Transforming a U.S. scholarly concentrations program internationally: lessons learned

Stephen M Sozio,Stephen M Sozio,Jeremy A Greene,Jeremy A Greene,Rebecca M Dibiase,Rebecca M Dibiase,Rümeyza Kazancıoğlu,Mary Catherine Beach,Mary Catherine Beach,Mary Catherine Beach,Fatih Küçükdurmaz,Meliha Meriç Koç,Dilek Sema Arici

doi:10.1186/s12909-019-1545-7

Abstract

BackgroundScholarly Concentrations programs in U.S. medical schools aim to instill passion for critical thinking and promote careers in academic medicine. The rise of these programs has seen variable goals, structure, and outcomes. Transformation of these programs internationally is in its infancy.MethodsWe describe implementation of the Johns Hopkins School of Medicine Scholarly Concentrations program, offering Basic Science, Clinical Science, Medical Ethics/Healing Arts, History of Medicine, and Public Health/Community Service, at Bezmiâlem Vakif University in Istanbul, Turkey. Over six modules in the preclinical years, students develop a faculty-mentored experience which encourages the acquisition of attitudes and skills for self-directed, lifelong learning and scholarship. This culminates in abstract and project presentation. We report program characteristics (context and logistics) and outcomes (student engagement and experiences).ResultsThe Scholarly Concentrations program at Bezmiâlem began in 2014, with nearly two completed cohorts of students. In comparison to Johns Hopkins, students at Bezmiâlem begin at an earlier age (thus do not have as much prior research experience) and are subsequently evaluated for residency in terms of test scores rather than scholarship and publications, but have a similar level of intellectual curiosity and desire to take ownership of their project. Eighty-two percent of Bezmiâlem students stated the project they pursued was either their own idea or was an idea they formed after meeting with their mentor. Students at Bezmialem were more likely to choose Clinical Science projects (p = 0.009). Only 5% of Bezmiâlem students in end-of-course survey felt dissatisfied with the level of ownership they experienced with their project, a frequency similar to that seen by Johns Hopkins students (2%).ConclusionsScholarly Concentrations programs play an important role in U.S. medical schools, and these programs can be successfully implemented internationally. The Scholarly Concentrations program at Johns Hopkins has been transformed to a program at Bezmiâlem in Istanbul, the first program outside North America or the European Union. When designing these programs, one must consider the context, logistics, student engagement, and outcomes. While long-term outcomes are needed, this can serve as a model for implementation elsewhere.

Highlights

Concentrations programs in U.S medical schools aim to instill passion for critical thinking and promote careers in academic medicine
Johns Hopkins University Scholarly Concentrations leaders advise on the development of the curriculum, deliver several lecture and small group sessions, meet individually and in groups with students, and collaborate with Bezmiâlem Vakif University faculty on methods to transform the curriculum in the university setting
Bezmiâlem was not a simple and passive user of this Scholarly Concentrations program, but instead used it to enhance the interest in scientific research among the students

Summary

Introduction

Concentrations programs in U.S medical schools aim to instill passion for critical thinking and promote careers in academic medicine. Scholarship is an important factor when considering the skills of a physician, [2] and medical schools across the U.S have incorporated independent scholarship and Scholarly Concentrations programs to help achieve these LCME objectives The rise of these Scholarly Concentrations programs has seen variable goals, structure, and outcomes. Authors of this review describe focusing future Scholarly Concentrations program efforts on 1) creating program goals, 2) developing logic models for evaluation, 3) selecting appropriate designs of evaluation, 4) collecting multiple sources of data, 5) assessing students’ abilities, 6) obtaining IRB approval, and 7) identifying explanatory theories Another manuscript from 2009 lists several barriers for successful implementation of these programs, including lack of preparation, faculty interest, and student time [4]

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