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Riiser K, Kalleson R, Holmen H, Torbjørnsen A. Integrating research in health professions education: a scoping review. BMC MEDICAL EDUCATION 2023; 23:653. [PMID: 37684582 PMCID: PMC10492286 DOI: 10.1186/s12909-023-04615-4] [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: 04/30/2023] [Accepted: 08/26/2023] [Indexed: 09/10/2023]
Abstract
BACKGROUND Integrating teaching and research may boost students' learning and improve future clinical practice when incorporated into education. Explorations of health professions students' involvement in the research processes and their learning outcomes are sparse. Thus, the purpose of this scoping review is to explore the existing scientific literature on courses involving students from health professions education in research activities. The research questions are: Which parts of the research process are the health professions students involved in, and what are the students' main learning outcomes related to the research process reported to be? METHODS A scoping review following the six-step approach of Arksey and O'Malley was undertaken. We searched four electronic databases to identify studies focusing on research-based teaching in health professions education. Inspired by content analysis, we identified key concepts relating to the research process and learning outcomes. RESULTS We screened 1084 abstracts, reviewed 95 full-text reports, and included 24 for analysis. Overall, the students were more involved in conducting and disseminating research than in the planning phases. Learning outcomes were most frequently reported as specific research skills, such as conducting literature reviews, writing academically, and presenting results, but also as improved understanding of research in general as well as improved motivation and confidence in conducting research. CONCLUSIONS The heterogeneity of educational programs, study designs, and measures makes it difficult to draw conclusions across the studies included in the review. More research is needed to conclude whether health professions students who actively engage in research gain a better understanding of the research process, become more likely to pursue research in their practice, or are more motivated to choose an academic career.
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Affiliation(s)
- Kirsti Riiser
- Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, PO Box 4, St. Olavsplass, Oslo, N-0130, Norway.
| | - Runa Kalleson
- Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, PO Box 4, St. Olavsplass, Oslo, N-0130, Norway
| | - Heidi Holmen
- Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Oslo, Norway
- Division of Technology and Innovation, Intervention Center, Oslo University Hospital, Oslo, Norway
| | - Astrid Torbjørnsen
- Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Oslo, Norway
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Li QKW, Wollny K, Twilt M, Walsh CM, Bright K, Dimitropoulos G, Pires L, Pritchard L, Samuel S, Tomfohr-Madsen L. Curricula, Teaching Methods, and Success Metrics of Clinician-Scientist Training Programs: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1403-1412. [PMID: 36098782 DOI: 10.1097/acm.0000000000004764] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE To describe the literature on clinician-scientist training programs to inform the development of contemporary and inclusive training models. METHOD The authors conducted a scoping review, searching the PubMed/MEDLINE, CINAHL, and Embase databases from database inception until May 25, 2020. Studies presenting primary research that described and evaluated clinician-scientist training programs were identified for data abstraction. On the basis of deductive and inductive methods, information about program characteristics, curricula, teaching strategies, and success metrics was extracted. The extracted variables were analyzed using descriptive statistics. RESULTS From the initial 7,544 citations retrieved and 4,974 unique abstracts screened, 81 studies were included. Of the 81 included studies, 65 (80.2%) were published between 2011 and 2020, 54 (66.7%) were conducted in the United States, and 64 (79.0%) described programs that provided broad clinician-scientist training. Few programs provided funding or protected research time or specifically addressed needs of trainees from underrepresented minority groups. Curricula emphasized research methods and knowledge dissemination, whereas patient-oriented research competencies were not described. Most programs incorporated aspects of mentorship and used multiple teaching strategies, such as direct and interactive instruction. Extrinsic metrics of success (e.g., research output) were dominant in reported program outcomes compared with markers of intrinsic success (e.g., career fulfillment). CONCLUSIONS Although programs are providing clinician-scientists with practical skills training, opportunities exist for curricular and pedagogic optimization that may better support this complex career path. Training programs for clinician-scientists can address contemporary issues of wellness and equity by reconsidering metrics of program success and evolving the core tenets of their education models to include equity, diversity, and inclusion principles and patient-oriented research competencies.
