKGROUND Around the world, the emergency brought about by the COVID-19 pandemic forced medical schools to create numerous e-learning supplements to provide instruction during this crisis. The question now is to determine a way in which to capitalize on this momentum of digitization and harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to an emergency remote education online course and, in the second step, applied a flipped classroom approach including research skills training. METHODS In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. Its content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were taught at the same time. RESULTS Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students. CONCLUSION Flipped classroom formats are a viable option when using pre-existing content. We recommend checking such content for technical and didactic quality and optimizing it if necessary. Content on research skills can be combined very well with clinical teaching content.
Collapse
|
23
|
Manzoor S, Minhas R, Gulzar Z, Sherwani B, Shahid N. "Expectations and Perceptions of Medical Students From a 4-Week Research Module: A Longitudinal Cohort Survey". JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231182609. [PMID: 37362583 PMCID: PMC10286207 DOI: 10.1177/23821205231182609] [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: 12/04/2022] [Accepted: 05/31/2023] [Indexed: 06/28/2023]
Abstract
OBJECTIVES Clinical decision-making revolves around evidence-based medicine. Evidence-based medicine entails research problems, their evaluation against available scientific literature and implementing the results into practice. Medical undergraduates lack experience in the research process. This study aimed to analyze the difference between the precourse expectations and postcourse perception of students after an interventive, mandatory research module. METHODS This longitudinal cohort survey was conducted at Azad Jammu Kashmir Medical College, Muzaffarabad. Fourth-year medical students were included in this study. After ethical review board approval, online survey questionnaires were circulated at 2 data points: before starting the research module and after it ended. Data were analyzed and nonparametric Mann-Whitney U test and Wilcoxon tests were applied to compare the difference in responses, regarding expectation and perception of the research module. RESULTS Total participants were 104; the response rate was 100% for the expectation questionnaire, whereas it dropped to 77% for the perception questionnaire. Female students had a higher response rate. In comparison of the 2 questionnaires, a statistically significant difference was observed in the student's ability to conduct literature search and critical literature appraisal (P = .000 and .00, respectively). There was also a perceived improvement in scientific writing, problem-solving abilities, and communication skills. Overall, a significant difference was found between the expectation and perception of students. CONCLUSION Students had high expectations from the research module. After the course, their perception of their own communication skills, research abilities, scientific writing, and research aptitude has significantly improved.
Collapse
Affiliation(s)
| | - Rafia Minhas
- Central Park Medical College, University of Health Sciences, Lahore, Pakistan
| | - Zain Gulzar
- Dental Education Department, Azra Naheed Dental College, The Superior University, Lahore, Pakistan
| | - Bushra Sherwani
- Ophthalmology, SKBZ Hospital, University of Health Sciences, Lahore, Pakistan
| | - Noor Shahid
- Central Park Medical College, University of Health Sciences, Lahore, Pakistan
| |
Collapse
|
24
|
Bazargan-Hejazi S, Negrete Manriquez JA, McDermoth-Grimes M, Parra EA, Prothrow-Stith D. Underrepresented in medicine students' perspectives on impactful medical education. BMC MEDICAL EDUCATION 2022; 22:904. [PMID: 36585706 PMCID: PMC9805279 DOI: 10.1186/s12909-022-03983-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 10/13/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Exploring the perceptions of underrepresented in medicine (URiM) students about the medical education curriculum and learning environment could optimize their education outcomes. The current study delineated perceptions of URiM medical students about the unique elements and characteristics of an impactful medical education program that create a positive, supportive learning environment culture. METHODS We conducted in-depth interviews with 15 URiM students between January 2018 and April 2018. Interviewees were recruited from an accredited medical education program in Historically Black Colleges and Universities (HBCUs). The University is also a member of the Hispanic Association of Colleges and Universities in the U.S. The main question that guided the study was, "What do URiM students at a Historically Black Colleges and Universities (HBCU) medical school believe would make a medical education program (MEP) impactful?" We used the grounded theory analytical approach and performed content analysis via qualitative thematic evaluation. RESULTS Of 112 enrolled medical students (MS), 15 verbally consented to participation. We identified four general themes and several subthemes. The themes include 1) Grounding learning in the community; 2) Progressive system-based practice competency; 3) Social justice competency and 4) Trauma-informed medical education delivery. Theme 1 included the following subthemes (a) community engagement, and (b) student-run clinic, mobile clinic, and homeless clinic rotations. Theme 2 includes (a) interprofessional learning and (b) multidisciplinary medicine for cultivating a 'just' healthcare system. Theme 3 includes (a) longitudinal social justice curriculum, (b) advocacy, and (c) health disparity research. Theme 4 had the following subdomains (a) early and ongoing mentoring and (b) provision of supportive policies, services and practices to maximize learning and mental health. CONCLUSION Our learners found that social justice, trauma-informed, community-based curricula are impactful for URiM learners. These findings highlight the need for further research to assess the impact of permeating the championship culture, community cultural wealth, and transformational education in all aspects of the MEP in providing a supporting and positive learning environment for URiM students.
Collapse
Affiliation(s)
- Shahrzad Bazargan-Hejazi
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- David Geffen School of Medicine at UCLA, 10833 Le Conte Ave, Los Angeles, CA 90095 USA
| | - Jose A. Negrete Manriquez
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- David Geffen School of Medicine at UCLA, 10833 Le Conte Ave, Los Angeles, CA 90095 USA
| | - Monique McDermoth-Grimes
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- College of Medicine, Howard University, Washington, DC, USA
| | - Elisabeth Alexandra Parra
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- David Geffen School of Medicine at UCLA, 10833 Le Conte Ave, Los Angeles, CA 90095 USA
| | - Deborah Prothrow-Stith
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
| |
Collapse
|
25
|
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.
