Eureka! Energizing the Next Generation of Clinical Researchers

Abstract

OUWB medical students are required to develop and implement an independent Capstone research project. Students are guided in the project through concurrent research design and methods courses, and by faculty mentors. Quantitative, qualitative and systematic reviews projects fall under areas such as community/public health, patient/medical education, and bench/clinical research. Although medical student research is not novel, the curricular inclusion of required projects with concurrent associated courses is a medical education practice that is quickly gaining momentum. Our M1 year courses are designed to educate students on many aspects of research not typically included in a medical curriculum (from research question and outcomes identification, project design and feasibility, navigating the literature, ethics and regulatory board approval, to planning for data security and appropriate analysis). We use multiple instructional techniques including online modules, labs and workshops, didactic sessions, and self‐directed learning which addresses increasing accreditation requirements. In an effort to provide the best foundation for undergraduates entering into the changing medical education landscape, we would like to encourage research mentors to incorporate more student participation in the entire research process. We believe that students that spend four years of their medical education invested in high impact activities will likely continue on a path of life‐long learning. We anticipate that each of our graduates will have an exceptional impact on the patients and communities that they serve and will act as multipliers to continue the growth of research developments and socially accountable activities within their future peer groups.