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Affiliation(s)
- Queenie K W Li
- Q.K.W. Li is a clinical research coordinator, Department of Psychology, University of Calgary, Calgary, Alberta, Canada; ORCID: https://orcid.org/0000-0001-7318-1701
| | - Krista Wollny
- K. Wollny is instructor, Faculty of Nursing, University of Calgary, and at the time of writing was a PhD candidate, Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, and trainee, Alberta Children's Hospital Research Institute, Calgary, Alberta, Canada
| | - Marinka Twilt
- M. Twilt is a pediatric rheumatologist and associate professor, Department of Pediatrics, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Catharine M Walsh
- C.M. Walsh is staff gastroenterologist, Division of Gastroenterology, Hepatology, and Nutrition, an educational researcher, SickKids Learning Institute, a scientist, Child Health Evaluative Sciences, SickKids Research Institute, The Hospital for Sick Children (SickKids), a cross-appointed scientist, Wilson Centre for Research in Education, and associate professor of paediatrics, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0003-3928-703X
| | - Katherine Bright
- K. Bright is Health System Impact Postdoctoral Fellow, Canadian Institutes for Health Research, Addictions and Mental Health Strategic Clinical Network, Alberta Health Services and Department of Community Health Sciences, University of Calgary, Calgary, Alberta, Canada
| | - Gina Dimitropoulos
- G. Dimitropoulos is a social worker and associate professor, Faculty of Social Work and Department of Psychiatry and Pediatrics, University of Calgary, Calgary, Alberta, Canada; ORCID: https://orcid.org/0000-0001-9487-0290
| | - Linda Pires
- L. Pires is research operations manager, Canadian Child Health Clinician Scientist Program, The Hospital for Sick Children (SickKids), Toronto, Ontario, Canada
| | - Lesley Pritchard
- L. Pritchard is pediatric physical therapist and associate professor, Department of Physical Therapy, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada; ORCID: https://orcid.org/0000-0002-6684-376X
| | - Susan Samuel
- S. Samuel is pediatric nephrologist and professor, Departments of Pediatrics and Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Lianne Tomfohr-Madsen
- L. Tomfohr-Madsen is a clinical psychologist and associate professor, Department of Psychology, University of Calgary, Calgary, Alberta, Canada
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Granat LM, Weinstein A, Seltzer E, Goldstein L, Mihlbachler M, Chan T, Saggio G. Developing Future Academic Physicians: the Academic Medicine Scholars Program. MEDICAL SCIENCE EDUCATOR 2020; 30:705-711. [PMID: 34457728 PMCID: PMC8368134 DOI: 10.1007/s40670-020-00935-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Retention among academic medicine faculty is problematic, and there has been a decline in the number of physicians pursuing careers in academia. The education of future physicians relies upon physicians who pursue careers in academic medicine. Therefore, efforts must be taken to increase the percentage of physicians who conduct research and/or teach medical trainees. Recognizing this need, the New York Institute of Technology College of Osteopathic Medicine (NYITCOM) established the Academic Medicine Scholars Program ("Scholars Program"), which was designed to prepare outstanding osteopathic medical students for a career in academic medicine. Here we aim to determine the extent to which participants in NYITCOM's Scholars Program go on to pursue research and teaching endeavors during their residency and/or fellowship programs. An anonymous survey was administered to participants in the Scholars Program from 2012 through 2018 and asked about the participants' research and teaching experiences at the following time points: during the Scholars Program, residency, and fellowship, if applicable. Participation in the program led to a significant increase in survey respondents' teaching and research skills and an increased participation in scholarly activity as compared with the national average. The results also demonstrated that the program assisted alumni in securing positions in competitive residency and fellowship programs. As residents and fellows, alumni continued to pursue scholarly endeavors, primarily by publishing abstracts and posters, attending both regional and national conferences, and delivering lectures. We are hopeful that other medical schools will take part in producing capable academic medicine physicians by incorporating a similar program into their curriculum.