Collapse
|
26
|
Yan S, Huang Q, Huang J, Wang Y, Li X, Wang Y, Luo L, Wang Y, Guo Y, Zeng X, Jin Y. Clinical research capability enhanced for medical undergraduates: an innovative simulation-based clinical research curriculum development. BMC MEDICAL EDUCATION 2022; 22:543. [PMID: 35836218 PMCID: PMC9281572 DOI: 10.1186/s12909-022-03574-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Accepted: 06/16/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Clinical research has frequently not been taught in a practical way, often resulting in a very didactic approach rendering it not very accessible for medical undergraduates. Simulation can provide an immersive, interactive, and reflective experience and may be applied to the clinical research curriculum. METHODS A 7-step model, modified from Kern's six-step approach and Khamis's stepwise model, was used to develop the curriculum. A questionnaire survey on undergraduates' attitude towards, knowledge and practice of clinical research and simulation education was conducted to generate a targeted needs assessment. The simulation framework was integrated into the development of educational strategies. Experts were consulted to assess the curriculum prior to implementation. RESULTS Talent construction in China needs an innovative capability-enhanced clinical research curriculum. Sixty-six clinical undergraduates in our school completed the survey. 89.39% (59/66) of them hadn't participated in clinical research, while 93.94% (62/66) would like to conduct clinical trials if possible. 75.76% of respondents didn't have knowledge of or practical abilities in clinical trials. The mean score for practical ability (2.02 ± 0.92) was lower than that of knowledge (2.20 ± 0.93) (P < 0.01). The dimension of case report form got the lowest score among the five dimensions. Participating in clinical research (P = 0.04) and learning for themselves (P < 0.01) by a few students may have increased the total score. The curriculum was designed to simulate the whole process from protocol writing, registration, ethical approval, implementation, and data analysis to reporting based on one case study, and was divided into two parts to simulate different types of research: randomized controlled trials and observational studies. It was conducted in semesters 5 and 7 respectively, both including 16 sessions. After expert consultation, one session having a 29.01% coefficient of variation was adjusted and replaced. The final simulation class design scenario scripts are provided for reference. CONCLUSIONS The targeted needs assessment exposed medical undergraduates' poor knowledge of and abilities in clinical research. This is the first report of a simulation-based clinical research curriculum developed in China, and adds curriculum development and design details to the limited related published studies.
Collapse
Affiliation(s)
- Siyu Yan
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
| | - Qiao Huang
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
| | - Jiao Huang
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
| | - Yu Wang
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
| | - Xuhui Li
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
| | - Yongbo Wang
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
| | - Lisha Luo
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
| | - Yunyun Wang
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China
| | - Yi Guo
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China.
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China.
| | - Xiantao Zeng
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China.
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China.
| | - Yinghui Jin
- Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China.
- Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, 169 Donghu Road, Wuchang District, Wuhan, 430071, China.
| |
Collapse
|
27
|
Helgøy KV, Bonsaksen T, Røykenes K. Research-based education in undergraduate occupational therapy and physiotherapy education programmes: a scoping review. BMC MEDICAL EDUCATION 2022; 22:358. [PMID: 35545770 PMCID: PMC9097417 DOI: 10.1186/s12909-022-03354-2] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Accepted: 04/08/2022] [Indexed: 05/21/2023]
Abstract
BACKGROUND In a research-based learning environment, students learn how to become critical thinkers and lifelong learners, and to generate discipline-enriching knowledge. Research training is important for all healthcare professionals and the integration of research in education can be one approach to improve evidence-based practice among future professionals. The purpose of this scoping review was to identify studies reporting on research-based education in undergraduate occupational therapy and physiotherapy curricula to document the current state of knowledge and to map factors that reflect and support the implementation of research-based education in undergraduate occupational therapy and physiotherapy programmes. METHODS A scoping review was used to systematically select and summarize existing literature. The search was conducted using a combination of keywords and MeSH terms in the following databases: EBSCO (Academic Search Elite, CINAHL, ERIC), MEDLINE, Embase, Education Source and grey literature. A thematic analysis identified strategies used to implement and promote research-based education in occupational therapy and physiotherapy bachelor programmes. RESULTS The database search identified 3068 records. 75 were eligible for full-text assessment and 27 studies were included. The studies were published between 1999 and 2021 and were conducted in Norway, Canada, South Africa, Australia, the United Kingdom, the United States, New Zealand, Ireland, Taiwan, Italy, and Iran. The study designs were mainly quantitative and qualitative, and studies included primarily occupational therapy and physiotherapy students. We identified the following four strategies: 'student engagement in research', 'curriculum improvement regarding EBP', 'EBP teaching' and 'journal club', where 'EBP teaching' was most frequently identified. CONCLUSIONS Findings from this scoping review suggest that ensuring students' competence in research methods is necessary for students to be able to read and understand research articles, which are important as foundational skills in undergraduate research training. Journal clubs can be a foundation for student engagement with research literature, and students' basic research skills may be facilitated through their involvement in research projects and by conducting systematic reviews. Further, cooperation with clinical practice is important, and the awareness of research-based education should be increased among both faculty members and students.
Collapse
Affiliation(s)
- Kjersti Velde Helgøy
- Center of Diakonia and Professional Practice, VID Specialized University, Oslo, Norway.
| | - Tore Bonsaksen
- Department of Health and Nursing Science, Faculty of Social and Health Sciences, Inland Norway University of Applied Science, Elverum, Norway
- Department of Health, Faculty of Health Studies, VID Specialized University, Sandnes, Norway
| | - Kari Røykenes
- Faculty of Health Studies, VID Specialized University, Bergen, Norway
| |
Collapse
|
28
|
Process Mining in Clinical Practice: Model Evaluations in the Central Venous Catheter Installation Training. ALGORITHMS 2022. [DOI: 10.3390/a15050153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
An acknowledgment of feedback is extremely helpful in medical training, as it may improve student skill development and provide accurate, unbiased feedback. Data are generated by hundreds of complicated and variable processes within healthcare including treatments, lab results, and internal logistics. Additionally, it is crucial to analyze medical training data to improve operational processes and eliminate bottlenecks. Therefore, the use of process mining (PM) along with conformance checking allows healthcare trainees to gain knowledge about instructor training. Researchers find it challenging to analyze the conformance between observations from event logs and predictions from models with artifacts from the training process. To address this conformance check, we modeled student activities and performance patterns in the training of Central Venous Catheter (CVC) installation. This work aims to provide medical trainees with activities with easy and interpretable outcomes. The two independent techniques for mining process models were fuzzy (i.e., for visualizing major activities) and inductive (i.e., for conformance checking at low threshold noise levels). A set of 20 discrete activity traces was used to validate conformance checks. Results show that 97.8% of the fitness of the model and the movement of the model occurred among the nine activities.
