An explorative vs. traditional practical course: how to inspire scientific thinking in medical students

Eckel, Julia; Zavaritskaya, Olga; Schüttpelz-Brauns, Katrin; Schubert, Rudolf

doi:10.1152/advan.00120.2018

Cited by 11 publications

(6 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There are different ways to implement this approach, but research-based learning (30,31) is one possibility for integrating scienti c thinking in existing curricula. In line with this, Eckel et al (2019) showed that slight modi cations of a practical training course in physiology could improve scienti c thinking in medical students without disturbing knowledge acquisition (32).…”

Section: Expectations Versus Realitymentioning

confidence: 89%

Scientific competence during medical education - insights from a cross- sectional study

Vogt,

Jahn,

Geissler

et al. 2024

Preprint

View full text Add to dashboard Cite

Background Medical knowledge regarding the pathophysiology, diagnosis and treatment of diseases is constantly evolving. To effectively incorporate these findings into professional practice, it is crucial that scientific competencies are a central component of medical education. This study seeks to analyse the current state of scientific education and students' desires for integration into the curriculum. Methods From October to December 2022, a survey was distributed at the Medical Faculty Dresden to all medical students from the 1st to 5th academic year (AY). The survey investigates current expectations of applying scientific competencies later in professional life, and the students were asked to self-assess various scientific skills and in relation to the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education. The self-assessments were objectified through a competence test with ten multiple-choice questions. The desire for curricular teaching was inquired. Results 860 students completed the survey. This corresponds to a response rate of 64%. In the 5th AY, approximately 80% of the participants stated that they expected to work with scientific literature on a daily to monthly basis in future professional life and to communicate corresponding scientific findings to patients. Only 30–40% of the 5th AY rate their scientific competencies as sufficient to do this appropriately. This corresponds with the self-assessed competencies that only slightly increased over the 5 AYs from 14.1 ± 11.7 to 21.3 ± 13.8 points (max. 52) and is also reflected in the competence test (1st AY 3.6 ± 1.75 vs. 5th AY 5.5 ± 1.68, max. 10 points). Half of the students in the 4th and 5th AYs were dissatisfied with the current teaching of scientific skills. The majority preferred the implementation of a science curriculum (56%), preferably as seminars dealing with topics such as literature research, analysis, and science communication. Conclusions The results show discrepancies between expectations of using scientific knowledge in everyday professional life, self-rated and objectively recorded competencies, and the current state of curricular teaching of scientific competencies. There is a strong need for adequate practical training, particularly in critical analyses of scientific literature, which enables the communication of scientific knowledge to patients.

show abstract

Section: Expectations Versus Realitymentioning

confidence: 89%

Scientific competence during medical education - insights from a cross- sectional study

Vogt,

Jahn,

Geissler

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…There are different ways to implement this approach, but research-based learning [ 39 – 41 ] is one possibility for integrating scientific thinking in existing curricula. In line with this, Eckel et al (2019) showed that slight modifications of a practical training course in physiology could improve scientific thinking in medical students without disturbing knowledge acquisition [ 28 ].…”

Section: Discussionmentioning

confidence: 99%

“…Learning objectives and competency levels according to Miller [ 27 ] have been included. Several German medical schools have already started to implement scientific curricula and related research projects [ 17 , 28 – 30 ], which could result in a greater number of conducted research projects as well as accepted grant applications [ 30 ]. However, such initiatives are intrinsically motivated by individual faculties and are not mandatory [ 31 ]; as far as we know, such initiatives omit the students’ perspective on curriculum development.…”

Section: Introductionmentioning

confidence: 99%

Scientific competence during medical education - insights from a cross-sectional study at a German Medical School

