<i>Research 101:</i> An online course introducing medical students to research

Blackard, Jason T.; Knapke, Jackie; Ryan, Patrick; Schuckman, Stephanie; Veevers, Jennifer; Hardie, William D.; Heubi, James E.

doi:10.1017/cts.2022.435

Cited by 3 publications

(4 citation statements)

References 13 publications

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“…Ours is not the first study to consider the views of small numbers of medical students engaging with innovative teaching practices. For example, Margolin et al considered the views of 13 medical students to make recommendations for online urologic education during the COVID-19 pandemic [34], and Blackard et al piloted an online research training course with 27 medical students [35]. Our current study, which was undertaken in the context of small group teaching, provides data with initial indications that student perceptions were positive for teaching research skills online using an active research study during the COVID-19 pandemic.…”

Section: Limitationsmentioning

confidence: 75%

Developing research skills in medical students online using an active research study

Asghar,

Aksoy,

Graham

et al. 2023

BMC Med Educ

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Background Developing research skills and scholarship are key components of medical education. The COVID-19 pandemic necessitated that all teaching be delivered online. We introduced an approach to small group teaching in the academic year 2020–2021 online which involved students in an active (ongoing) research study to develop their research skills. Methods We acquired student feedback to evaluate their perspectives quantitatively on development of research and scholarship skills, teaching content and format, and tutor performance using this teaching approach. In addition, we captured free text responses from both students and tutors on the positives and negatives of our course, and their suggested improvements. We also compared summative assessment marks for the online/active research course (2020–2021) with those obtained from previous (2017–2019) and subsequent (2021–2023) teaching sessions. Results Students were largely positive about most aspects of the online course utilising an active research study (n = 13). Students agreed that they were able to acquire research skills, particularly related to data analysis, transferable skills, and giving scientific presentations. A one-way ANOVA revealed no significant difference for assessment marks across all five teaching years (two years prior and two years following the online/active research course), indicating that the course achieved the learning outcomes. Students enjoyed the convenience of online teaching and the availability of course resources, but least liked the lack of in-person interaction and laboratory training. Tutors enjoyed the collaborative aspects of online teaching, but least liked the lack of face-to-face interactions with students. Conclusions Our study demonstrates that delivering online teaching which involves students in active research engages and motivates them to develop their research and scholarship skills. We recommend that educators consider incorporating a current research study in their undergraduate courses as this can enhance the student learning experience as well as the research project itself.

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Section: Limitationsmentioning

confidence: 75%

Developing research skills in medical students online using an active research study

Asghar,

Aksoy,

Graham

et al. 2023

BMC Med Educ

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“…The creation and pilot study of Research 101 has been described in detail elsewhere [ 11 ]. Briefly, Research 101 modules were offered asynchronously through the online educational platform Canvas (Salt Lake City, UT).…”

Section: Methodsmentioning

confidence: 99%

“…To establish fundamental research skills and fill gaps within training curricula, we previously piloted an online, asynchronous set of modules – called Research 101 – to introduce medical students to various topics that are germane to the conduct of research [ 11 ]. Post-module mean scores were significantly higher than pre-module results for all modules indicating significant learning by completing Research 101 .…”

Section: Introductionmentioning

confidence: 99%

Introducing trainees to research using an online, asynchronous course

Blackard¹,

Knapke²,

Schuckman³

et al. 2023

J. Clin. Trans. Sci.

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Introduction: Research is an important aspect of many students’ training. However, formal research training is rarely included in curricula. Thus, we developed an online, asynchronous series of modules to introduce trainees to multiple topics that are relevant to the conduct of research. Methods: Research 101 was utilized by first-year medical students and undergraduate students conducting mentored research projects. Students’ knowledge, confidence, and satisfaction were assessed using pre- and post-module surveys with five-point Likert scaled questions, open-ended text responses, and a final quiz. Results: Pre-module survey results showed that learners felt most confident with the Conducting a literature search and Race and racism in medicine modules and least confident with the Submitting an Institutional Review Board protocol at UC module. Post-module survey responses were significantly increased compared to pre-module results for all modules and questions (p < 0.0001). The response to “The content of this module met my needs” was endorsed across all modules (84.9% “yes” responses). A final quiz of 25 multiple-choice questions was completed by 92 participants who received a median score of 21. Content analysis of open-ended post-module survey responses identified several strengths and opportunities for improvement in course content and instructional methods. Conclusions: These data demonstrate that significant learning resulted from completion of Research 101, as post-module survey scores were significantly higher than pre-module survey scores for all modules and questions. Final quiz scores were positive but also highlighted opportunity for additional trainee learning and will guide evolution of future modules.

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“…Every semester, the workforce development core of our Center for Clinical and Translational Science and Training visits undergraduate courses across several programs to introduce students to CTS careers and training opportunities. Research 101 is an asynchronous research primer available to medical students and summer research students ( Blackard et al, 2022 ; 2023 ). Every summer, the Summer Undergraduate Research Fellowship (SURF) program awards research fellowships to 150 undergraduate students from UC and other institutions.…”

Section: Introductionmentioning

confidence: 99%

Development of an undergraduate certificate in clinical and translational science: improving competence of the clinical research workforce

Knapke,

Marcum,

Mendell

et al. 2023

Front. Pharmacol.

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Introduction: Academic research centers often struggle to recruit and retain a well-trained and diverse clinical and translational science (CTS) workforce. In particular, the clinical research professional (CRP) career pathway is not well known to undergraduate students and other individuals outside of academic medicine despite being a potential career route. To address these workforce challenges, the CRP Task Force at the University of Cincinnati (UC) aims to train a competent and diverse CRP workforce through targeted educational programming in the UC undergraduate population.Methods: Using a six-step curriculum development process that included: 1) performing a needs assessment, 2) determining content, 3) writing goals and objectives, 4) selecting the educational strategies, 5) implementing the curriculum, and 6) evaluating the curriculum, we designed an undergraduate certificate program in CTS.Results: The needs assessment included both internal and external data gathering to inform curriculum development and program decisions. Content was determined using the Core Competency Framework for the Clinical Research Professional Version 3.1., and program learning outcomes were written with both the competency framework and local workforce needs in mind. Educational strategies were selected based on optimization of available resources and local expertise with an emphasis on interactive didactics complemented by experiential learning. Implementation is underway and evaluation will follow once students begin enrolling.Discussion: By educating an undergraduate student population about CTS methods and career opportunities, we anticipate increased numbers of well-qualified, diverse applicants who pursue CRP careers locally and regionally.

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Research 101: An online course introducing medical students to research

Cited by 3 publications

References 13 publications

Developing research skills in medical students online using an active research study

Developing research skills in medical students online using an active research study

Introducing trainees to research using an online, asynchronous course

Development of an undergraduate certificate in clinical and translational science: improving competence of the clinical research workforce

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