Collapse
|
29
|
Gasparello J, Papi C, Zurlo M, Cosenza LC, Breveglieri G, Zuccato C, Gambari R, Finotti A. Teaching during COVID-19 pandemic in practical laboratory classes of applied biochemistry and pharmacology: A validated fast and simple protocol for detection of SARS-CoV-2 Spike sequences. PLoS One 2022; 17:e0266419. [PMID: 35385518 PMCID: PMC8985952 DOI: 10.1371/journal.pone.0266419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Accepted: 03/20/2022] [Indexed: 11/20/2022] Open
Abstract
The pandemic caused by the SARS-CoV-2 virus (COVID-19) is still a major health issue. The COVID-19 pandemic has forced the university teaching to consider in high priority the switch from in-presence teaching to remote teaching, including laboratory teaching. While excellent virtual-laboratory teaching has been proposed and turned out to be very useful, the need of a real-laboratory in-presence teaching is still a major need. This study was aimed at presenting a laboratory exercise focusing (a) on a very challenging therapeutic strategy, i.e. SARS-CoV-2 diagnostics, and (b) on technologies that are playing a central role in applied biochemistry and molecular biology, i.e. PCR and RT-PCR. The aims of the practical laboratory were to determine: (a) the possibility to identify SARS-CoV-2 sequences starting from a recombinant plasmid and (b) the possibility to discriminate cells with respect to the expression of SARS-CoV-2 Spike protein. This activity is simple (cell culture, RNA extraction, RT-qPCR are all well-established technologies), fast (starting from isolated and characterized RNA, few hours are just necessary), highly reproducible (therefore easily employed by even untrained students). We suggest that this laboratory practical exercises should be considered for face-to-face teaching especially if the emergency related to the COVID-19 pandemic is maintained. The teaching protocol here described might be considered in order to perform fast but meaningful in-presence teaching, making feasible the division of crowded classes in low-number cohorts of students, allowing the maintenance of the required social distance.
Collapse
Affiliation(s)
- Jessica Gasparello
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Chiara Papi
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Matteo Zurlo
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Lucia Carmela Cosenza
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Giulia Breveglieri
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Cristina Zuccato
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
| | - Roberto Gambari
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
- Interuniversity Consortium for Biotechnology (CIB), Trieste, Italy
- * E-mail: (RG); (AF)
| | - Alessia Finotti
- Department of Life Sciences and Biotechnology, University of Ferrara, Ferrara, Italy
- * E-mail: (RG); (AF)
| |
Collapse
|
30
|
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.
Collapse
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
| |
Collapse
|
31
|
Pierre M, Miklavcic M, Margulan M, Asfura JS. Research Education in Medical Curricula: a Global Analysis. MEDICAL SCIENCE EDUCATOR 2022; 32:495-502. [PMID: 35528307 PMCID: PMC9054966 DOI: 10.1007/s40670-022-01542-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/23/2022] [Indexed: 05/24/2023]
Abstract
BACKGROUND Research is a key component of medical practice, with involvement of medical students crucial for the future of healthcare. A major limitation for medical students is the lack of exposure to research education and projects. The purpose of this study was to analyse the exposure of medical students worldwide to research education and opportunities and their satisfaction with research in their curriculum and compare results between regions. METHODS The International Federation of Medical Students Associations (IFMSA), through its Research Standing Committee, developed a questionnaire to understand the current situation worldwide regarding medical students' access to research and research education in the medical curriculum. Students from all years from across the five regions of the IFMSA were eligible. RESULTS A total of 619 responses representing 290 universities and 88 countries were received. Although 97.6% of medical students believed that research should be approached in their education, only 19.6% considered it was sufficiently addressed. Regarding education, only 36% of all respondents reported having specific mandatory research courses, with higher percentages in the Asia-Pacific and European countries. Even though an association between research opportunities and research participation was found, only 30% of students reported having specific places in research teams. Lastly, 39.3% had never participated in a research project. CONCLUSION Research education is a vital component of medical education, and medical students consider its inclusion as essential for their education. However, not enough emphasis on research education is placed across the globe, with most students seeking research opportunities to train themselves outside the formal curriculum.
Collapse
Affiliation(s)
- Matthieu Pierre
- International Federation of Medical Students’ Associations (IFMSA), Copenhagen, Denmark
- Faculty of Medicine, Free University of Brussels (VUB), Laarbeeklaan 103, 1090 Jette, Brussels, Belgium
| | - Martina Miklavcic
- International Federation of Medical Students’ Associations (IFMSA), Copenhagen, Denmark
- Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
| | - Marc Margulan
- International Federation of Medical Students’ Associations (IFMSA), Copenhagen, Denmark
- Faculty of Medicine, University of Duisburg-Essen (UDE), Essen, Germany
| | - Javier Shafick Asfura
- International Federation of Medical Students’ Associations (IFMSA), Copenhagen, Denmark
- Faculty of Medicine, National Autonomous University of Honduras (UNAH), Tegucigalpa, Honduras
| |
Collapse
|
32
|
Dusch M, Mayer M, Treede RD, Fischer MR, Berndt M. [Project report on fostering scientific competencies in pain medicine in the context of student education]. Schmerz 2022; 36:398-405. [PMID: 35244773 DOI: 10.1007/s00482-022-00628-y] [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] [Accepted: 01/21/2022] [Indexed: 11/25/2022]
Abstract
AIM The training of scientific skills and competencies is an essential part of academic medical studies. As part of the MaReCuM model study program at Heidelberg University's Mannheim Medical School, a fifth-year rotation on scientific skills in the field of pain medicine was implemented. This paper describes this competence-oriented rotation as well as the investigation of the educational effect. METHOD A total of 114 fifth-year medical students participated in the survey (response rate: 83%). The control group completed the fifth year prior to the implementation of the rotation. The experimental group was required to participate in the rotation and the real healthcare research study "Case management program: low back pain". A survey of both groups was conducted on the first day of the rotation and at the end of the module. RESULTS The innovative and competency-based learning unit was successfully implemented as part of the MaReCuM model study program and carried out with partners in general practice as well as the Mannheim Institute of Public Health. The participating students accepted the rotation well. There was no measurable effect on the subjective learning success of the rotation in the evaluation. DISCUSSION To the authors' knowledge, this educational approach has never been tested before in a German study program. The presented rotation offers an additional option for the training of scientific competencies as part of medical studies. The missing of a measurable effect could be due to the extensive experience of the medical students as well as the limitations on participation in a real healthcare study. An additional learning opportunity could be created by connecting the preexisting lectures to a longitudinal module on scholarly competencies. The implementation of the program also offers a unique opportunity for educational research on the acquisition of scientific competencies in medical students.
