Investigating the impact of a research-based integrated curriculum on self-perceived research experiences of medical students in community placements: a pre- and post-test analysis of three student cohorts

Abstract

BackgroundTo build research capacity among graduating medical students, the teaching of research and critical analysis was integrated into the University of Wollongong (UoW) new, graduate-entry medical curriculum. This study examined whether the self-perceived research experiences of medical students, and consequent research capability, were influenced by exposure to this innovative research and critical analysis curriculum, which incorporated a 12-month community-based research project, and associated assessment tasks.MethodsThe first three medical students cohorts (N = 221) completed a self-assessment of their research experiences in ten areas of research activity. Their responses were collected: before and after they undertook an individual community-based research project within a 12-month regional/rural clinical placement. The research areas investigated by the self-assessment tool were: (i) defining a research question/idea; (ii) writing a research protocol; (iii) finding relevant literature; (iv) critically reviewing the literature; (v) using quantitative research methods; (vi) using qualitative research methods; (vii) analysing and interpreting results; (viii) writing and presenting a research report; (ix) publishing results; and (x) applying for research funding.ResultsParticipation rates of 94% (207/221) pre-placement and 99% (219/221) post-placement were achieved from the three student cohorts. Following the successful completion of the research projects and their assessment tasks, the median responses were significantly higher (p < 0.05) in nine of the ten research areas. The only area of research for which there was no increase recorded for any one of the three cohorts, or overall, was (x) applying for research funding. This activity was not a component of the UoW research and critical analysis curriculum and the item was included as a test of internal validity. Significant gains were also seen between cohorts in some key research areas.ConclusionsImproved research capability among medical students was evidenced by increased scores in various areas of research experience in the context of successful completion of relevant assessment tasks. The results suggest that research capability of medical students can be positively influenced by the provision of a research-based integrated medical curriculum and further consolidated by authentic learning experiences, gained through conducting ‘hands-on’ research projects, under the supervision and mentoring of research-qualified academics.

Health Literacy amongst Health Professional University Students: A Study Using the Health Literacy Questionnaire

“…Importantly, however, this finding supports evidence in the literature suggesting that health professionals often lack the confidence to search for and appraise health information [47][48][49]. This knowledge is important as it highlights the need to teach students studying to become health professionals the research skills required to locate and critically appraise the evidence, in order to become future evidence-based practitioners [50].…”

The integrated curriculum, university teacher identity and teaching culture: the effects of an interdisciplinary activity

“…It takes the form of a modular design that is constructed with the following keys: a) to manage to generate greater integration of knowledge, progressing towards an integrated curriculum (Knight, Lattuca, & Kimball, 2013;Pozuelos, Rodriguez, & Travé, 2012;Toassi & Lewgoy, 2016), given that knowledge in the real world is holistic, and an integrated approach ensures a higher level of involvement and motivation among students following scientific courses (Arandia & Fernández, 2012;Knight et al, 2013); and, b) the development of collaborative work between teaching teams (Arandia & Fernández, 2012;Goméz, Escofet, & Freixa, 2014). The proposal related to the Degree in Social Education arises in this context and draws from experiences with excellent results in Higher Education (HE) at an international level, based on an integrated curriculum and on the development of competences related to both professional practice and working life (Branda, 2008;Collard, Brédart, & Bourguignon, 2016;Knight et al, 2013;Mullan, Weston, Rich, & McLennan, 2014;Savin-Baden, 2007;Tierz & Biedermann, 2015).…”

Academic Guidance in Medical Student Research: How Well Do Supervisors and Students Understand the Ethics of Human Research?

“…The research activities which students undertake may be part of established research programs or as stand-alone projects (Black et al 2013;Boyd and Wesemann 2009;Halpain et al 2005;Houlden et al 2004;Schor et al 2005; O'Connor Grochowski et al 2007;Rosenthal et al 2009;Mullan et al 2014), with many students being supervised by academic staff or clinicians associated with a medical school.…”

“…A) is a 4-year graduate-entry program in which research and critical analysis is embedded as a core theme throughout the entire course (Mullan et al 2014). …”

“…All students are provided with qualified research supervision as they experience the continuum of research from developing a research question, applying for research ethics, data collection and analysis and final reporting and dissemination. Student publications and presentations have resulted from these research projects, and evidence of students' increased capacity in research has been demonstrated (Mullan et al 2014). …”