Successful adaptation of a research methods course in South America

Tamariz, Leonardo; Vasquez, Diego; Loor, Cecilia; Palacio, Ana

doi:10.1080/10872981.2017.1336418

Cited by 13 publications

(24 citation statements)

References 15 publications

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“…It is a common problem for many medical faculties, especially those in developing countries, to provide students with opportunities for research experience during pre-graduate medical education and to convince faculty members to become mentors [6,9,11,19,34,36,[40][41][42]. Our ndings have revealed that the novel idea of performing research with students coupled with the intensity of daily routine workload limits the number of volunteers.…”

Section: Discussionmentioning

confidence: 90%

“…Recommendations put forward in this study in order to increase the number of mentors included explaining the advantages of working with students to the faculty members; introducing factors that encourage mentoring such as academic promotion criteria; and assigning non-medical faculty members as advisors. In consequence, as suggested by Tamariza et al [41], universities wishing to support student research need to create a pool of mentors.…”

Section: Discussionmentioning

confidence: 99%

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Research Training Program in a Turkish Medical School: Challenges, Barriers and Opportunities from the Perspectives of the Students and Faculty Members

Öcek

Batı

Sezer

et al. 2020

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Background: Providing medical students with opportunities for research experience is challenging for medical schools in developing countries. The Research Training Program (RTP), which is carried out in Ege University Faculty of Medicine (EUFM) parallel to the core curriculum, aims to improve the scientific competencies of the highly motivated students and to provide them with the opportunity to conduct a research. The purpose of this project is to evaluate RTP through the perspectives of students and faculty members. Methods: This phenomenological study included two groups; students of RTP and faculty members who contributed to the program. In-depth interviews were conducted with the research group whose selection was determined by maximum variation technique. Interviews with new individuals continued until data saturation was reached. The data was analysed independently by two researchers using the code list created, and then the themes and theme categories that combined the codes were determined. Results: Twenty-one RTP students and 14 faculty members were interviewed. The main motivation for students to participate was the desire to learn how to do research. The introduction course providing the students with the basic competencies needs to be improved in terms of practical activities. It was reported that during the project process students needed intensive guidance especially in finding a research topic and a mentor. The students' lack of time, deficit of enough mentoring and the fact that conducting a research does not provide a competitive advantage for residency are important obstacles to the completion of the program. The most frequently mentioned achievement of the students is to learn all the stages of the research as well as getting acquainted with critical thinking. Conclusions: This research showed that it was realistic to implement research programs for highly motivated students in medical schools with conditions like those in EUFM. The solution of mentor shortage emerged in this study is dependent on the adoption of student research as a national policy. Getting acquainted with the interrogative thinking style, conducting research and making lifelong learning a core value are more important outcomes of research programs than the number of completed projects.

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Research Training Program in a Turkish Medical School: Challenges, Barriers and Opportunities from the Perspectives of the Students and Faculty Members

Öcek

Batı

Sezer

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…It is a common problem for many medical faculties, especially those in developing countries, to provide students with opportunities for research experience during pre-graduate medical education and to convince faculty members to become mentors [6,9,11,19,40,42,[46][47][48]. Our ndings have revealed that the novel idea of performing research with students coupled with the intensity of daily routine workload limits the number of volunteers.…”

Section: Discussionmentioning

confidence: 90%

Research Training Program in a Turkish Medical School: Challenges, Barriers and Opportunities from the Perspectives of the Students and Faculty Members