Collapse
Affiliation(s)
- Martin Dusch
- Klinik für Anästhesiologie und Intensivmedizin, Medizinische Hochschule Hannover, Carl-Neuberg-Str. 1, 30625, Hannover, Deutschland.
| | - Manfred Mayer
- Mannheim Institute of Public Health, Medizinische Fakultät Mannheim, Ruprecht-Karls-Universität Heidelberg, Mannheim, Deutschland
| | - Rolf-Detlef Treede
- Centrum für Biomedizin und Medizintechnik Mannheim, Medizinische Fakultät Mannheim, Ruprecht-Karls-Universität Heidelberg, Mannheim, Deutschland
| | - Martin R Fischer
- Institut für Didaktik und Ausbildungsforschung in der Medizin, Klinikum der Universität München, LMU München, München, Deutschland
| | - Markus Berndt
- Institut für Didaktik und Ausbildungsforschung in der Medizin, Klinikum der Universität München, LMU München, München, Deutschland
| |
Collapse
|
33
|
Muñoz-Leija MA, Barrera FJ, Zárate-Garza PP, Quiroga-Garza A, Martínez-Garza JH, de la Fuente-Villarreal D, Guzmán-López S, Elizondo-Omaña RE. Factors Influencing Scientific Achievements of Medical Students in the Anatomy Research Group: An Analysis From the Autonomous University of Nuevo León in Mexico. ANATOMICAL SCIENCES EDUCATION 2022; 15:369-375. [PMID: 33624389 DOI: 10.1002/ase.2065] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2019] [Revised: 12/02/2020] [Accepted: 02/19/2021] [Indexed: 06/12/2023]
Abstract
Scientific research and student involvement are critical to the formation of physicians, yet the number of medical researchers has decreased over time. To implement corrective strategies, the variables associated with positive research attitudes and productivity among medical students must be identified. The aim of this study was to evaluate the variables associated with students interested or involved in research. A validated questionnaire was applied to the student members of an established anatomy research group in a Mexican medical school with a six-year medical program. Data were collected and analyzed. A total of 85.5% (n = 77/90) students answered the survey with most respondents being second-year medical students. The majority of respondents indicated that the important component of conducting research was a contribution to the new knowledge (45.5%) and to the scientific community (42.9%). More than half of respondents mentioned a professor or a peer as the initial motivation to become involved in research. Lack of time was the main limitation (59.7%) to research involvement. Perceived benefits were knowledge and team work skills. Of those involved, most (85.7%) wished to continue participating in research as a complement to their clinical work. Professors and student colleagues were found to play an important motivational and recruitment role for medical research. These efforts in turn have developed into long-lasting mentor-mentee relationships. Students also anticipated that early involvement in research will positively influence the likelihood of future physicians' contribution and collaboration in research.
Collapse
Affiliation(s)
| | - Francisco J Barrera
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | - Alejandro Quiroga-Garza
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | | | - Santos Guzmán-López
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | |
Collapse
|
34
|
Correia G, Pereira M, Gomes A, Bragança MDR, Weber S, Ferreira MA, Ribeiro L. Predictors of Medical Students’ Views toward Research: Insights from a Cross-Cultural Study among Portuguese-Speaking Countries. Healthcare (Basel) 2022; 10:healthcare10020336. [PMID: 35206950 PMCID: PMC8871854 DOI: 10.3390/healthcare10020336] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Revised: 02/01/2022] [Accepted: 02/07/2022] [Indexed: 11/24/2022] Open
Abstract
Developing the skills and interest in scientific research of medical students is crucial to ensuring effective healthcare systems. As such, in this study, we aimed to assess Portuguese-speaking medical students’ attitudes and perceptions toward scientific research and clinical practice, and how they are influenced by individual characteristics and regional indicators. A total of 455 first-year students from three medical schools in three countries (Portugal, Brazil, and Angola) participated in this study by completing a questionnaire. Portuguese students attributed the most importance to scientific skills and were the most confident in their ability to perform these skills. Angolan students were the most motivated to perform research and integrate it into the curriculum, despite having the most negative attitudes and perceiving themselves as having less ability to perform scientific skills. Brazilian students had the least positive attitudes toward science. In Portugal, attitudes depended on gross domestic product (GDP), while in Angola, they were influenced by the type of secondary school attendance. Portuguese students’ perceptions of scientific skills were related to sex, GDP, type of secondary school, and participation in research. In Brazilian and Angolan students, perceptions were associated with age and research participation, respectively. The findings support the need to promote skills and positive attitudes toward scientific research in future physicians, fostering physician-scientists and improving patient care.
Collapse
Affiliation(s)
- Gustavo Correia
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal; (G.C.); (M.P.); (A.G.); (M.A.F.)
| | - Margarida Pereira
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal; (G.C.); (M.P.); (A.G.); (M.A.F.)
- Centre for Research on Pandemics & Society, Oslo Metropolitan University, 0167 Oslo, Norway
| | - Andreia Gomes
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal; (G.C.); (M.P.); (A.G.); (M.A.F.)
| | - Maria do Rosário Bragança
- Faculty of Medicine, University of Katyavala Bwila (FMUKB), Benguela 1725, Angola;
- Faculty of Medicine, University Agostinho Neto, Luanda 64346, Angola
| | - Silke Weber
- Botucatu Medical School, São Paulo University, Botucatu 05508-220, Brazil;
| | - Maria Amélia Ferreira
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal; (G.C.); (M.P.); (A.G.); (M.A.F.)
| | - Laura Ribeiro
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal; (G.C.); (M.P.); (A.G.); (M.A.F.)
