Medical Student Research Research Articles

Evaluation of medical students to interest in the health research in Kazakhstan at 2018

Abstract Background Since medical education is significantly different from other conditions of higher education, it is necessary to analyze the influence of the health research component on the quality of training a future health specialist. Methods A quantitative analysis based on the survey. 2 types of original questionnaires were based on the AGREE method: a) to analyze the involvement of medical students, and b) to analyze the teachers of medical universities to integrate health research into the educational process. The survey involved 1,439 medical students. Results 85±1.02% of medical students agree that the triangle of science, education and practice is the main principle of doctors. 63±2.76% of students indicate a discussion with the teacher about the latest advances in medical science. 77±3.24% of surveyed students believe that health research is conducted at a good level. 78±5.8% of students confirm a good health research infrastructure at the University. The continuity of the scientific school and the discussion of the health research results was confirmed by 74±1.24% of students. Evaluation of the participation of teachers in the study showed that 32±3.41% of respondents do health research at the time of the survey. 63±7.1% of teachers agree that the “science-education-practice” triangle is the main principle of doctors. 70±5.17% of teachers indicated the use of Case-based learning, Project-based learning and Research-based learning in their teaching practice. Conclusions The analysis showed a lack of involvement of medical students in health research and a lack of commitment of educational organizations to the principle of the triunity of science, education and practice. Key messages Medical students who are engaged in research have professional competencies related to the practical use of their knowledge and skills than their peers who are not involved in research. Involving medical students in research provides benefits for Universities, medical students and stakeholders.

Advancing Nutrition Education, Training, and Research for Medical Students, Residents, Fellows, Attending Physicians, and Other Clinicians: Building Competencies and Interdisciplinary Coordination

Nutrition plays an important role in health promotion and disease prevention and treatment across the lifespan. Physicians and other healthcare professionals are expected to counsel patients about nutrition, but recent surveys report minimal to no improvements in medical nutrition education in US medical schools. A workshop sponsored by the National Heart, Lung, and Blood Institute addressed this gap in knowledge by convening experts in clinical and academic health professional schools. Representatives from the National Board of Medical Examiners, the Accreditation Council for Graduate Medical Education, the Liaison Committee on Medical Education, and the American Society for Nutrition provided relevant presentations. Reported is an overview of lessons learned from nutrition education efforts in medical schools and health professional schools including interprofessional domains and competency-based nutrition education. Proposed is a framework for coordinating activities of various entities using a public-private partnership platform. Recommendations for nutrition research and accreditation are provided.

Development of a novel in vitro cadaveric model for analysis of biomechanics and surgical treatment of Bertolotti syndrome

Development of a novel in vitro cadaveric model for analysis of biomechanics and surgical treatment of Bertolotti syndrome

Development and implementation of a sustainable research curriculum for general surgery residents: A foundation for developing a research culture

BackgroundDifferent methods to incorporate research training during residency are suggested, however, long-term impact is not studied well. This study reports development of a research curriculum with milestones, a long-term outcome and sustainability, and its impact on the overall departmental research culture. MethodsThe research curriculum that included a research seminar for resident preparation, annual milestones, and structured research mentoring was implemented in our hybrid program in 2012. The research output for five-year period before and after the implementation was evaluated as peer-reviewed publications, presentations, and grant submissions. Further, secondary effects on faculty and medical student research was evaluated. ResultsFollowing implementation, we observed a significant increase in the number of resident presentations (p < 0.05) and higher trends for publications and grant submissions. Medical student research increased significantly in terms of both presentations and publications (p < 0.05). Consequently, we observed a significant improvement in the overall department research productivity. ConclusionsOur resident research curriculum was associated with improved long-term research productivity. It allowed residents to work closely with faculty and medical students leading to more collaboration resulting in an enhanced scholarly environment.

Knowledge, Attitudes, and Barriers Toward Research Among Medical Students of Karachi.