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Affiliation(s)
- Lauren M. Granat
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Anna Weinstein
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Emily Seltzer
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Leslie Goldstein
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Matthew Mihlbachler
- Department of Anatomy, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Thomas Chan
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
| | - Gregory Saggio
- Department of Clinical Specialties, College of Osteopathic Medicine, New York Institute of Technology, Old Westbury, NY 11568 USA
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Eley DS. The clinician-scientist track: an approach addressing Australia's need for a pathway to train its future clinical academic workforce. BMC MEDICAL EDUCATION 2018; 18:227. [PMID: 30285826 PMCID: PMC6171239 DOI: 10.1186/s12909-018-1337-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2018] [Accepted: 09/26/2018] [Indexed: 06/01/2023]
Abstract
BACKGROUND Clinician-scientist training represents the epitome of preparation for biomedical scientific discovery. The significance of, and need for, clinician-scientists is universally recognised as essential to progress medical research across what is regarded as the 'translational gap'. Despite a rich history of cutting-edge biomedical research, Australia has no infrastructure or career pathway for training clinician-scientists. DISCUSSION The Clinician-scientist Track (CST) was developed to address this concern at the University of Queensland. The CST concept began in 2010 with the Concurrent MD-Masters that allowed students to undertake a research Masters concurrently with their medical program. The rationale was to offer an attractive and realistic option to recruit our highest performing students into a research higher degree, with the underlying aim of encouraging those most capable, to transfer to the MD-PhD. The Concurrent MD-Masters was immediately popular and remains so. Over 8 years, enrolments rose seven-fold (60 MD-Masters, 36 MD-PhDs). The transfer rate from MD-Masters to MD-PhD is 28% supporting our original aim. CONCLUSIONS Many challenges remain for the future of the program. These challenges are underpinned by a culture that values clinician-scientists as crucial to ensuring that high quality health and medical research is undertaken and translated to patient care, but lags behind in establishing an infrastructure to develop and maintain a new generation of this vital workforce. A future challenge is to develop a coordinated approach to a supported Australian MD-PhD pathway for our most talented and committed students beginning in the undergraduate Bachelor's degree into the medical degree and throughout specialty training. Shared responsibility is necessary between institutions and stakeholders to support and nurture newly trained MD-PhDs into the post-graduate years. Flexibility across this medical training continuum that allows integration of both degrees will help ensure students make the most meaningful connections between the research and the medicine. What is paramount will be acknowledging the career expectations of an emerging cohort of medical students, in particular females, wishing to pursue research. Without these considerations we risk losing our next generation of potential clinician-scientists.
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Affiliation(s)
- Diann S Eley
- Office of Medical Education, Faculty of Medicine, The University of Queensland, 288 Herston Road, Brisbane, QLD, 4006, Australia.
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Abu-Zaid A, Altinawi B, Eshaq AM, Alkhatib L, Hoilat J, Kadan S, Alshammari M, Farfour A, Obeidat A, Alkattan K. Interest and perceived barriers toward careers in academic medicine among medical students at Alfaisal University - College of Medicine: A Saudi Arabian perspective. MEDICAL TEACHER 2018; 40:S90-S95. [PMID: 29720006 DOI: 10.1080/0142159x.2018.1465533] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
AIMS [1] Identify the percentage of undergraduate students who are interested in academic medicine (AM) careers, [2] Explore the relationship between students' characteristics, previous experiences and interest in AM careers and [3] Determine students' perceived barriers toward AM careers at Alfaisal University - College of Medicine. METHODS An online, anonymous, random, self-rating survey was administered during spring 2013-2014 to second-year and third-year students (n = 302). Chi-square test was used to correlate between interest in AM careers and students' characteristics. Mann-Whitney U-test was used to compare the mean 5-point Likert scale responses between male and female students. RESULTS A total of 231 students participated in the survey (response rate: 76.5%). A total of 32 students (13.9%) expressed interest in AM careers, and this percentage significantly differed by gender, academic year, interest in teaching and research and previous research experiences (p < 0.05). The top three barriers were "lower income" (77.5%), "competing pressures to fulfill clinical-teaching-research duties" (73.6%) and "lack of career advising" (69.7%). As opposed to males, females achieved higher statistically significant differences of means regarding: "competing pressures to fulfill clinical-teaching-research duties" (p < 0.001) and "lack of same-gender role models in AM careers" (p < 0.000). CONCLUSIONS AM careers were unpopular by students. Curricular, extracurricular and institutional measures should be implemented to rectify this dilemma.