Vogt,

Schuchardt,

Geissler

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

Background Medical knowledge regarding the pathophysiology, diagnosis and treatment of diseases is constantly evolving. To effectively incorporate these findings into professional practice, it is crucial that scientific competencies are a central component of medical education. This study seeks to analyse the current state of scientific education and students’ desires for integration into the curriculum. Methods From October to December 2022, a survey was distributed at the Medical Faculty Dresden to all medical students from the 1st to 5th academic year (AY). The survey investigates current expectations of applying scientific competencies later in professional life, and the students were asked to self-assess various scientific skills and in relation to the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education. The self-assessments were objectified through a competence test with ten multiple-choice questions. The desire for curricular teaching was inquired. Results 860 students completed the survey. This corresponds to a response rate of 64%. In the 5th AY, approximately 80% of the participants stated that they expected to work with scientific literature on a daily to monthly basis in future professional life and to communicate corresponding scientific findings to patients. Only 30–40% of the 5th AY rate their scientific competencies as sufficient to do this appropriately. This corresponds with the self-assessed competencies that only slightly increased over the 5 AYs from 14.1 ± 11.7 to 21.3 ± 13.8 points (max. 52) and is also reflected in the competence test (1st AY 3.6 ± 1.75 vs. 5th AY 5.5 ± 1.68, max. 10 points). Half of the students in the 4th and 5th AYs were dissatisfied with the current teaching of scientific skills. The majority preferred the implementation of a science curriculum (56%), preferably as seminars dealing with topics such as literature research, analysis, and science communication. Conclusions The results show discrepancies between expectations of using scientific knowledge in everyday professional life, self-rated and objectively recorded competencies, and the current state of curricular teaching of scientific competencies. There is a strong need for adequate practical training, particularly in critical analyses of scientific literature, which enables the communication of scientific knowledge to patients.

show abstract

“…Örneğin Celep ve Bacanak'ın (2013) çalışmalarına katılan yüksek lisans eğitimine devam eden öğretmenler bilimsel düşünme becerilerinin desteklenmesinde en etkili yöntemin laboratuvar yöntemi; kazandırılmasında ise deney tekniği olduğunu ifade etmiştir. Alanyazında ayrıca öğretim programında yeni hipotezler kurmanın (Haverlikova, 2017), uygun bir hipotez seçme, hipotez oluşturma, deney planı hazırlama ve sonuçları açıklama, hipotezi test etme, verileri çözümleme, sonuçları yorumlama (Zimbardi, Bugarcic, Colthorpe, Good ve Lluka, 2013) ve deneysel yöntemleri kullanmanın (Eckel, Zavaritskaya, Schüttpelz-Brauns ve Schubert, 2019) bilimsel düşünme becerilerini desteklediği sonuçlarına ulaşan çalışmalar yer almaktadır. Yükseköğretim düzeyinde öğretim programlarının bilimsel düşünmeye katkı sağlayacak, demokratik, farklı görüş ve düşüncelere açık bir yaklaşımla uygulanabilmesi öğrencilerin hipotez kurma becerilerini geliştirebilir.…”

Section: Discussionunclassified

Açık Uçlu Madde Örnekleriyle Hipotez Kurma ve Deney Planlama Becerilerinin Değerlendirilmesi

HASSAMANCIOĞLU

Kurnaz

2022

Milli Eğitim Dergisi

View full text Add to dashboard Cite

This research aimed to evaluate the hypothesizing and experimenting skills of undergraduate students in the first year of the sociology department and the third year of the child development department at a state university, using open-ended items. Additionally, the purpose of this study is understand the nature of evaluated skills based on student responses. 178 students participated in the study. Five open-ended items were given to the students for four weeks and their answers were evaluated using a rubric. Student responses were collected through this interface by opening an assignment page in a class created on Google Classroom, and student responses were evaluated in the relevant week. The answers given by the students were classified as the most correct answer, partially correct answers, incorrect answers, irrelevant and empty answers in the rubric, and the development of the students in skills was monitored with the number and percentage values. In the study, less than half of the students were able to reach the most correct answer in all questions except one. The third-year students of the child development department achieved higher success than the first-year students of the sociology department. It was thought that the class level together with the subject context played an important role in measuring the skill.

show abstract

An explorative vs. traditional practical course: how to inspire scientific thinking in medical students

Cited by 11 publications

References 23 publications

Scientific competence during medical education - insights from a cross- sectional study

Scientific competence during medical education - insights from a cross- sectional study

Scientific competence during medical education - insights from a cross-sectional study at a German Medical School

Açık Uçlu Madde Örnekleriyle Hipotez Kurma ve Deney Planlama Becerilerinin Değerlendirilmesi

Contact Info

Product

Resources

About