Öcek

Batı

Sezer

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Providing medical students with opportunities for research experience is challenging for medical schools in developing countries. The Research Training Program (RTP), which is carried out in Ege University Faculty of Medicine (EUFM) parallel to the core curriculum, aims to improve the scientific competencies of the highly motivated students and to provide them with the opportunity to conduct a research. The purpose of this project is to evaluate RTP through the perspectives of students and faculty members.Methods: This phenomenological study included two groups; students of RTP and faculty members who contributed to the program. Interviews were conducted with the research group whose selection was determined by maximum variation technique. Interviews with new individuals continued until data saturation was reached. Interpretative data analysis started with close reading of the transcripts and generating a list of codes. Coding by two independently, developing categories and themes were the following steps.Results: Twenty-one RTP students and 14 faculty members were interviewed. The main motivation for students to participate was the desire to learn how to do research. The introduction course providing the students with the basic competencies needs to be improved in terms of practical activities. It was reported that during the project process students needed intensive guidance especially in finding a research topic and a mentor. The students' lack of time, deficit of enough mentoring and the fact that conducting a research does not provide a competitive advantage for residency are important obstacles to the completion of the program. The most frequently mentioned achievement of the students is to learn all the stages of the research as well as getting acquainted with critical thinking.Conclusions: This research showed that it was realistic to implement research programs for highly motivated students in medical schools with conditions like those in EUFM. The solution of mentor shortage emerged in this study is dependent on the adoption of student research as a national policy. Getting acquainted with the interrogative thinking style, conducting research, and making lifelong learning a core value are more important outcomes of research programs than the number of completed projects.

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“…A majority of educational programs was mandatory (N = 16). Three publications presented elective summer schools developed for students with interest in research and scientific projects (16,29,30) Timing of educational interventions was most often between 1st and 3rd study year. In three of the identified curricular interventions teaching of science is spread across more than three study years, as for example in the full study program on EbM described by Marusic (28).…”

Section: Resultsmentioning

confidence: 99%

“…knowledge, measures of scientific competence based on tested instruments and randomized trials testing different standards of educational interventions (see for example31,32). Results were quite heterogeneous: some studies showed improvement in student competencies regarding basic principles of science (see for example29,30,33,34), some were able to identify higher competencies…”

mentioning

confidence: 99%

Teaching scientific principles in undergraduate medical education – a scoping review on international examples

Vonneilich¹,

Kurth²

2020

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Background The constant growth of medical scientific knowledge, stronger calls for evidence based medicine and changing roles of physicians are examples for the relevance of teaching scientific principles in undergraduate medical education. The acquisition of scientific skills is comparably weak in undergraduate medical education. This scoping review addresses the following questions: Which examples on teaching scientific principles in undergraduate medical education can be identified in international literature? What is known regarding their educational success and how can they be integrated into undergraduate medical curricula? Methods A systematic scoping review search was conducted in PubMed. Criteria for eligibility were English or German language, publication in a peer-reviewed journal, publication date after 1 st of January 2000 and the publications had to report educational interventions in undergraduate medical education on one of the following basic scientific principles: searching literature, formulating scientific questions, reading and critical appraisal of literature, writing, presentation and understanding of the research process. After full-text screening, 29 studies were included in the analysis. Results Educational interventions focused on literature search (N=14), critical appraisal of scientific publications (N=13) and the formulation of scientific questions (N=13). Evaluation data were included in 16 publications. Outcomes included measures of student satisfaction, student knowledge and scientific competence based on tested instruments. Results were quite heterogeneous regarding the success of educational interventions. Conclusions Publications in this field of medical education vary considerably regarding reporting of results and inclusion of evaluation data, making a comprehensive analysis of the educational interventions a difficult task. Nevertheless, some ideas for the implementation of scientific principles in undergraduate medical education can be named. Student knowledge of and student attitude towards scientific principles in medical education can be fostered by integrating different didactic approaches, by including self-study time and by integrating these principles vertically in undergraduate medical curricula along with clinical aspects.

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Successful adaptation of a research methods course in South America

Cited by 13 publications

References 15 publications

Research Training Program in a Turkish Medical School: Challenges, Barriers and Opportunities from the Perspectives of the Students and Faculty Members

Research Training Program in a Turkish Medical School: Challenges, Barriers and Opportunities from the Perspectives of the Students and Faculty Members

Research Training Program in a Turkish Medical School: Challenges, Barriers and Opportunities from the Perspectives of the Students and Faculty Members

Teaching scientific principles in undergraduate medical education – a scoping review on international examples

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