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Affiliation(s)
- Ahmed Abu-Zaid
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Basmah Altinawi
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | | | - Lynn Alkhatib
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Judie Hoilat
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Sana Kadan
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Mai Alshammari
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Aya Farfour
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Akef Obeidat
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
| | - Khaled Alkattan
- a College of Medicine , Alfaisal University , Riyadh , Saudi Arabia
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Desselle SP, Andrews B, Lui J, Raja GL. The scholarly productivity and work environments of academic pharmacists. Res Social Adm Pharm 2018; 14:727-735. [DOI: 10.1016/j.sapharm.2017.09.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2017] [Revised: 08/29/2017] [Accepted: 09/05/2017] [Indexed: 10/18/2022]
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Dual training as clinician-scientist in child and adolescent psychiatry: are we there yet? Eur Child Adolesc Psychiatry 2018; 27:263-265. [PMID: 29318390 DOI: 10.1007/s00787-017-1104-x] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Paredes Molina CS, Spencer DJ, Morcuende M, Soto-Greene M, Culbreath K, Corsino L, Sánchez JP. An Introduction to Research Work, Scholarship, and Paving a Way to a Career in Academic Medicine. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2018; 14:10686. [PMID: 30800886 PMCID: PMC6342426 DOI: 10.15766/mep_2374-8265.10686] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/18/2017] [Accepted: 01/30/2018] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Despite high faculty attrition and challenges to expanding the number of clinician-researchers, career development to heighten trainees' pursuit of an academic research career remains a relatively understudied topic. Completing peer-reviewed publications during medical school increases a trainee's likelihood of becoming a future faculty member. There is a lack of educational content to guide trainees in selecting research activities, publishing, and gaining self-efficacy to pave a path towards a clinician-researcher track. METHODS The Kern model was applied to create a multimodal workshop that would heighten trainee awareness of various research opportunities, skills for conducting research, best practices in publishing, and also help them develop a personal plan to pursue research. The workshop included a presentation, reflection exercises, and a case scenario. The workshop was implemented among trainees attending professional development conferences at nine medical schools. A questionnaire assessed participants' change in self-efficacy in completing research scholarship and pursuing an academic research career. RESULTS Sixty medical students and seven residents participated in the workshops. Paired-sample t tests indicated a statistically significant increase in participants' perception that academic medicine would allow them to engage in research work, and in their self-efficacy to publish and succeed along a clinician-researcher track. DISCUSSION The workshop not only exposed participants to a variety of research activities but also provided a sense that all research types are valid, aiding some participants to identify new research opportunities. In addition, participants gained clarity on how to publish and develop a research path, which may help maintain interest in a clinician-researcher track.
