How to Measure Success: The Impact of Scholarly Concentrations on Students—A Literature Review

Bierer, S. Beth; Chen, H. Carrie

doi:10.1097/acm.0b013e3181cccbd4

Cited by 101 publications

(103 citation statements)

References 45 publications

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“…3 The problem is widespread as even in residency, few programs provide a dedicated curriculum and possess the resources needed to support research, 2,4 despite the fact that such support provided to researchers advances the expansion of professional skills. [5][6][7][8] An environment supportive of research can lead to increased productivity. 6,9,10 Mentorship appears to be an especially critical form of support as it can enhance personal and professional development, 11 career satisfaction, 11 medical student career advancement, 12,13 and research efforts.…”

Section: Introductionmentioning

confidence: 99%

Identifying barriers to successful research during medical school

et al. 2012

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Despite an increase in the number of formal research courses and the support services that institutions provide, the success that students achieve is modest suggesting the involvement of other factors. The authors seek to determine the extent to which barriers and resources affect the ability for students to be successful in research endeavors. The authors distributed a cross-sectional survey via the Internet to members of the American Medical Association-Medical Student Section (AMA-MSS) and the American Medical Student Association. The authors also distributed a paper version of the survey during the AMA-MSS national conference in San Diego, CA, October 2010. The primary outcome was selfidentified successful research. The authors also assessed the supportive factors and barriers the respondents faced. 422 students completed the survey and identified having mentorship (OR 1.38, 95% CI 1.11-1.60), student funding (OR 1.52, 95% CI 1.26-1.69), and having an office or director of student research (OR 1.52, 95% CI 1.26-1.70) as factors associated with successfully publishing as a medical student. Barriers to success in student research included being unaware what research occurs locally (OR 1.36, 95% CI 1.05-1.76), lacking faculty mentors (OR 1.45, 95% CI 1.07-1.95), and lack of a research office/coordinator (OR 1.53, 95% CI 1.18-2.00). The effects of the barriers were not offset by the research curricula provided. To improve the success of medical students involved in involved in research, academic medical institutions must address barriers directly in addition to offering curricula in research methods.

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Section: Introductionmentioning

confidence: 99%

Identifying barriers to successful research during medical school

et al. 2012

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“…Capstone experiences take many forms, including research projects, internships, summer camps, interdisciplinary courses, arts-based performances, or comprehensive exams in lieu of a capstone. For the purpose of this paper, a research capstone program is defined as a required, structured curricular activity that immerses students into an in-depth scientific exploration of a specific area, beyond the conventional school curriculum 2,20,24,25 . Such a program implies employing the scientific method in a hands-on experience, which generates an academic product (e.g.…”

Section: Definitionsmentioning

confidence: 99%

“…The literature to date suggests that participation in school research may stimulate interest in pursuing research-related and academic careers 2,[32][33][34][35] , although data are not always easy to aggregate or compare due to the considerable variability between programs, student body, funding/stipend opportunities, areas of concentration, tracks or additional postgraduate degrees. It is interesting to note that in medical education earlier experiences with required student research revealed a low level of student support 36 , while more recent reports show that 80-94 % 2 consider that a research experience, if well conducted, should be a requirement for graduation.…”

Section: Criticalmentioning

confidence: 99%

“…Student-driven research is credited with significant learning [1][2][3][4][5][6][7][8] and professional 9,10 benefits. Professional organizations consistently encourage research content in school curricula.…”

Section: Introductionmentioning

confidence: 99%

“…Many programs articulate specific knowledge and skills to be gained (formulating a study question, critically apprising the literature, collecting and analyzing data, etc.) 1,2,14 . Other programs specify additional skills such as improving problem solving and lifelong learning skills 1 .…”

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Student Scientific Inquiry in the Core Doctor of Pharmacy Curriculum: Critical Issues in Designing and Implementing a Student Research Program

Vaidean¹,

Vansai²,

Moore³

et al. 2013

Innov Pharm

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A flexible, preclinical, medical school curriculum increases student academic productivity and the desire to conduct future research

Peacock

Grande

2015

Biochem Molecular Bio Educ

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In 2006, small blocks of flexible curriculum time, termed selectives, were implemented in the Mayo Medical School preclinical curriculum. Selectives permitted students to pursue professional endeavors, such as research, service, and career exploration, in the preclinical years. The purpose of this study was to survey current and former Mayo medical students regarding the impact of selectives on their research interest and productivity. The authors surveyed 377 current and former Mayo Medical School students from the 2004 to 2014 graduating classes, 154 participants (41% response rate) responded to the survey. The classes were grouped into pre- and postselective groups for the comparison studies. Postselective students published significantly more (p = 0.003) and gave significantly more presentations (p = 0.0007) during medical school than preselective students. Thirty-four (72% of the postselective respondents) indicated that selectives had a strong or very strong impact on their current research interest. Respondents spent an average of 4.0 [3.0-5.0] weeks of Selective time on research, resulting in 1.8 [1.4-2.2] publications and 1.8 [1.4-2.2] presentations, which represented 52.5% [40.0-65.0%] and 47.3% [37.1-57.4%] of the students' total medical school publications and presentations, respectively. Flexible selective time during the preclinical years results in significantly more medical student academic productivity.

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How to Measure Success: The Impact of Scholarly Concentrations on Students—A Literature Review

Cited by 101 publications

References 45 publications

Identifying barriers to successful research during medical school

Identifying barriers to successful research during medical school

Student Scientific Inquiry in the Core Doctor of Pharmacy Curriculum: Critical Issues in Designing and Implementing a Student Research Program

A flexible, preclinical, medical school curriculum increases student academic productivity and the desire to conduct future research

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