IntroductionOur study was meant to assess the knowledge, attitude, and barriers towards research in medical students of Pakistan. By assessing the factors, we aim to increase the role of medical students in research, which will eventually help developing countries like Pakistan to achieve self-reliance in health care.MethodsUndergraduate and postgraduate students of medicine, dentistry, and pharmacy schools of Dow University of Health Sciences, Karachi, were enrolled from February-March 2018 in a cross-sectional, descriptive study using questionnaires to provide details of the parameters of attitude to the knowledge of and barriers towards research for each individual. All data were coded for each of the parameters. Data analyses were performed by one-way analysis of variance (ANOVA)/Tukey and Student’s t-test, Pearson’s correlation, and Chi-squared tests.ResultsA total of 850 questionnaires were received. The overall mean scores of students on attitude, knowledge, and barriers were 69.27 ± 13.44, 70.39 ± 15.67, and 72.46 ± 13.46, respectively; 81.8% of students’ scores fell above the middle of the maximum score for knowledge, but 84.5% of attitude scores came in at below the middle of the maximum score. Undergraduate students had a more positive attitude to research than postgraduate students (69.20 ± 11.10 vs 64.23 ± 10.98; p = 0.002). Male students had a better attitude than females (72.97 ± 20.54 vs 67.09 ± 21.56; p = 0.010). Barriers highlighted by students most significantly included a lack of funding support and preference for instruction over research.ConclusionStudents showed good knowledge of research, but their attitude was not up to the mark. The barriers highlighted suggest a need for a change in the strategies for research. Attention should be paid to inculcate research as part of the student curriculum and to make available incentives, information, and mentors to solve the problems most students face in the field of research.

USING PROJECT-BASED LEARNING TO TEACH LATIN AND GREEK MEDICAL TERMINOLOGY

The article reveals the role and importance of the project method of Latin teaching; to represent the sample of the project “Latin and Greek medical terminology and their corresponding national equivalents in English”.&#x0D; The basic terminology competence of medical students is formed in Latin lessons because Latin vocabulary is used in Anatomy, Histology, Chemistry, Biology, as well as further clinical disciplines. Thus, the principle of close interdisciplinary integration helps students better understand the nature of the anatomical, histological, pharmaceutical, and clinical terms.&#x0D; Project-based learning to teach Latin and Greek medical terminology contributes training in logical thinking, boosting cognitive processes essential for medicine, and causes the development of research and creative skills of medical students, the ability to independently construct their knowledge, navigate the information space and think critically.&#x0D; It has been found that the use of project learning combined with all necessary elements of co-operating training of future medical workers greatly facilitates their creative training, development of communicative skills and contributes to independent decision-making.&#x0D; The efficient using project-based learning to teach Latin and Greek medical terminology in higher medical educational institutions in combination with conventional teaching and technical support provides the highest quality of the educational process.

Fostering the physician–scientist workforce: a prospective cohort study to investigate the effect of undergraduate medical students’ motivation for research on actual research involvement

ObjectivesThe medical field is facing a physician–scientist shortage. Medical schools could contribute to developing physician–scientists by stimulating student involvement in research. Studies have examined motivation for research as a key...

Highlighting the importance of medical research: School of Medicine medical student research program

Highlighting the importance of medical research: School of Medicine medical student research program

Effect of a faculty-led comprehensive mentorship program on medical student recruitment and research productivity in neurology (P2.9-038)

Effect of a faculty-led comprehensive mentorship program on medical student recruitment and research productivity in neurology (P2.9-038)

3446 The OHSU Physician-Scientist Experience: Integrating intensive translational research training for medical students into a competency-based educational framework