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Affiliation(s)
- Carolina Stefany Paredes Molina
- Research Assistant, Juntos Center for Advancing Latino Health, Preventive Medicine and Public Health, University of Kansas Medical Center
| | - Dennis J. Spencer
- Clinical Fellow, Gastroenterology, Hepatology, and Nutrition, Boston Children's Hospital, Harvard Medical School
| | - Miguel Morcuende
- Fellow, Office of Education, Rutgers New Jersey Medical School
- Fellow, Office of Diversity and Community Engagement, Rutgers New Jersey Medical School
| | - Maria Soto-Greene
- Vice Dean, Rutgers New Jersey Medical School
- Professor of Medicine, Rutgers New Jersey Medical School
- Director, Hispanic Center of Excellence, Rutgers New Jersey Medical School
| | - Karissa Culbreath
- Assistant Professor of Pathology, University of New Mexico School of Medicine
- Scientific Director, Infectious Disease, Research and Development, TriCore Reference Laboratories, University of New Mexico School of Medicine
| | - Leonor Corsino
- Associate Professor of Medicine, Department of Medicine, Division of Endocrinology, Metabolism, and Nutrition, Duke School of Medicine
- Associate Director, Master of Biomedical Sciences, Office of Diversity and Inclusion, Duke School of Medicine
- Director, Population Mapping Health Project, Duke Center for Community and Population Health Improvement, Duke University Medical Center
| | - John P. Sánchez
- Associate Dean, Diversity and Inclusion, Rutgers New Jersey Medical School
- Associate Professor, Emergency Medicine, Rutgers New Jersey Medical School
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Strong MJ, Busing N, Goosney DL, Harris KA, Horsley T, Kuzyk A, Lingard L, Norman WV, Rosenblum ND, Saryeddine T, Wang X. The Rising Challenge of Training Physician-Scientists: Recommendations From a Canadian National Consensus Conference. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:172-178. [PMID: 28817429 DOI: 10.1097/acm.0000000000001857] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Physician-scientists are individuals who actively participate in patient care, have undergone additional research training, and devote the majority of their time to research. Physician-scientists are traditionally the primary catalysts in bridging the translational gap-that is, the failure to link fundamental new knowledge in the pathobiology of disease with advances in health care and health policy in a timely manner. However, there has been a shift away from training physician-scientists, and financial support for the physician-scientist is diminishing globally, causing the translational gap to grow. Given its socialized health care system and cultural and geographic diversity, Canada can serve as a unique case study in understanding how to address this phenomenon as a national priority. To this end, a Canadian national consensus conference was convened to develop recommendations for training programs and early-career supports for physician-scientists. Five recommendations were generated: (1) Establish an independent, national council whose mandate is to provide pan-Canadian oversight of physician-scientist training programs; (2) develop capacity for funding and mentorship support for physician-scientists; (3) develop coherent networks across a broad range of clinician-scientists, including physician-scientists, to reflect the unique cultural and geographic diversity of Canada and to reflect the interdisciplinarity of health research; (4) ensure that medical school curricula integrate, as a core curriculum feature, an understanding of the scientific basis of health care, including research methodologies; and (5) ensure that the funding of the physician-scientist trainee is viewed as portable and distinct from the operational funding provided to the training program itself.
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Affiliation(s)
- Michael J Strong
- M.J. Strong is professor of clinical neurological sciences and dean, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada. N. Busing is project lead, Future of Medical Education in Canada Postgraduate Project, and family physician, Ottawa, Ontario, Canada. D.L. Goosney is executive director, Tri-agency Institutional Programs Secretariat, Ottawa, Ontario, Canada. K.A. Harris is executive director, Office of Specialty Education, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. T. Horsley is associate director, Research Unit, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. A. Kuzyk was the 2015-2016 president, Clinical Investigator Trainee Association of Canada (CITAC), and is an MD/PhD candidate, Faculty of Medicine, University of Manitoba, Winnipeg, Manitoba, Canada. L. Lingard is professor and director, Center for Education Research & Innovation, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada. W.V. Norman is associate professor and director, Clinician Scholar Program, Department of Family Practice, University of British Columbia, Vancouver, British Columbia, Canada. N.D. Rosenblum is professor and Canada Research Chair in Developmental Nephrology, Department of Paediatrics, and associate dean, Physician Scientist Training, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. T. Saryeddine is executive director of research and innovation, HealthCareCAN, and adjunct professor, Telfer School of Management, University of Ottawa, Ottawa, Ontario, Canada. X. Wang is an MD/PhD candidate, University of Toronto, and was the 2014-2015 president, CITAC, Toronto, Ontario, Canada
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Eley DS, Benham H. From medical student to clinician-scientist: where is the pathway in Australia? Intern Med J 2017; 46:1449-1452. [PMID: 27981763 DOI: 10.1111/imj.13277] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2016] [Revised: 08/23/2016] [Accepted: 08/26/2016] [Indexed: 11/28/2022]
Abstract
Clinician-scientists are a valuable resource and are crucial to ensuring that high-quality health and medical research is undertaken and translated to patients. Although the literature notes the global decline in clinician-scientists and infers the worldwide similarity in the challenges to reverse this decline, Australia continues to lag behind in establishing an infrastructure to address the dilemma.
