An integrated model for developing research skills in an undergraduate medical curriculum: appraisal of an approach using student selected components

Abstract

Student selected components (SSCs), at that time termed special study modules, were arguably the most innovative element in Tomorrow’s Doctors (1993), the document from the General Medical Council that initiated the modernization of medical curricula in the UK. SSCs were proposed to make up one-third of the medical curriculum and provide students with choice, whilst allowing individual schools autonomy in how SSCs were utilized. In response, at the University of Edinburgh the undergraduate medical curriculum provides an integrated and sequential development and assessment of research skill learning outcomes, for all students in the SSC programme. The curriculum contains SSCs which provide choice to students in all 5 years. There are four substantial timetabled SSCs where students develop research skills in a topic and speciality of their choice. These SSCs are fully integrated and mapped with core learning outcomes and assessment, particularly with the ‘Evidence-Based Medicine and Research’ programme theme. These research skills are developed incrementally and applied fully in a research project in the fourth year. One-third of students also perform an optional intercalated one-year honours programme between years 2 and 3, usually across a wide range of honours schools at the biomedical science interface. Student feedback is insightful and demonstrates perceived attainment of research competencies. The establishment of these competencies is discussed in the context of enabling junior graduate doctors to be effective and confident at utilizing their research skills to effectively practice evidence-based medicine. This includes examining their own practice through clinical audit, developing an insight into the complexity of the evidence base and uncertainty, and also gaining a view into a career as a clinical academic.

<i>Above All, Do No Harm</i>: Educating the Ethical Practitioner Using Research Pedagogy in an Osteopathic Master’s Course

“…As well as developing ethical behaviours in students, our research also found that research-based projects were seen to provide other benefits for students, such as enhanced teamwork and project management skills which could be carried into professional practice. These findings are consistent with research by Riley et al (2013) that investigated medical students' research projects. However, while it is apparent that there are positive personal gains for students who undertake study at post-graduate level related to professional and personal qualities, little is known about measurable benefits to patients, or about potential constraints that may adversely affect the ability when in practice to apply acquired knowledge and skills (Cotterill-Walker, 2012).…”

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

“…Similarly, a thematic analysis of 905 SSC (Student Selected Component) projects by Murdoch-Eaton et al provided by medical students at six UK medical schools revealed gain of various research-related skills [90]. These results are also supported by eleven quantitative studies, summarized in S5 File [11,37,39,40,46,47,55,64,82,89,91]. …”

A Systematic Review and Meta-Analysis of Medical Students’ Perspectives on the Engagement in Research

“…Four studies were carried out in the USA, 19 – 21 , 23 whereas 2 studies were in Canada 22 , 26 and the UK. 7 , 27 One study was done in each of the following countries: China, 34 Croatia, 10 Malaysia, 28 the Netherlands, 8 Norway, 25 and Pakistan. 24 The type of studies included cross-sectional design in 4 studies, 24 , 25 , 28 , 29 case-control design in 1 study, 19 and longitudinal cohort design in 1 study.…”

“…From a pooled analysis of the 6 studies (with 8 data sets), 20 , 23 – 25 , 27 , 29 the “learners’ reaction” was positive in 74% (95% CI: 60.8%–87.6%; I 2 : 97.9%) of those who were engaged in research (Figure 1 ). A pooled analysis of the 2 studies (with 3 data sets) 26 , 28 showed that 23% (95% CI: 15.5%–31.3%; I 2 : 73.8%) of the respondents were negative in response, indicating lack of interest in research activities (data not shown).…”

“…In a study, 27 74% of the year 4 students reported that they have gained further understanding of some of the ethical issues underpinning medicine. This was 44.3% and 58.7% in the year 2 and year 1 students, respectively.…”