Medical Educators’ Perceptions of Research Culture in a Faculty of Health Sciences: A South African Study

Adefuye, Anthonio Oladele; Coetzee, Louis; Vuuren, Corlia Janse van; Busari, Jamiu O

doi:10.1080/10401334.2020.1847653

Cited by 11 publications

(17 citation statements)

References 37 publications

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“…Additionally, the program provides guidance on ethics training and holds biannual workshops on pertinent research-related skills. In conjunction, a faculty development research program had recently been revamped to train physicians in research methods promoting scholarly productivity, which is becoming a requirement at many institutions 6 – 10 . Our findings suggest that the synergy of these two programs contributed to successful collaborations between students and faculty.…”

Section: Discussionmentioning

confidence: 99%

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Fostering student and faculty scholarship in an accelerated three-year medical school

Kasselman¹,

Ayala²,

Shelov³

et al. 2022

MedEdPublish

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Background: In acknowledgement of the importance of research competency in academic medicine, an extracurricular student research program and faculty development researcher pathway was developed to promote scholarly productivity at New York University (NYU) Long Island School of Medicine (LISOM), a three-year accelerated Liaison Committee on Medical Education (LCME)-accredited medical school. The aim was to enhance medical students’ and faculty scholarly productivity, by creating new training programs targeting research skills and academic collaboration. Impact was assessed by initial review of the extracurricular student research program and faculty development researcher pathway. Methods: Electronic surveys via Google were sent out to all current (n = 72) students on 9/20/2021 and the faculty identified based on their primary appointment to NYU LISOM in the learning management system on 9/17/2021 to determine participation in research, presentation of research findings, satisfaction with the program, and research opportunities for students. Student scholarly productivity was tracked using PubMed, restricted to search years 2020 through 2022. For the faculty development researcher pathway, publications were tracked for each participant before and after completion of the program, with pre- and post-completion dates ranging from 2012 through 2020. Results: Student survey results (29 responses out of 72) indicated 28% of students were involved in research with institutional faculty and 59% were interested in starting a research project. Most students involved in extracurricular research were satisfied with their experience and eight students have publications with faculty. For the faculty development researcher pathway, 35% of the participants increased publications after program graduation. Conclusions: Outcomes from the student research program and faculty researcher pathway were positive regarding student research engagement and faculty scholarly productivity, though long-term outcomes are yet to be evaluated. Progress will be tracked as students continue through undergraduate and graduate medical education, and as both students and faculty progress throughout their career.

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Section: Discussionmentioning

confidence: 99%

“…Concurrent with inaugural class matriculation, clinical faculty at NYU LISOM experienced increased expectations of scholarship, like others in academic medicine 6 – 10 . This is challenging with clinical, teaching, and service expectations placed on faculty coupled with compressed student curricular time 8 .…”

Section: Introductionmentioning

confidence: 99%

Fostering student and faculty scholarship in an accelerated three-year medical school

Kasselman¹,

Ayala²,

Shelov³

et al. 2022

MedEdPublish

View full text Add to dashboard Cite

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“…The response rate in this study was very high, compared to those stated in literature, possibly because the population was a secondary sample from a previous study ( South African Pharmacy Council (SAPC), 2010 ; South African Pharmacy Council, 2014 ), purposively and a link to the questionnaire was provided via e-mail, which made the process easier. Furthermore, although motivation to participate in research are low ( Adefuye et al, 2020 ), the high response rate is possible because of participants’ previous experience with research, as they possess a post-graduate degree.…”

Section: Discussionmentioning

confidence: 99%

Contextualising the Perceptions of Pharmacists Practicing Clinical Pharmacy in South Africa—Do We Practice what We Preach?

