Outcomes and Experiences of Students in Course-based Undergraduate Research Experience (CURE)

Abstract

Research is a pivotal element of music therapy education. Finding, interpreting, and integrating research into clinical practice are required in the professional competencies (American Music Therapy Association, 2013, 2021). Course-based undergraduate research experiences (CURE) have been identified by the National Science Foundation to increase access to underrepresented student populations in STEM programs. Fewer studies have been seen in humanities. To develop competency in a cohort of music therapy students, a CURE was developed with student research collaborating on all parts of the study. Elements of the CURE were guided by Dvorak and Hernandez-Ruiz (2019); one of the first publications in music therapy using this approach with students. However, in the present CURE each student developed their own research question within a larger project, modeled after a lab-based approach. Students who wished to present their research as a poster for the regional or national conference were prepared to do so. Significant improvements in were found (p<.0001) three categories on the Research Skill Development Questionnaire (RSDQ: Dvorak et al., 2021) including knowledge of research-related content, research skills, and research dispositions. Student reflections share a growth in comfort with and accessibility of conducting research as something “not just for scientists and doctors” but that was “a lot less stressful, and really fun!” Others reported a motivation to identify questions and conduct research in the future. The outcome was a fully immersive educational experience and functional a resource for members within the School of Music to educate on hearing loss prevention.