OBJECTIVES/SPECIFIC AIMS: The aim of this program is to provide early support to motivated medical students interested in a career as a physician-scientist in a framework of competency-based medical education. The CTSA creates an opportunity to provide clinical research education and protected time for research for medical students in clinical and translational research. METHODS/STUDY POPULATION: This physician-scientist experience offers research opportunities in a wide variety of research disciplines, focused on clinical and translational investigations. The program offers both five-month and one-year blocks of protected research time. The five-month option is integrated into the four- year medical curriculum. The one-year option requires enrollment in an established Master of Clinical Research degree. Both options provide research experience under the mentorship of a physician-scientist. The five-month option aligns with UME competencies categorized under the six ACGME Domains of Competence. The one-year option includes coursework in research design, biostatistics, research ethics, data management, scientific communication, and proposal development within the CTSA-based education program. All students in the program attend a bimonthly journal club and seminar series starting in year one and extending through the research experience. This includes discussion of the importance of mentorship, selecting a residency, scientific writing and presentation, and personal narratives of physician-scientists and their pathways to this career. All students will be followed to determine career outcome. RESULTS/ANTICIPATED RESULTS: Between 2015 and 2018, 67 students entered the program 46% selected the year out, and 56% selected the 5-month option. Students selecting this program constitute about 10% of the medical student population overall. We have had 17 graduates of the program to date. 55% of the cohort is women which parallels the OHSU medical student population. Long-term follow-up of at least 10 years will be needed to determine career outcomes. We assess student productivity by traditional measures of submitted abstracts, manuscripts, and presentations as well as longer term outcomes such as career orientation in medicine such as entry into a research-oriented residency and ultimately into an academic medicine or research. DISCUSSION/SIGNIFICANCE OF IMPACT: The OHSU physician-scientist experience successfully matches medical students with a diverse set of research mentors focused on the CTSA. Although institutional structures determine the variety of specific research opportunities, the integration of physician-scientist training into a CTSA-based training program expands the reach of training programs such as the TL1.

03:54 PM Abstract No. 350 The IR Summer Scholars: a 12-year assessment of a structured medical student research program

03:54 PM Abstract No. 350 The IR Summer Scholars: a 12-year assessment of a structured medical student research program

MODEL OF SUCCESS OF THE COURSE WORKSHOP TITLE CERTIFICATION IN HUMAN MEDICINE:PUBLICATION OF INTERNATIONAL IMPACT

Promoting Research in Medical Students and increasing scientific production in the universities of Peru and Latin America is a priority and a necessity. It is an honor to share with you that we recently published in the prestigious journal Educación Medica, of Elsevier, indexed in Scopus, the scientific article that summarizes the experience and the success model of the Thesis Workshop Course that is given in the Faculty of Human Medicine of the Ricardo Palma University: Promoting research in medical students and increasing scientific production in universities: Experience of the Undergraduate Thesis Workshop Course.The undergraduate thesis represents academic work with scientific rigor, considered as the first serious step of university students in the field of research, which according to the new university law 30220 in force in Peru, is an essential requirement to obtain the university degree . &nbsp; DOI:&nbsp;&nbsp;10.25176/RFMH.v19.n1.1787

“Development of an Academic Surgical Student Program for Enhancing Student-Faculty Engagement”

We describe an innovative medical student surgery interest group and its influence on mentorship and career exploration. SCRUBS, created to promote interest in academic surgery, is student-led, with continual surgical faculty and resident involvement. Its 3-component programming focuses on clinical skills, research, and mentorship opportunities for medical students to get involved in academic surgery early in medical education. The University of Michigan Medical School, Ann Arbor, MI. First through fourth year medical students, surgery residents, and attending surgeons. SCRUBS is a multifaceted student organization providing longitudinal exposure to various aspects of surgery and academic medicine. The group grew annually from 2010 to 2014, with students and faculty expressing positive feedback. Over the time period reviewed, we had a greater percentage of students applying into surgical specialties compared with the national average (16.8 vs 12% in 2014). The group supported and facilitated mentorship, clinical skills development, and research opportunities for interested students. This innovative surgery interest group has been well received by students and surgeons, and our institution has seen above-average interest in surgical careers. Early, preclinical mentorship and exposure provided by SCRUBS may contribute to this higher surgical interest.