- I3S-Instituto de Investigação e Inovação em Saúde, Universidade do Porto, 4200-135 Porto, Portugal
- Correspondence: ; Tel.: +351-220426994
| |
Collapse
|
35
|
Haugh M, O'Tuathaigh C. Adapting for sustainability: Ensuring provision of research skills development for undergraduate medical students. CLINICAL TEACHER 2022; 19:86-91. [PMID: 35023293 DOI: 10.1111/tct.13453] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 12/07/2021] [Accepted: 12/20/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND The Covid-19 pandemic forced undergraduate medical students and staff to adapt and adjust to new strategies for conducting research. The aim of this study was to investigate its impact on student research opportunities across Irish and UK medical schools and how these programmes have responded, both in terms of innovation and practical solutions. METHODS A 17-item online mixed methods survey was distributed to academic staff across 31 Irish and UK medical schools. Participants were asked about (a) the effect of the pandemic on undergraduate research teaching and project opportunities, (b) measures taken to mitigate pandemic effects on these curricular elements. Descriptive analysis was used to summarise quantitative data, and free-text responses were thematically grouped. FINDINGS We received a 66.74% (n = 21) response rate to our survey. Over 75% of respondents stated that the availability of clinical research, lab-based research, summer research programmes and QI/clinical audit projects was negatively impacted by Covid-19. Mitigation strategies included adaptation and adjustment in design of research projects; migration to online content delivery and collaborative platforms; virtualisation of research dissemination opportunities; increased workload for staff involved in delivery of research programmes; flexibility around assessment of research-based assignments; and importance of open communication. DISCUSSION AND CONCLUSIONS Covid-19 has affected traditional clinical research opportunities for medical students, particularly patient-facing projects, as well as laboratory-based research options. Mitigation strategies included the introduction of time- and cost-efficient virtual data collection methods. Some of these innovations have potential for ongoing and future development, but others are short-term responsive solutions that may prove less sustainable.
Collapse
Affiliation(s)
- Meg Haugh
- Medical Education Unit, School of Medicine, University College Cork, Cork, Ireland
| | - Colm O'Tuathaigh
- Medical Education Unit, School of Medicine, University College Cork, Cork, Ireland
| |
Collapse
|
36
|
Is it feasible to learn research skills in addition to audit skills through clinical audit? A mixed methods study in general practice. Ir J Med Sci 2021; 191:2163-2175. [PMID: 34664225 PMCID: PMC8523344 DOI: 10.1007/s11845-021-02802-0] [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] [Received: 02/10/2021] [Accepted: 04/19/2021] [Indexed: 11/29/2022]
Abstract
Background Involving medical students in research in their undergraduate careers may increase the likelihood that they will be research active after graduation. To date, there has been a paucity of published research of students doing research in general practice. Aim The study aims to evaluate the impact of general practice clinical audits on early-stage graduate entry students’ audit and research self-efficacy and explore feasibility issues from the student and GP perspective. Methods Two student questionnaires (pre- and post-intervention), a qualitative GP survey of the 25 participating GPs and semi-structured interviews of a purposeful sample of GPs were conducted. Results Participating students who completed the follow-up survey found that it had a positive educational impact (55%), increased their understanding of the audit cycle (72%) and real-world prescribing (77%). Research confidence wise, there was a statistically significant difference in the student group who completed the audit project compared to those students who did not in knowledge of the audit cycle and the difference between research and audit (p = 0.001) but not in other research skills. Ninety-six percent of responding GPs would be happy for students to do future audits in their practice but some feasibility issues similar to other research initiatives in general practice were identified. Conclusion We found this audit initiative feasible and useful in helping students learn about audit skills, patient safety and real-world prescribing. GPs and students would benefit more if it were linked to a substantial clinical placement, focussed on a topic of interest and given protected time. Separate research projects may be needed to develop research skills confidence.
Collapse
|
37
|
Portuguese Medical Students' Interest for Science and Research Declines after Freshman Year. Healthcare (Basel) 2021; 9:healthcare9101357. [PMID: 34683037 PMCID: PMC8544356 DOI: 10.3390/healthcare9101357] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Revised: 09/27/2021] [Accepted: 10/09/2021] [Indexed: 11/17/2022] Open
Abstract
The integration of scientific research into medical curricula remains insufficient despite its advantages for medical students' professional development and the advancement of medicine. This study aimed to evaluate the impact of first-year medical course attendance on medical students' attitudes and perceptions towards scientific research and clinical practice, while also assessing the contribution of sociodemographic and academic factors. Two hundred and thirteen medical students self-administrated a questionnaire at the beginning and at the end of the first school year. Their responses were compared and two regression models were calculated to assess factors influencing students' attitudes and perceptions. After freshman year, students displayed significantly lower positive attitudes towards science and research. Their motivation to perform research and to integrate it into the curriculum also decreased, while the importance attributed to research skills for clinical practice increased. Motivation to perform research and negative attitudes were positively and negatively associated with grade point average (GPA), respectively. Female students and those who attended public secondary schools attributed greater importance to communication skills. This study reinforces the need to early develop research skills and positive attitudes in medical students, motivating them to become physician-scientists. Additional follow-up studies may offer further contributions to the integration of research into medical curricula.