2021

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The National Department of Health published their Quality Standards for Healthcare Establishments in South Africa and introduced the National Health Insurance, with the pilot phase that commenced in 2012. The system requires an adequate supply of pharmaceutical personnel and the direct involvement of clinical pharmacists throughout the medication-use process to ensure continuity of care, minimised risk with increasing improvement of patient outcomes. The study aimed to provide insight into the pressing issues of clinical pharmacy practice in South Africa, and sets out to contextualise the current profile of the pharmacist performing clinical functions. The study used a quantitative, explorative, cross-sectional design. The population included pharmacists from private and public tertiary hospitals. A questionnaire was administered, using Typeform™. Ethics approval was obtained from Sefako Makgatho Health Sciences University, National Department of Health and Private Healthcare groups. Categorical data were summarised using frequency counts and percentages; continuous data were summarised by mean values and standard deviations. The sample size included 70 pharmacists practicing clinical pharmacy (private sector n = 59; public sector n = 11). Most participants hold a BPharm degree (busy with MPharm qualification) (64%; n = 70). No statistical significance was found between participants in private and public practice. Most pharmacist agreed (32% (private); n = 59) and strongly agreed (45% (public); n = 11) to have sufficient training to perform pharmaceutical care. The majority respondents felt that interventions made by the pharmacist improved the rational use of medicine (47% (private); 55% (public). Pharmacist interventions influence prescribing patterns (42% (private); 64% (public); and reduce polypharmacy (41% (private); 55% (public). The clinical functions mostly performed were evaluation of prescriptions (private 90%; public 82%), while the top logistical function is daily ordering of medication (40.7%; private), and checking of ward stock (36%; public). Although not all pharmacists appointed in South Africa has completed the MPharm degree in clinical pharmacy, the pharmacists at ward level perform numerous clinical functions, even if only for a small part of their workday. This paper sets the way to standardise practices of clinical pharmacy in South Africa, with a reflection on the differences in practice in different institutions.

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“…Eight strategies and 15 studies [19][20][21][22][23][24][25][26][27][28][29][30][31][32][33] identified research mentorship as an institutional and collective responsibility which should be expected from and provided by all team members. To support this, some submissions highlighted the development of a quick reference guide or policies to ensure that everyone is engaged in mentorship (5 submissions).…”

Section: Mentorship As An Institutional Responsibilitymentioning

confidence: 99%

Research Mentorship in Low and Middle-Income Countries: A Global Qualitative Evidence Synthesis of Data from a Crowdsourcing Open Call and Scoping Review

Kpokiri

McDonald

Gebreyohannes

et al. 2022

Preprint

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Introduction: Research mentorship is critical for advancing science, but there are few practical strategies for cultivating research mentorship in resource-limited settings. WHO/TDR Global commissioned a group to develop a practical guide on research mentorship. This global qualitative evidence synthesis included data from a crowdsourcing open call and scoping review to identify strategies to enhance research mentorship in low- and middle-income country (LMIC) institutions. Methods: The crowdsourcing open call used methods recommended by WHO/TDR and solicited descriptions of strategies to enhance research mentorship in LMICs. The scoping review used the Cochrane Handbook and pre-defined the approach in a protocol. We extracted studies focused on enhancing research mentorship in LMICs. Textual data describing research mentorship strategies from the open call and studies from the scoping review were coded into themes. The quality of evidence supporting themes was assessed using the CERQUAL approach. Results: The open call solicited 123 practical strategies and the scoping review identified 73 studies. We identified three broad trends related to engaging institutions across the life cycle of research mentorship, leveraging existing resources for research and training to expand research mentorship, and strengthening monitoring and evaluation of research mentorship programs. We identified the following strategies to enhance research mentorship: recognizing mentorship as an institutional responsibility that should be provided and expected from all team members (8 strategies, 15 studies; moderate confidence); leveraging existing research and training resources to enhance research mentorship (15 strategies, 49 studies; moderate confidence); digital tools to match mentors and mentees and sustain mentorship relations over time (14 strategies, 11 studies; low confidence); nurturing a culture of generosity so that people who receive mentorship then become mentors to others (7 strategies, 7 studies; low confidence); peer mentorship defined as informal and formal support from one researcher to another who is at a similar career stage (16 strategies, 12 studies; low confidence). Interpretation: Research mentorship can be strengthened in resource-limited institutions. The evidence from this open call and scoping review informed a WHO/TDR practical guide. More research mentorship programs are needed in LMIC institutions.

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Medical Educators’ Perceptions of Research Culture in a Faculty of Health Sciences: A South African Study

Cited by 11 publications

References 37 publications

Fostering student and faculty scholarship in an accelerated three-year medical school

Fostering student and faculty scholarship in an accelerated three-year medical school

Contextualising the Perceptions of Pharmacists Practicing Clinical Pharmacy in South Africa—Do We Practice what We Preach?

Research Mentorship in Low and Middle-Income Countries: A Global Qualitative Evidence Synthesis of Data from a Crowdsourcing Open Call and Scoping Review

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