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Affiliation(s)
- D S Eley
- Faculty of Medicine, The University of Queensland, Brisbane, Queensland, Australia
| | - H Benham
- Faculty of Medicine, The University of Queensland, Brisbane, Queensland, Australia.,Translational Research Institute, Brisbane, Queensland, Australia
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White MT, Satterfield CA, Blackard JT. Essential competencies in global health research for medical trainees: A narrative review. MEDICAL TEACHER 2017; 39:945-953. [PMID: 28504028 DOI: 10.1080/0142159x.2017.1324139] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Participation in short-term educational experiences in global health (STEGHs) among medical trainees is increasingly accompanied by interest in conducting research while abroad. Because formal training in both global health and research methods is currently under-represented in most medical curricula, trainees are often unfamiliar with the knowledge, attitudes, and skills necessary to design and conduct research successfully. This narrative review identifies essential global health research competencies for medical trainees engaged in STEGHs. METHODS The authors searched the literature using the terms global health, competency, research, research methods/process/training, scholarly project, medical student, and medical education/education. Because articles directly addressing global health research competencies for medical trainees were limited, the authors additionally drew on the broader literature addressing general research competencies and global health competencies. FINDINGS Articles yielded by the literature search, combined with established guidelines in research ethics and global health ethics, were used to identify six core domains and twenty discrete competencies fundamental to global health research at a level appropriate for medical trainees enrolled in STEGHs. Consideration was given to diverse research modalities, varying levels of training, and the availability of mentoring and on-site support. DISCUSSION Research may provide important benefits to medical trainees and host partners. These competencies provide a starting point; however, circumstances at any host site may necessitate additional competencies specific to that setting. These competencies are also limited by the methodology employed in their development and the need for additional perspectives from host partners. CONCLUSIONS The competencies identified outline basic knowledge, attitudes, and skills necessary for medical trainees to conduct limited global health research while participating in STEGHS. They may also be used as a basis for curriculum development, assessment, and research capacity development.
