Assessment of Research Interests of First-Year Osteopathic Medical Students

Carter, John L.; McClellan, Nicholas; McFaul, Derek; Massey, Blaine; Guenther, Elisabeth; Kisby, Glen

doi:10.7556/jaoa.2016.091

Cited by 8 publications

(8 citation statements)

References 1 publication

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“…One exception to note regarding the U.S. medical education landscape, however, is that exposure of osteopathic (DO) medical students to research is still in an early growth phase with limited data compared to their allopathic (MD) counterparts [20] hence its relative over representation in the U.S. literature in this current study. According to the National Resident Matching Program match data, U.S. allopathic students lead in the number of research experiences, followed by non-U.S. international medical graduates (IMG), U.S. IMG’s, and then osteopathic medical students [21–23].…”

Section: Discussionmentioning

confidence: 99%

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

Stone

Dogbey

Klenzak

et al. 2018

Medical Education Online

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Background: The need for increased expertise in evidence-based medicine and concerns about the decreasing numbers of physician-scientists have underscored the need for promoting and encouraging research in medical education. The critical shortage of physician-scientists has assumed a dimension demanding a coordinated global response. This systematic review examined the perceptions of medical students regarding research during undergraduate medical school from a global perspective. Methods: Articles for this review were searched using PubMed, SCOPUS and Cochrane. Studies published within the last 10 years of the start date of the study that met specified criteria were included. Identified articles were initially screened by title as well as keywords and their abstracts were further screened to determine relevance. Full-text of screened articles were read for validation prior to inclusion. Results: A total of 26 articles from the literature met the set criteria for final inclusion. Contents of the abstracts and corresponding full-text articles were analyzed for themes on the research perspectives of medical students. The themes derived comprised: research interest, physician-scientist decline and shortage, responses to physician-scientist shortage, curriculum issues, skills (motivation and self-efficacy), research needs, socioeconomic and cultural issues, and barriers. Conclusion: Despite the wide variations in medical education systems worldwide, the perspectives of medical students on research in undergraduate medical education shared many common themes. Globally, medical students underscored the necessity and importance of research in medical education as reflected by many students reporting positive attitudes and interest in research endeavors. Moreover, a worldwide consensus emerged regarding the decline in the numbers of physician-scientists and the necessity for a reversal of that trend. Various barriers to research engagement and participation were highlighted.

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Section: Discussionmentioning

confidence: 99%

“…One common strand that was found in the perspectives of research during medical education was the medical students’ expressed interest and positive attitude toward research [20,27,28]. Overall, medical students viewed research as useful and important to their education [29,30].…”

Section: Discussionmentioning

confidence: 99%

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

Stone

Dogbey

Klenzak

et al. 2018

Medical Education Online

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“…Although a large number of students enrolled in osteopathic medical school have a research background, it has been hypothesized that a lack of research training during medical school may play a key role in the decreased publication rate of osteopathic physicians [9-10]. The Fresno test was designed to evaluate a learner’s knowledge in evidence-based medicine and has been externally validated [11].…”

Section: Discussionmentioning

confidence: 99%

Medical Degree Disparity Among Authors of Original Research in Pediatric Journals

Merritt

Dion

Sprague

et al. 2019

Cureus

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Introduction: Research and scholarly output are integral parts of residency training for both residents and faculty. With the transition to a single accreditation system, scholarly activity and output of osteopathic physicians have garnered significant interest. Previous research has shown that osteopathic physicians in emergency medicine and obstetrics and gynecology infrequently publish original research in high impact journals.Objective: To determine whether there is a disparity between osteopathic and allopathic physicians among authors who publish original research manuscripts in three high-impact pediatric journals.Methods: The medical degree designation of the first and senior author (last author) and any advanced degree either author may have obtained were retrieved from the Journal of Pediatrics (J Pediatr), Pediatrics, and JAMA Pediatrics (JAMA Pediatr) for the years 2000, 2005, 2010 and 2015. Data was analyzed using simple descriptive statistics and linear regression.Results: In total, 2232 manuscripts and 4296 authors were reviewed with 0.58% (25/4296) of all authors being osteopathic physicians. A total of 0.81% (18/2232) of first authors and 0.34% (7/2064) of senior authors were osteopathic physicians. For those with a dual degree, a total of 0.64% (5/777) of first and 0.33% (3/904) of senior authors were osteopathic physicians. No statistical trend could be established for increased first (p=0.24), senior (p=0.16), dual degree first (p=0.08) or dual degree senior (p=0.06) osteopathic physician authorship. Likewise, no statistical trend for increased authorship could be established for any Doctor of Osteopathic Medicine (DO) authorship role in the three journals over the time period studied.Conclusion: Very few osteopathic physicians have served as either the first or senior author in published original research manuscripts for the Journal of Pediatrics, Pediatrics, or JAMA Pediatrics for the years studied. Also, no statistical trend could be established for increased osteopathic physician publication over the same years.

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“…In our experience, interviews provide an opportunity to probe further into students’ interests and to determine compatibility with potential mentors and projects. Nearly all SRPs offered clinical research options, which 3 prior survey studies have shown to be the most popular type of research for OMSs (65.5–82.0%) [ 16 , 20 , 21 ]. A majority of SRPs provided research lectures or didactics.…”

Section: Discussionmentioning

confidence: 99%

Medical student research opportunities: a survey of osteopathic medical schools in the United States

Hamby

Wilson

Bui

et al. 2022

Journal of Osteopathic Medicine

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Context It is important for colleges of osteopathic medicine (COMs) to provide opportunities for osteopathic medical students (OMSs) to conduct research under the guidance of professional researchers. However, COMs historically lag behind allopathic medical schools in research offerings for medical students. The literature would benefit from a synopsis of research opportunities for OMSs at COMs. Objectives This study aims to assess the availability of research opportunities currently offered to OMSs and to identify structured research programs (SRPs) to provide data that may help COMs expand such opportunities. Methods Two online surveys were developed. The General Survey asked about general research opportunities, research requirements, and SRPs, which we define as optional, intramural, and mentored research programs. The follow-up SRP Survey sought to understand the history, funding, and organizational structure of SRPs. Between February and June 2021, the General and SRP Surveys were sent to all COMs in the United States. Response data were analyzed descriptively. Results Responses were received from 32 (84.2%) of 38 COMs. Nearly all COMs offered research symposia, offered third- or fourth-year research elective rotations, and provided some form of funding for OMSs to participate in research. Fourteen (43.8%) COMs had mandatory research requirements. Twenty COMs (62.5%) offered 31 SRPs, and surveys were completed for 25 (80.6%) SRPs. SRPs were founded a median (range) of 7 (1–43) years prior and accommodated 20 (4–50) OMSs annually. Among the responding SRPs, 12.0% had external funding, 96.0% required applications, 50.0% interviewed applicants prior to acceptance into the program, 72.0% required OMSs to identify their own mentors, 68.0% offered stipends to OMSs, 28.0% offered course credits, 96.0% had clinical research opportunities, and 68.0% offered research-oriented didactics. In 84.0% of SRPs, OMSs worked predominantly in the summer after OMS-I; for these SRPs, students had 4–10 weeks of dedicated time for participation in research. Conclusions Findings from our surveys provide a synopsis of the research opportunities currently provided by COMs in the United States. Our data demonstrated wide variability of research opportunities among COMs.

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Assessment of Research Interests of First-Year Osteopathic Medical Students

Cited by 8 publications

References 1 publication

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

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

Medical Degree Disparity Among Authors of Original Research in Pediatric Journals

Medical student research opportunities: a survey of osteopathic medical schools in the United States

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