Collapse
|
38
|
Anderson JM, Wenger D, Johnson AL, Walters C, Adewumi MT, Esmond L, Waddell J, Vassar M. Publication Trends and Their Relationship With Academic Success Among Dermatology Residents: Cross-sectional Analysis. JMIR DERMATOLOGY 2021; 4:e30015. [PMID: 37632805 PMCID: PMC10334970 DOI: 10.2196/30015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 07/19/2021] [Accepted: 07/28/2021] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Involvement in scholarly activities is considered to be one of the foundational pillars of medical education. OBJECTIVE This study aims to investigate publication rates before, during, and after residency to determine whether research productivity throughout medical training correlates with future academic success and research involvement. METHODS We successfully identified a list of 296 graduates from 25 US dermatology residency programs from the years 2013-2015. The publication history for each graduate was compiled using Scopus, PubMed, and Google Scholar. The Pearson correlation test and linear regression were used to assess the relationship between research productivity and continued academic success after residency graduation. RESULTS Before residency, graduates published a mean of 1.9 (SD 3.5) total publications and a mean of 0.88 (SD 1.5) first-author publications. During residency, graduates published a mean of 2.7 (SD 3.6) total publications and a mean of 1.39 (SD 2.0) first-author publications. Graduates who pursued a fellowship had more total publications (t294=-4.0; P<.001), more first-author publications (t294=-3.9; P<.001), and a higher h-index (t294=-3.8; P=.002). Graduates who chose to pursue careers in academic medicine had more mean total publications (t294=-7.5; P<.001), more first-author publications (t294=-5.9; P<.001), and a higher mean h-index (t294=-6.9; P<.001). Graduates with one or more first-author publications before residency were 1.3 times more likely to pursue a career in academic medicine (adjusted odds ratio 1.3, 95% CI 1.1-1.5). Graduates who pursued a fellowship were also 1.9 times more likely to pursue a career in academic medicine (adjusted odds ratio 1.9, 95% CI 1.2-3.2). CONCLUSIONS Our results suggest that research productivity before and during residency training are potential markers for continued academic success and research involvement after completing dermatology residency training.
Collapse
Affiliation(s)
- J Michael Anderson
- Oklahoma State University Center for Health Sciences, Tulsa, OK, United States
| | - David Wenger
- Oklahoma State University Center for Health Sciences, Tulsa, OK, United States
| | - Austin L Johnson
- Oklahoma State University Center for Health Sciences, Tulsa, OK, United States
| | - Corbin Walters
- Oklahoma State University Center for Health Sciences, Tulsa, OK, United States
| | | | - Lindy Esmond
- Oklahoma State University Center for Health Sciences, Tulsa, OK, United States
| | - Jourdan Waddell
- Oklahoma State University Center for Health Sciences, Tulsa, OK, United States
| | - Matt Vassar
- Oklahoma State University Center for Health Sciences, Tulsa, OK, United States
| |
Collapse
|
39
|
Möller R, Wallberg A, Shoshan M. Faculty perceptions of factors that indicate successful educational outcomes of medical students' research projects: a focus group study. BMC MEDICAL EDUCATION 2021; 21:519. [PMID: 34600506 PMCID: PMC8487494 DOI: 10.1186/s12909-021-02954-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Accepted: 09/17/2021] [Indexed: 05/29/2023]
Abstract
BACKGROUND A growing number of medical schools have individual scholarly projects as a component of their curricula. The fact that all students, and not only those with research interests, have to carry out a project puts high demands on the projects and their supervision. Evidence is lacking for how to produce scholarly projects with satisfactory outcomes. This study aimed to explore the observations of faculty teachers regarding factors that predict the educational outcomes of medical students' scholarly projects. METHODS Two focus group interviews were held with seven of the 16 faculty coordinators who were external reviewers of students' research projects. The audio-recorded interview transcripts were analyzed using qualitative content analysis. We employed a constant comparative approach to create categories firmly grounded in the participants' experiences. A successful project was defined as coordinators' perception that the stated learning outcomes were achieved, in terms of students' ability to demonstrate a scientific attitude. RESULTS Five categories emerged from the data: Supervision, Project setup, Student characteristics, Curriculum structure, and Institutional guidance. The supervisors' experience and availability to students were mentioned as key factors for successful outcomes. Further, a clear aim and adaptation to the time frame were stated to be project-related factors that were also supervisors' responsibilities. Important student-related factors were skills related to scientific writing, taking ownership of and managing the projects, and making use of feedback. Finally, the course requirements, support, and control accomplished by faculty coordinators played important roles. CONCLUSIONS Contributing factors to achievement of the learning outcomes were supervisors' commitment and experience, and the projects being suitable for the time frame and having a clearly stated research question. Furthermore, the students' prowess at scientific writing, adequate handling of feedback, and ability to assume ownership of the project contributed to the final outcome, as did adherence to curricular instructions.
Collapse
Affiliation(s)
- Riitta Möller
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Nobels väg 12 a, 171 77, Stockholm, Sweden.
| | - Annika Wallberg
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Nobels väg 12 a, 171 77, Stockholm, Sweden
| | - Maria Shoshan
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Nobels väg 12 a, 171 77, Stockholm, Sweden
- Department of Oncology-Pathology, Karolinska Institutet, 171 77, Stockholm, Sweden
| |
Collapse
|
40
|
Uebel K, Iqbal MP, Carland J, Smith G, Islam MS, Shulruf B, Nathan S. Factors Determining Medical Students' Experience in an Independent Research Year During the Medical Program. MEDICAL SCIENCE EDUCATOR 2021; 31:1471-1478. [PMID: 34457986 PMCID: PMC8368575 DOI: 10.1007/s40670-021-01340-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/23/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND There is ongoing debate about best practice models to support active learning by encouraging medical students to conduct independent research projects. This study explored student satisfaction, experiences, and learning outcomes of a unique, mandatory research program in an Australian medical school. METHODS Students were invited to complete an anonymous survey ranking statements using Likert scales and completing open-ended questions. Factors predicting student satisfaction with the research year were analysed using a generalised linear regression model. A content analysis of open-ended questions was conducted. RESULTS The survey was completed in October 2019 by 117 of 252 students (46%). The majority (84%) reported satisfaction with the research year. Factors associated with satisfaction were research skills learnt (OR 2.782, 95% CI 1.428-5.421; p < 0.003), supervision and support (OR = 2.587, 95% CI 1.237-5.413; p < 0.012), and meaningfulness and experience (OR = 2.506, 95% CI 1.100-5.708; p < 0.029). Qualitative results confirmed support from the faculty and supervisors, perceiving their research as meaningful, and the opportunity to learn research skills were highly regarded by students. CONCLUSIONS This study has shown that learning outcomes for basic research skills and high satisfaction rates can be achieved in a mandatory undergraduate research programme when students have dedicated time for their research, opportunities to negotiate their own project, and good support from faculty and mentors. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01340-9.