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Affiliation(s)
- Mary T White
- a Department of Population and Public Health Sciences, Boonshoft School of Medicine , Wright State University , Dayton , OH , USA
| | - Caley A Satterfield
- b Center for Global Health Education , University of Texas Medical Branch , Galveston , TX , USA
| | - Jason T Blackard
- c Department of Internal Medicine , University of Cincinnati College of Medicine , Cincinnati , OH , USA
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Kluijtmans M, de Haan E, Akkerman S, van Tartwijk J. Professional identity in clinician-scientists: brokers between care and science. MEDICAL EDUCATION 2017; 51:645-655. [PMID: 28247420 PMCID: PMC5434929 DOI: 10.1111/medu.13241] [Citation(s) in RCA: 44] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2016] [Revised: 08/16/2016] [Accepted: 10/25/2016] [Indexed: 05/23/2023]
Abstract
CONTEXT Despite increasing numbers of publications, science often fails to significantly improve patient care. Clinician-scientists, professionals who combine care and research activities, play an important role in helping to solve this problem. However, despite the ascribed advantages of connecting scientific knowledge and inquiry with health care, clinician-scientists are scarce, especially amongst non-physicians. The education of clinician-scientists can be complex because they must form professional identities at the intersection of care and research. The successful education of clinician-scientists requires insight into how these professionals view their professional identity and how they combine distinct practices. OBJECTIVES This study sought to investigate how recently trained nurse- and physiotherapist-scientists perceive their professional identities and experience the crossing of boundaries between care and research. METHODS Semi-structured interviews were conducted with 14 nurse- and physiotherapist-scientists at 1 year after they had completed MSc research training. Interviews were thematically analysed using insights from the theoretical frameworks of dialogical self theory and boundary crossing. RESULTS After research training, the initial professional identity, of clinician, remained important for novice clinician-scientists, whereas the scientist identity was experienced as additional and complementary. A meta-identity as broker, referred to as a 'bridge builder', seemed to mediate competing demands or tensions between the two positions. Obtaining and maintaining a dual work position were experienced as logistically demanding; nevertheless, it was considered beneficial for crossing the boundaries between care and research because it led to reflection on the health profession, knowledge integration, inquiry and innovation in care, improved data collection, and research with a focus on clinical applicability. CONCLUSIONS Novice clinician-scientists experience dual professional identities as care providers and scientists. The meta-position of being a broker who connects care and research is seen as core to the unique clinician-scientist identity. To develop this role, identity formation and boundary-crossing competencies merit explicit attention within clinician-scientist programmes.
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Affiliation(s)
- Manon Kluijtmans
- Center for Education and TrainingUniversity Medical Center UtrechtUtrechtthe Netherlands
| | - Else de Haan
- Center for Education and TrainingUniversity Medical Center UtrechtUtrechtthe Netherlands
- Institute for Paramedical StudiesHU University of Applied Sciences UtrechtUtrechtthe Netherlands
| | - Sanne Akkerman
- Leiden University Graduate School of TeachingLeiden UniversityLeidenthe Netherlands
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Stockfelt M, Karlsson L, Finizia C. Research interest and activity among medical students in Gothenburg, Sweden, a cross-sectional study. BMC MEDICAL EDUCATION 2016; 16:226. [PMID: 27565878 PMCID: PMC5002212 DOI: 10.1186/s12909-016-0749-3] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2016] [Accepted: 08/19/2016] [Indexed: 06/02/2023]
Abstract
BACKGROUND The proportion of physicians undertaking doctoral studies is decreasing. Early recruitment of medical students could counteract this trend. This follow-up survey investigated research interest and activity among medical students at the Sahlgrenska Academy, Gothenburg, Sweden. METHODS A questionnaire was administered to all medical students at the Sahlgrenska Academy, as a follow-up to a 2006 survey. The Mann-Whitney U test was used for ordinal variables and the Fisher exact test for categorical variables. Data from Statistics Sweden was used to analyse the number of PhDs awarded to individuals who earned a medical degree in 2000-2012. RESULTS Of the students, 16 % were already conducting and another 36 % wanted to conduct research during their studies. The interest was at the same level compared to 2006. The main reasons for conducting research consisted of an interest in scientific problems or the research topic, a wish for personal development or intellectual stimulation. Students engaged in research reported lack of time, increased workload and less time to study as hindering factors. CONCLUSIONS Recruitment could be improved by offering improved and regular information, clarifying career paths, broadly announcing available projects, and creating new and expanding existing research programmes. The potential for recruitment of Gothenburg medical students to research is substantial, but students are hampered by lack of time, lack of supervisors and lack of information.
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Affiliation(s)
- Marit Stockfelt
- Institute of Medicine, Department of Rheumatology and Inflammation Research, Sahlgrenska Academy, University of Gothenburg, Guldhedsgatan 10A, 405 30 Gothenburg, Sweden
| | - Lars Karlsson
- Institute of Neuroscience and Physiology, Department of Clinical Neuroscience and Rehabilitation, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Caterina Finizia
- Department of Otorhinolaryngology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
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