A realist review of scholarly experiences in medical education

Abstract

Over the last decade, medical schools have been increasingly incorporating research methods and evidence-based medicine as part of their core teaching. 1 In addition to teaching research methods via coursework, numerous institutions have embraced scholarly experiences. 1,2 Globally, scholarly experiences differ between institutions and are often termed, scholarly placements, scholarly projects, scholarly intensives or scholarly concentrations. 1 We have used the term 'scholarly experiences', as an over-arching term to encompass the various terminologies used by different medical schools. These experiences aim to foster independent learning and develop

Current Status of Scientific Research Accomplishments of Senior Eight-year-program Medical Students in China: A Multicenter Cross-sectional Questionnaire-based Study

“…In this study, the sixth-grade THU medical students did not have signi cantly higher proportion of research outputs (P = 0.618) or research interest (P = 0.581). However, because this program was established only a few years ago [9], the longterm in uence and results are still unknown.…”

Scholarly experiences in medical education: Considering authorship

“…If this is the case, and certainly it was in my scholarly experience, supervisors play a major role in enculturating trainees to authorship practices, ethics and values 8 . This is reinforced by Cornett et al’s finding that quality supervision is an important mechanism in the scholarly experience 1 . However, it is uncertain if supervisors are aware of this role and if they have clarity on authorship practices and standards, which could have implications for training.…”

“…In this issue of Medical Education , Cornett and colleagues conducted a realist review of medical student scholarly experiences 1 . Reading this article brought me right back to my early experience.…”

“…When I read Cornett et al’s review, 1 I found the concept of authorship absent. This is not to fault the authors; authorship was presumably not mentioned in the primary studies they analysed.…”

“…Third, training related to authorship seems to be left up to chance. Although Cornett and her colleagues found that all of the identified scholarly experiences integrated training in research methods either before or during the experience, 1 it is unclear whether these trainings included authorship. Research in biomedicine would suggest that it is unlikely that authorship is covered in these scholarly experiences or elsewhere, at least explicitly, in the medical school curriculum 7 .…”