Collapse
Affiliation(s)
- Kerry Uebel
- School of Population Health, University of New South Wales, Sydney, Australia
| | - Maha Pervaz Iqbal
- School of Population Health, University of New South Wales, Sydney, Australia
| | - Jane Carland
- Department of Clinical Pharmacology and Toxicology, St Vincent’s Hospital, Sydney, Australia
- Department of Pharmacology, School of Medical Sciences, University of New South Wales, Sydney, Australia
| | - Greg Smith
- Department of Pharmacology, School of Medical Sciences, University of New South Wales, Sydney, Australia
| | - Md Saiful Islam
- School of Population Health, University of New South Wales, Sydney, Australia
| | - Boaz Shulruf
- Faculty of Medicine, University of New South Wales, Sydney, Australia
| | - Sally Nathan
- School of Population Health, University of New South Wales, Sydney, Australia
| |
Collapse
|
41
|
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.
Collapse
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
| |
Collapse
|
42
|
Kan CK, Qureshi MM, Paracha M, Sachs TE, Sarfaty S, Hirsch AE. Effect of Medical Student Contributions on Academic Productivity: Analysis of Student Authorship Over Time. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:481-489. [PMID: 34012312 PMCID: PMC8126703 DOI: 10.2147/amep.s301041] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Accepted: 04/12/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Understanding the trend of student authorship is crucial in determining its correlation to scholarly impact for corresponding authors. Our objective is to investigate student authorship rates over time in articles published in JAMA Internal Medicine (IM), as well as to examine potential effects student authors have on scholarly impact scores of corresponding authors via H-index measures. METHODS Authorship data including student authors (SA), first student authors, and corresponding authors (CA) from prior JAMA IM publications between 2010 and 2018 were collected, with a total of 701 studies. Analysis of variance (ANOVA) and independent sample t-tests were performed to assess for differences in the mean by publishing year and student authorship, respectively. RESULTS Of 4591 total authors, 683 (14.9%) were considered student authors. The percentage of student authorship increased from 46.3% to 58.0% between 2010 and 2018, respectively. No difference in average H-indices of CA between SA and non-SA groups (overall NSA Hi mean: 30.2, vs SA Hi mean: 32.1, p=0.371) was noted. DISCUSSION Student participation in research is not a disadvantage to scholarly impact for corresponding authors. Increased student authorship reflects a promising trend towards greater student participation in research within the field of medicine.
Collapse
Affiliation(s)
- Carolyn K Kan
- Department of Radiation Oncology, Boston Medical Center, Boston, MA, USA
| | - Muhammad M Qureshi
- Department of Radiation Oncology, Boston Medical Center, Boston, MA, USA
| | - Munizay Paracha
- Department of Medicine, Boston Medical Center, Boston, MA, USA
| | - Teviah E Sachs
- Department of Surgical Oncology, Boston Medical Center, Boston, MA, USA
| | - Suzanne Sarfaty
- Department of Medicine, Boston Medical Center, Boston, MA, USA
| | - Ariel E Hirsch
- Department of Radiation Oncology, Boston Medical Center, Boston, MA, USA
| |
Collapse
|
43
|
Schlegel EF, Bird JB, Burns CM, Cassara M, O'Neil J, Weisholtz Y, Le TT. Curriculum Design and Scholarship for New Educators: A Professional Development Workshop for Medical Students. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2021; 17:11130. [PMID: 33928186 PMCID: PMC8071841 DOI: 10.15766/mep_2374-8265.11130] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 01/14/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Medical students' professional development includes their role as educators. Despite greater opportunities to join medical education curriculum development, medical students' engagement in these activities remains limited. A recent national study on student leadership in curricular change revealed a formal lack of leadership and training in medical education as significant barriers. Medical students' unawareness of how to disseminate curricula as educational scholarship and its value to their careers also restricts the fullness of their formation as educators. METHODS We designed a 3-hour, interactive, project-focused conference workshop for medical students without prior knowledge in curriculum development. Of participants, 64 worked in 10 groups creating medical curricula using Kern's six-step approach in student-facilitated breakout sessions. Completed group projects were presented, including brief action plans for transforming their work into scholarship. The workshop was evaluated using a mixed-methods approach. RESULTS Of survey respondents, 44 mostly medical students, faculty, and administrators from different institutions rated the workshop as a very positive experience, and the pacing of the breakout groups as effective. A notable increase in self-reported mastery, as measured by learning objectives aligned with Kern's six-step model, was recorded from student respondents as compared to faculty. A sense of readiness to participate in curricular decisions either at the home institution or in individual career paths was evident from narrative comments. DISCUSSION Our workshop provided medical students with a foundation in curriculum development and educational scholarship. Session design provided flexibility in the pace of breakout sessions and allowed in-depth discussion of educational topics.
Collapse
Affiliation(s)
- Elisabeth F.M. Schlegel
- Associate Professor of Science Education and Assistant Director of Faculty Development and Medical Education Research, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
| | - Jeffrey B. Bird
- Assistant Professor of Science Education and Educational Research and Strategic Assessment Analyst, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
| | - Christopher M. Burns
- Professor and Chair of Biomedical Education, College of Osteopathic Medicine, California Health Sciences University
| | - Michael Cassara
- Associate Professor of Emergency Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell; Associate Professor of Nursing, Hofstra/Northwell School of Nursing and Physician Assistant Studies; Medical Director, Northwell Health Patient Safety Institute/Emergency Medical Institute
| | - Jessica O'Neil
- Resident, Department of Medicine, Massachusetts General Hospital
| | | | - Tao T. Le
- Associate Clinical Professor Medicine and Pediatrics, and Chief of Section of Allergy and Immunology, Department of Medicine, University of Louisville School of Medicine
| |
Collapse
|
44
|
de Vegt F, Otten JDM, de Bruijn DRH, Pluk H, van Rooij IALM, Oostendorp TF. Research in Action-Students' Perspectives on the Integration of Research Activities in Undergraduate Biomedical Curricula. MEDICAL SCIENCE EDUCATOR 2021; 31:371-374. [PMID: 34457894 PMCID: PMC8368367 DOI: 10.1007/s40670-021-01228-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/21/2021] [Indexed: 06/13/2023]
Abstract
We describe and evaluate our practice-based learning approach for research in undergraduate students studying Biomedical Sciences at Radboud University Nijmegen, the Netherlands. First-year students who started their study between 2015 and 2018 actively participated in data collection and measurements, including anthropometry, electrocardiogram findings, genetic variants, and lifestyle habits. All data were entered into one anonymous database, which was used by students to analyze their research questions. In 2019, 44 of the 87 students (50%) valued active measurements better than questionnaires. Most students (strongly) agreed that they have learned about data collection and were inspired to learn more about biomedical research.
