Developing research skills in medical students: AMEE Guide No. 69

Abstract

This Guide has been written to provide guidance for individuals involved in curriculum design who wish to develop research skills and foster the attributes in medical undergraduates that help develop research. The Guide will provoke debate on an important subject, and although written specifically with undergraduate medical education in mind, we hope that it will be of interest to all those involved with other health professionals' education. Initially, the Guide describes why research skills and its related attributes are important to those pursuing a medical career. It also explores the reasons why research skills and an ethos of research should be instilled into professionals of the future. The Guide also tries to define what these skills and attributes should be for medical students and lays out the case for providing opportunities to develop research expertise in the undergraduate curriculum. Potential methods to encourage the development of research-related attributes are explored as are some suggestions as to how research skills could be taught and assessed within already busy curricula. This publication also discusses the real and potential barriers to developing research skills in undergraduate students, and suggests strategies to overcome or circumvent these. Whilst we anticipate that this Guide will appeal to all levels of expertise in terms of student research, we hope that, through the use of case studies, we will provide practical advice to those currently developing this area within their curriculum.

Research skills in medical education

“…Research skills are required in all branches of medicine (Laidlaw et al, 2012). Clinicians need to be lifelong learners, able to evaluate evidence and understand the process of scientific enquiry.…”

“…However, an extensive US study argues that although science students are exposed to research opportunities, they are predominantly assessed on factual content at lower cognitive levels, meaning that graduates are less equipped with transferable skills than they perhaps should be (Momsen et al, 2010). Aligning assessment with transferable skills is key, but it is also difficult, due to the less tangible nature of transferable skills (Laidlaw et al, 2012). Science courses may need to be more explicit about research skills in the curriculum, and perhaps medical students need a more constructive introduction to research.…”

“…It also explores whether these are the most efficient methods for enabling students to become able researchers. Comparisons with other types of university degrees are made, and consideration given to how research skills should best be integrated into our teaching.Keywords: research skills; transferable skills; life-long learning; employability How can we best prepare our students to enquire, evaluate and be life-long learners?Research skills are required in all branches of medicine (Laidlaw et al, 2012). Clinicians need to be lifelong learners, able to evaluate evidence and understand the process of scientific enquiry.…”

Medical training in Greece: A crisis in progress

“…Presently, acquisition of research skills is inadequately integrated in the undergraduate curriculum. In contrast, in many European universities participation in research projects is compulsory while in others it is strongly encouraged [24,[27][28][29][30].…”

Academic Guidance in Medical Student Research: How Well Do Supervisors and Students Understand the Ethics of Human Research?

“…The increasing involvement of medical students in research indicates recognition of the value of enquiry, reflective practice and analysis of evidence in the development of research-aware and research-oriented doctors, and competent evidence-based clinicians (Lawson et al 2014;Laidlaw et al 2012). Many medical student projects investigate clinical or community issues and involve human participants.…”