Abstract
This article was migrated. The article was marked as recommended. Although medical students involved in research training express greater interest in academic medicine, a paucity of clinician-scientists remains. Herein, we describe a feasible project, titled 'The Miniproject,' which introduces first-semester medical students to basic concepts in scientific research. The Miniproject was introduced in 2007 as part of a major curriculum reform to provide a structured, systematic approach to scientific training to Karolinska Institute's study programme in Medicine. The Miniproject itself was developed in recognition that emphasis is increasingly placed on student-centred study, which involves greater assumption of responsibility by the student for his or her own learning. Over the course of five days during the first weeks of medical school, students participate in a variety of activities designed to align with five intended learning outcomes. These intended learning outcomes include: formulating a scientific hypothesis; discussing, in broad terms, at least one method used to answer a scientific question; giving and receiving feedback from peers and teachers; demonstrating the ability to search, interpret, present and discuss written and oral scientific medical information; and actively engaging in a small group discussion. Teachers facilitate small group discussions, but encourage students to lead these discussions. Via electronic, anonymous evaluations, most students (65.1%) evaluated the Miniproject as good or very good. In conclusion, the Miniproject is a feasible project led by researchers, and which is designed to introduce first-semester medical students to scientific literature and the research process, as initial steps in the scientific development thread.
Highlights
Medical doctors with research training contribute to the advancement of medical knowledge as a result of their unique ability to work both with patients and in a research environment
The Miniproject is a feasible project led by researchers, and which is designed to introduce first-semester medical students to scientific literature and the research process, as initial steps in the scientific development thread
Previous methods to engage medical students in research vary greatly in terms of the time commitments required by students and faculty (Soloman SS, et al, 2003) (Bosse D, Milger K, & Morty RE, 2011; Hayward CP et al, 2011; Muslin AJ, Kornfeld S, & Polonsky KS, 2009)
Summary
Medical doctors with research training contribute to the advancement of medical knowledge as a result of their unique ability to work both with patients and in a research environment. Teachers include both clinical and pre-clinical MeSH terms to emphasise the broad and integrated nature of clinical medicine and of the study programme in Medicine, as reflected in ILO and activities At this time, students download a short introduction of their teacher’s research area from the e-portfolio in the electronic learning management system. Students described the Miniproject as ‘an inspiration for other angles of my work,’ and [an opportunity] to see things from another perspective’ or ‘to discover things I would not have seen with my own eyes.’ These results reinforce that the Miniproject is a well-designed feasible activity to achieve its objective of introducing first-semester medical students to scientific research and is favourably reviewed by students Students described the Miniproject as ‘an inspiration for other angles of my work,’ and [an opportunity] to see things from another perspective’ or ‘to discover things I would not have seen with my own eyes.’ Collectively, these results reinforce that the Miniproject is a well-designed feasible activity to achieve its objective of introducing first-semester medical students to scientific research and is favourably reviewed by students
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