A flexible, preclinical, medical school curriculum increases student academic productivity and the desire to conduct future research

Abstract

In 2006, small blocks of flexible curriculum time, termed selectives, were implemented in the Mayo Medical School preclinical curriculum. Selectives permitted students to pursue professional endeavors, such as research, service, and career exploration, in the preclinical years. The purpose of this study was to survey current and former Mayo medical students regarding the impact of selectives on their research interest and productivity. The authors surveyed 377 current and former Mayo Medical School students from the 2004 to 2014 graduating classes, 154 participants (41% response rate) responded to the survey. The classes were grouped into pre- and postselective groups for the comparison studies. Postselective students published significantly more (p = 0.003) and gave significantly more presentations (p = 0.0007) during medical school than preselective students. Thirty-four (72% of the postselective respondents) indicated that selectives had a strong or very strong impact on their current research interest. Respondents spent an average of 4.0 [3.0-5.0] weeks of Selective time on research, resulting in 1.8 [1.4-2.2] publications and 1.8 [1.4-2.2] presentations, which represented 52.5% [40.0-65.0%] and 47.3% [37.1-57.4%] of the students' total medical school publications and presentations, respectively. Flexible selective time during the preclinical years results in significantly more medical student academic productivity.

Course-based research experience of undergraduate medical students through project-based learning

“…Although some students expressed difficulties in conducting research, the results, in general, indicated that they were satisfied with the learning experience from this CRE through PBL. The high rating given by students to the undergraduate research experience results is comparable to findings from previous studies that investigated students' perception about undergraduate research electives [14][15][16]22]. Demand on student time is a common barrier for research programs [7].…”

“…Previous studies on undergraduate research experience have focused on students' perception about their research experience or research productivity later on. Their results showed students' high satisfaction with their research experience, students' increased likelihood of pursuing graduate degrees and the improvement of their research productivity later on [6,[13][14][15][16]…”

Contemporary global perspectives of medical students on research during undergraduate medical education: a systematic literature review

“…For some students outside the U.S., for instance, the motivation to participate in research was to boost their curriculum vitae (CVs) to allow for their career advancement and pursuing opportunities in developed countries [53]. Similarly, students in developed countries who engage in research are often motivated by the goal of getting into a more competitive residency program.…”

Near‐peer driven dissection selective: A primer to the medical school anatomy course

“…Selective experiences may include shadowing physicians in the clinical setting, participating in research or teaching activities, volunteering in medically underserved communities, or for directed remedial opportunities. In addition, a number of preplanned selectives with specific themes and outcomes are available for students to choose from, (Jelsing et al, ; Peacock and Grande, ). The dissection selective course described in this study represents a near‐peer driven activity aimed at increasing student comfort level with dissection prior to the start of the anatomy course.…”