Collapse
Affiliation(s)
- Femmie de Vegt
- Department for Health Evidence, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Johannes D. M. Otten
- Department for Health Evidence, Radboud University Medical Center, Nijmegen, The Netherlands
| | | | - Helma Pluk
- Department of Biochemistry, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Iris A. L. M. van Rooij
- Department for Health Evidence, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Thom F. Oostendorp
- Donders Centre for Neuroscience, Radboud University Medical Center, Nijmegen, The Netherlands
| |
Collapse
|
45
|
Persand D, Maddie N. New investigator editorial: the osteopathic medical student perspective on research. Am J Physiol Heart Circ Physiol 2020; 319:H1325-H1326. [PMID: 33035442 DOI: 10.1152/ajpheart.00813.2020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Listen to this article’s corresponding podcast at https://ajpheart.podbean.com/e/behind-the-bench-episode7/ .
Collapse
Affiliation(s)
- Dhandevi Persand
- Department of Biomedical Sciences, New York Institute of Technology College of Osteopathic Medicine, Old Westbury, New York
| | - Nicole Maddie
- Department of Biomedical Sciences, New York Institute of Technology College of Osteopathic Medicine, Old Westbury, New York
| |
Collapse
|
46
|
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.
Collapse
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
| |
Collapse
|
47
|
Sezer B. Implementing an information literacy course: Impact on undergraduate medical students' abilities and attitudes. JOURNAL OF ACADEMIC LIBRARIANSHIP 2020. [DOI: 10.1016/j.acalib.2020.102248] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
48
|
Janicke H, Johnson MA, Baillie S, Warman S, Stone D, Paparo S, Debnath NC. Creating the Next Generation of Evidence-Based Veterinary Practitioners and Researchers: What are the Options for Globally Diverse Veterinary Curricula? JOURNAL OF VETERINARY MEDICAL EDUCATION 2020; 47:647-658. [PMID: 33231517 DOI: 10.3138/jvme.2019-0098] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Veterinary educators strive to prepare graduates for a variety of career options with the skills and knowledge to use and contribute to research as part of their lifelong practice of evidence-based veterinary medicine (EBVM). In the veterinary curriculum, students should receive a grounding in research and EBVM, as well as have the opportunity to consider research as a career. Seeing a lack of a cohesive body of information that identified the options and the challenges inherent to embedding such training in veterinary curricula, an international group was formed with the goal of synthesizing evidence to help curriculum designers, course leaders, and teachers implement educational approaches that will inspire future researchers and produce evidence-based practitioners. This article presents a literature review of the rationale, issues, and options for research and EBVM in veterinary curricula. Additionally, semi-structured interviews were conducted with 11 key stakeholders across the eight Council for International Veterinary Medical Education (CIVME) regions. Emergent themes from the literature and interviews for including research and EBVM skills into the curriculum included societal need, career development, and skills important to clinical professional life. Approaches included compulsory as well as optional learning opportunities. Barriers to incorporating these skills into the curriculum were grouped into student and faculty-/staff-related issues, time constraints in the curriculum, and financial barriers. Having motivated faculty and contextualizing the teaching were considered important to engage students. The information has been summarized in an online "toolbox" that is freely available for educators to inform curriculum development.
Collapse
|
49
|
Joubert G, Mulder T, Steinberg WJ, Botes J. Journal response types and times: the outcomes of manuscripts finalised for submission by the University of the Free State School of Medicine medical editor, South Africa. Pan Afr Med J 2020; 36:212. [PMID: 32963678 PMCID: PMC7490137 DOI: 10.11604/pamj.2020.36.212.24175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2020] [Accepted: 06/23/2020] [Indexed: 11/11/2022] Open
Abstract
Introduction health professionals are involved in research as researchers themselves and as supervisors to undergraduate and postgraduate students. Authors may have unrealistic expectations regarding journal submission and review processes. The study aimed to describe journal response types and times for manuscripts finalised for submission by the University of the Free State School of Medicine medical editor. Methods this descriptive cohort study with an analytical component included all manuscripts finalised for submission to accredited journals by the medical editor, 2014-2017. Excel spreadsheets capturing all stages of the manuscript process were used to confidentially note information regarding submission and subsequent journal responses. Results ninety-five manuscripts were submitted to 72 peer-reviewed accredited journals. The total number of submissions was 163. Only 46 (48.4%) manuscripts were accepted by the first journals submitted to. Rejected submissions (n=82) had a median journal response time of 15.5 days (range 0-381 days), with a third being sent for review. Nine manuscripts were accepted with no revisions needed. Accepted submissions (n=72) had a median of one round of revision (range 0-4 rounds), and a median time of 119.5 days (range 0-674 days) from submission to final acceptance. Conclusion within our setting, half of first submissions were unsuccessful, but rejection usually occurred rapidly. Acceptance for publication occurred at a median time of 4 months after one round of revision. If health professionals were made aware of expected outcomes and response times, it may prevent authors from falling victim to the publication practices of predatory journals.
Collapse
Affiliation(s)
- Gina Joubert
- Department of Biostatistics, Faculty of Health Sciences, University of the Free State, PO Box 339, Bloemfontein, 9300, South Africa
| | - Theanette Mulder
- School of Medicine, Faculty of Health Sciences, University of the Free State, PO Box 339, Bloemfontein, 9300, South Africa
| | - Wilhelm Johannes Steinberg
- Department of Family Medicine, Faculty of Health Sciences, University of the Free State, PO Box 339, Bloemfontein, 9330, South Africa
| | - Johan Botes
- Department of Family Medicine, Faculty of Health Sciences, University of the Free State, PO Box 339, Bloemfontein, 9330, South Africa
| |
Collapse
|
50
|
Uebel K, Pervaz Iqbal M, Adelstein BA. A pragmatic approach to promoting research skills in all medical students. MEDICAL EDUCATION 2020; 54:445-446. [PMID: 32173895 DOI: 10.1111/medu.14097] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
|