Twelve tips for teachers to encourage student engagement in academic medicine

McLean, Aaron Lawson; Saunders, Christopher; Velu, Prasad Palani; Iredale, John P.; Hor, Kahyee; Russell, Clark D

doi:10.3109/0142159x.2013.775412

Cited by 51 publications

(23 citation statements)

References 49 publications

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“…Likewise, medical students in the UK reported time constraints (74%) as the most important obstacle against participation in research and audits, as previously reported 19. Such barriers could be resolved by establishing summer research electives, research interest groups, and providing sufficient time for research activities during the undergraduate medical curriculum 22–24. Research mentorship should also be encouraged among faculty staff, possibly by funding mentors, and the importance of extracurricular students’ research to the publication output of the academic institute should be highlighted 16…”

Section: Discussionmentioning

confidence: 80%

Extracurricular research activities among senior medical students in Kuwait: experiences, attitudes, and barriers

Al-Halabi¹,

Marwan²,

Hasan³

et al. 2014

AMEP

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BackgroundResearch is the foundation of scientific advancement and improvement in quality of health care, which ensures the good health of the community. The aim of this study is to explore experiences, attitudes, and barriers of medical students in Kuwait University (KU) in regards to extracurricular research.MethodsA questionnaire about extracurricular research activities (ie, any research activity that is not part of the required undergraduate curriculum, such as publishing a paper, research elective, etc) was distributed to 175 senior medical students (years 6 and 7). Descriptive and chi-square analyses were used to analyze the responses, considering a P-value of <0.05 as the cut-off level for significance. The main outcome was defined as taking part in any of the extracurricular research activities.ResultsOf the 150 participants (response rate = 85.7%), 26 (17.3%), 68 (45.3%), 52 (34.7%), and 17 (11.3%) had published their required medical school research, presented abstracts in conferences, conducted extracurricular research, and completed a research elective/course, respectively; 99 (66.0%) took part in any of these activities. Participants who read medical journals regularly (81; 54%) reported higher participation in extracurricular research activities than those who did not read journals (P=0.003). Improving the availability of mentors for students’ extracurricular research was ranked by the participants as the most important factor to improve their participation in extracurricular research (4.05/5.00).ConclusionDespite the lack of adequate support, extracurricular research activities among medical students of KU were comparable to students from other countries. Barriers for these activities should be addressed by KU medical educators in order to enhance research activities among the students.

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Section: Discussionmentioning

confidence: 80%

Extracurricular research activities among senior medical students in Kuwait: experiences, attitudes, and barriers

Al-Halabi¹,

Marwan²,

Hasan³

et al. 2014

AMEP

View full text Add to dashboard Cite

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“…McLean and co-authors provided an excellent set of tips to bolster the involvement of students in academic medicine projects and potentially overcome some the aforementioned limitations [105]. …”

Section: Resultsmentioning

confidence: 99%

Medical Student Research: An Integrated Mixed-Methods Systematic Review and Meta-Analysis

et al. 2015

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ImportanceDespite the rapidly declining number of physician-investigators, there is no consistent structure within medical education so far for involving medical students in research.ObjectiveTo conduct an integrated mixed-methods systematic review and meta-analysis of published studies about medical students' participation in research, and to evaluate the evidence in order to guide policy decision-making regarding this issue.Evidence ReviewWe followed the PRISMA statement guidelines during the preparation of this review and meta-analysis. We searched various databases as well as the bibliographies of the included studies between March 2012 and September 2013. We identified all relevant quantitative and qualitative studies assessing the effect of medical student participation in research, without restrictions regarding study design or publication date. Prespecified outcome-specific quality criteria were used to judge the admission of each quantitative outcome into the meta-analysis. Initial screening of titles and abstracts resulted in the retrieval of 256 articles for full-text assessment. Eventually, 79 articles were included in our study, including eight qualitative studies. An integrated approach was used to combine quantitative and qualitative studies into a single synthesis. Once all included studies were identified, a data-driven thematic analysis was performed.Findings and ConclusionsMedical student participation in research is associated with improved short- and long- term scientific productivity, more informed career choices and improved knowledge about-, interest in- and attitudes towards research. Financial worries, gender, having a higher degree (MSc or PhD) before matriculation and perceived competitiveness of the residency of choice are among the factors that affect the engagement of medical students in research and/or their scientific productivity. Intercalated BSc degrees, mandatory graduation theses and curricular research components may help in standardizing research education during medical school.

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“…In an attempt to avoid students perceiving research as activities devoid of patient contact or relevance [8], our students are encouraged to undertake community-based research projects which are of personal interest to themselves. Based on evidence that students should be involved in the research activity from planning to execution [9], our students are required to identify and develop a research proposal, submit relevant ethics applications, collect and analyse data, write a journal-style final research report, prepare an abstract and present a conference-style poster to their academic supervisors and fellow students. Each of these requirements are summative assessment tasks, with the final journal-style report being marked independently by two assessors and their conference-style presentations being assessed by a research-qualified academic staff member.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2014

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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.

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Twelve tips for teachers to encourage student engagement in academic medicine

Cited by 51 publications

References 49 publications

Extracurricular research activities among senior medical students in Kuwait: experiences, attitudes, and barriers

Extracurricular research activities among senior medical students in Kuwait: experiences, attitudes, and barriers

Medical Student Research: An Integrated Mixed-Methods Systematic Review and Meta-Analysis

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

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