How can the perceptions and experiences of medical educator stakeholders inform selection into medicine? An interpretative phenomenological pilot study.

This article was migrated. The article was marked as recommended. Background Attempts to utilise the experiences of stakeholders to better inform selection into medicine are rare in the literature. Published scholarship to date reflects a myriad of competing goals for selecting and graduating 'good doctors' amidst increasingly complex health care environments. This includes debates around what is the 'good doctor', selection methods, health care decision-making, the doctor-patient relationship, patient-centredness, professionalism and stakeholder experiences with doctors. Within the complexity manifested by these multiple dimensions, decisions about the characteristics and capabilities on which selection should be based may have privileged some stakeholder groups over others, with patient experiences particularly de-emphasised. The aims of this pilot study were to focus on front-line medical educators as stakeholders whose experiences might be valuable for informing selection into medicine and to inform a larger-scale study of the topic from the perspectives of a more diverse group of stakeholders, including patients. Method Fourteen (14) medical educator participants were recruited for a semi-structured group interview at an international conference for health professional educators. The audio-recording was transcribed verbatim and the raw data were de-identified and organised with the aid of computer assisted data analysis software. Coding was initiated and Smith's interpretative phenomenological analytical (IPA) method employed ( Smith, Flowers, & Larkin, 2009). Results Initial analysis yielded four broad phenomenological themes: perceptions of 'good doctors', selection processes, selection-related challenges and possible solutions. The more deeply experiential data were captured in an analytical commentary of first-person accounts that may be useful for informing future selection strategies. Participant experiences mirrored the major debates in medical selection but their accounts revealed a negativity and cynicism about the topic that was concerning and warrants further investigation. Conclusion This study contributes to medical student selection research through offering an account of the 'lived experiences' of front-line medical educator stakeholders.

Exploring the timing of medical student research internships: before or after clerkships?

BackgroundThe objective of this study was to determine the optimal positioning of the research internship, either before clinical clerkships, at the beginning of the medical Master’s programme, or at the end.MethodsA mixed methods study was carried out. We compared characteristics such as duration, location and grades for internships performed and students’ motives for choosing to perform their research internship before or after clinical clerkships. We analysed students’ answers to open-ended questions about the reasons for their choices, using the Self-Determination Theory of motivation.ResultsStudents performing their research internship before clinical clerkships (n = 338) opted more often for an extended internship (OR = 3.16, 95% CI = 2.32–4.31) and an international location (OR = 2.22, 95% CI = 1.46–3.36) compared to those performing their research internships after clinical clerkships (n = 459). Neither the internship grades nor the number of international publications differed significantly between the two groups. Most of the students’ motives (102 participants) were classified as extrinsic motivation for research. Students performing research before clinical clerkships more often showed intrinsic motivation for research, students performing research after clinical clerkships were mainly motivated by their career choice.ConclusionTo accommodate both groups of students, offering research internships before and after clinical clerkships, is recommended.

Eight Years’ Experience With a Radiology-Sponsored Medical Student Research Fellowship Program

Eight Years’ Experience With a Radiology-Sponsored Medical Student Research Fellowship Program

Can research participation positively impact medical student research self-efficacy?

This article was migrated. The article was not marked as recommended. Background: Mentored research experiences during medical school can establish a scholarly foundation for residency, as well as deepen student's confidence and practical knowledge in evidence-based clinical practice. Despite these positive outcomes, many students begin medical school without prior research experience, thus creating the potential for stress, discomfort, and procrastination in pursuing research experiences during training. Purpose: To determine the impact of a required research project on student gains in research self-efficacy, and to identify factors facilitating medical student research success. Methods: A cross-sectional survey design was used to collect data on medical student self-reported confidence to complete 13 specific research tasks. Surveys were distributed and collected from students in four medical school classes (MSI, MSII, MSIII, and MSIV). Results: The number of research projects completed was a significant indicator for increased confidence and self-efficacy for research participation; for writing a literature review; computing a power and sample size analysis; and summarizing and presenting project results. Significant differences were found between genders on constructing a dataset, choosing statistical analyses, describing and summarizing the meaning of results, with males showing greater confidence. Conclusions: Research self-efficacy can develop and increase for medical students through exposure to research methods training, mentoring, and successful completion of research projects.

Embarking on a Journey of Discovery: Developing Transitional Skill Sets through a Scholarly Concentration Program

Problem: Medical student participation in research enhances appreciation of the scientific literature and the conduct of investigation, and may lead to an interest in academic medicine. Independent medical student research offers frequently overlooked opportunities to develop and assess professional practice abilities, including project design and implementation, interprofessional team communication, and time management. These skills, useful to physicians, are often challenging for medical students to master as they transition into clinical careers. To address this challenge, we designed and embedded interventional modalities into a highly mentored and longitudinal scholarly concentration component of the curriculum. Intervention: The Embark scholarly concentration program incorporates traditional research training with the development of professional practice skills essential for transitioning to clinical practice. The program includes individualized and just-in-time components enabling student access to information and feedback specific to their projects and development of professional practice skills. Context: The Embark program is a required longitudinal component of the Oakland University William Beaumont School of Medicine undergraduate medical curriculum. The Embark program consists of courses that inform and facilitate a required longitudinal independent research project. Outcome: A retrospective evaluation of the Embark program’s success with development of professional practice skills through the lens of both faculty and student perceptions included analysis of project records and course evaluation feedback. Evaluation of individual student development of transitional skill ability is possible through both quantitative and qualitative analysis of data collected from student project records. More than 80% of course evaluation commentary on strengths of the program addressed activities related to professional practice skills. To systematize the evaluation of these data sources, we have piloted a framework, iSAIL, designed to assess student development in these skills during the planning and conduct of a research project. Lessons learned: By developing professional practice skills in the context of a scholarly concentration program, medical students can build a foundation for future engagement in research while they develop skills to overcome challenges that they are likely to encounter in their clinical careers. Modalities designed to evaluate individualized student development of professional practice skills through research participation define program successes and may lead to the identification of additional resources needed by students. By offering medical students opportunities to develop professional practice skills within the protected environment of an independent research project, this scholarly concentration program provides a valuable opportunity to influence the early development of skills necessary throughout their clinical careers.

Gender Disparities in Medical Student Research Awards: A 13-Year Study From the Yale School of Medicine.

The Liaison Committee on Medical Education mandates instruction in research conduct, and many U.S. medical schools require students to complete a research project. All Yale School of Medicine (YSM) graduating students submit a research thesis, and ~5% are awarded highest honors. Gender disparities exist in areas related to physician research productivity, including academic rank, research funding, and publications. The authors asked whether gender disparities exist for medical student research. The authors conducted a retrospective review of 1,120 theses submitted by graduating medical students from 2003 to 2015 at YSM and collected data on gender, mentoring, research type, sponsoring department, and other characteristics. Multivariate logistic regression modeling examined gender differences in medical student research awards. Women authored 50.9% of theses, but earned only 30.9% of highest honors awards (OR 0.41; 95% CI: 0.23, 0.74). Among factors associated with increased receipt of highest honors that differed by gender, men were more likely than women to work with a mentor with a history of three or more thesis honorees, take a fifth year of study, secure competitive research funding, undertake an MD-master of health science degree, and conduct laboratory research (all P < .001). After adjustment for these factors, and for underrepresented in medicine status and sponsoring department, women remained less likely to receive highest honors (OR 0.51; 95% CI: 0.27, 0.98). Women YSM students were less likely to receive highest honors for medical research. Gender disparities in postgraduate biomedical research success may start during undergraduate medical education.

An update on the School of Medicine’s Medical Student Research Program at Texas Tech University Health Sciences Center

An update on the School of Medicine’s Medical Student Research Program at Texas Tech University Health Sciences Center