Twelve tips to offer a short authentic and experiential individual research opportunity to a large group of undergraduate students

Ommering, Belinda W. C.; Diepen, Merel van; Blankenstein, Floris M. van; Jong, Peter de; Dekker, Friedo W.

doi:10.1080/0142159x.2019.1695766

Cited by 14 publications

(27 citation statements)

References 36 publications

(58 reference statements)

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“…Our results illustrate that first-year undergraduate students can already have broad perceptions of research. A possible explanation for this could be that an authentic learning situation at the beginning of medical training in which pre-clinical students conduct a small research project contributes to students' knowledge of what research entails and its possibilities for clinical practice [22]. This is in line with the study by Imafuku and colleagues, showing that students' initial narrow definition of research was somewhat broadened after their first research experiences [14].…”

Section: Discussionmentioning

confidence: 59%

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Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study

et al. 2020

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Background: Research is of great value to make advancements within the medical field and, ultimately, offer the best possible patient care. Physician-scientists are key in contributing to the development of medicine, as they can bridge the gap between research and practice. However, medicine currently faces a physician-scientist shortage. A possible solution to cultivate physician-scientists is to engage medical students in research in early phases of medical school. Evidence-based strategies to stimulate positive perceptions of and motivation for research among students could help to enhance research engagement. Consequently, understanding of students' perceptions of and motivation for research is needed. Therefore, this study aimed to identify conditions under which students develop positive perceptions of and motivation for research by answering the following sub-questions: 1) how do first-year medical students perceive research? and 2) which factors contribute to motivation or demotivation for conducting research? Methods: We conducted a qualitative study with individual interviews using a grounded theory approach, involving 13 purposively sampled first-year medical students at Leiden University Medical Center. Results: Our results suggest that first-year students are already able to identify many aspects of research. Students elaborated on the relevance of research for professional practice and personal development. Furthermore, our results suggest a relationship between perceptions of and motivation for research. Some perceptions were identical to motivating or demotivating factors to conduct research, like the relevance of research for practice and performing statistics respectively. Other motivating factors were, among others, acknowledgment, autonomy, and inspiring role models. Demotivating factors were, among others, lack of autonomy and relevance, and inadequate collaboration.

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Section: Discussionmentioning

confidence: 59%

“…In this study, students' only prior experiences with research were a two-week course at the start of their medical training. In this course, students conducted a small research project and were actively involved in gathering and processing data, formulating their own research question, analyzing data and writing a two-page research report [22].…”

Section: Contextmentioning

confidence: 99%

Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study

et al. 2020

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“…A investigação é uma competência essencial para os profissionais de saúde e implica que estejam cientes dos mais recentes desenvolvimentos na área da saúde, sejam capazes de avaliar criticamente a literatura científica e utilizar o conhecimento científico na tomada de decisões clínicas (Oh & Yang, 2019;Ommering et al, 2019). Por isso, pesquisar durante a licenciatura é um foco emergente para ajudar os alunos a desenvolver as habilidades e competências necessárias para um profissional de saúde na atualidade (Long, Bischoff, & Aduddell, 2018;Zuchowski, Heyeres, & Tsey, 2020).…”

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“…Assiste-se neste momento a uma mudança paradigmática, com um apelo pronunciado à transição da educação informada por pesquisa, na qual os estudantes são consumidores passivos de conhecimento, para a educação baseada em pesquisa, na qual os alunos estão realmente envolvidos nos estudos, assimilando, assim, o conhecimento de uma forma ativa (Ommering et al, 2019).…”

Section: Discussionunclassified

Aprender Em Projetos De Investigação Durante a Licenciatura Em Enfermagem: Revisão Integrativa Da Literatura

Loura

Bernardes

Baixinho

et al. 2020

New Trends in Qualitative Research

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Resumo. Introdução: O desenvolvimento da investigação e a emergência de uma prática baseada na evidência são um desafio claro para a educação dos futuros profissionais de saúde, aos quais são requeridas competências de pesquisa, leitura e utilização correta dos resultados da investigação na prática clínica. Objetivos: Identificar o que aprendem os estudantes de enfermagem com o envolvimento em projetos de investigação, durante a licenciatura. Métodos: A revisão integrativa de literatura foi efetuada segundo um protocolo, com definição dos critérios de elegibilidade dos estudos primários, obtidos nas bases de dados dos motores de busca EBSCO, JBI e Scopus. Resultados: Os estudantes podem ser envolvidos em todas as fases do processo de pesquisa, contribuindo para a sua satisfação na aprendizagem, com impacto positivo na motivação, reflexão e integração do conhecimento, desenvolvimento de competências de comunicação, escrita científica, gestão do tempo e juízo critico. O envolvimento dos estudantes contribui para o desenvolvimento dos projetos de investigação. Conclusões: O envolvimento dos estudantes em projetos de investigação contribui para diferentes aprendizagens. Os nossos resultados sugerem que a formação teórica sobre investigação deve ser associada a outras estratégias para o desenvolvimento de conhecimentos, habilidades e atitudes de pesquisa.

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“…21,22,34 At the start of the second semester, the LUMC offers 1st-year students a mandatory course on academic and scientific skills, in which all students individually conduct a short 2-week research project by (a) gathering and processing patient data, (b) formulating their own research question, (c) analyzing data, (d) writing a research report, and (e) presenting their research to teachers and other students. 25,35 To scaffold this process, students follow three in-depth workgroup sessions led by the same teacher. Students are assessed in a standard way with an exam (focusing on statistical and epidemiological knowledge predominantly), representing 60% of the eventual grade for the course.…”

Section: Contextmentioning

confidence: 99%

Academic Success Experiences: Promoting Research Motivation andSelf-Efficacy Beliefs among Medical Students

Ommering

Blankenstein

Diepen

et al. 2021

Teaching and Learning in Medicine

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Theory: Medicine is facing a physician-scientist shortage. Medical training could contribute to developing physician-scientists by stimulating student research involvement, as previous studies showed this is related to research involvement in professional practice. Motivation for research and research self-efficacy beliefs are related to student research involvement. Based on social cognitive theory, success experiences in doing research may enhance research motivation and self-efficacy beliefs. However, the role and type of success experiences in promoting research self-efficacy beliefs and motivation especially early in medical training has not yet been investigated. Therefore, we examined if academic success experiences within an undergraduate course in academic and scientific skills increased research motivation and self-efficacy beliefs among medical students. Furthermore, type of success experience was taken into account by looking at the effects of academic success experiences within standard (i.e., exam) versus authentic (i.e., research report and oral presentation) assessments. Hypotheses: It was hypothesized that academic success experiences increase intrinsic motivation for research and self-efficacy beliefs. Furthermore, we hypothesized that authentic assessments influence intrinsic motivation for research and self-efficacy beliefs to a larger degree than standard assessments, as the authentic assessments mirror real-world practices of researchers. Method: First-year undergraduate medicine students followed a course in academic and scientific skills in which they conducted research individually. Their academic success experiences were operationalized as their grades on two authentic research assessments (written report and oral presentation) and one less authentic assessment (written exam). We surveyed students before the course when entering medical school (i.e., baseline measure) and 1 year after the course in their 2nd year (i.e., postmeasure). Both the baseline and postmeasure surveys measured intrinsic motivation for research, extrinsic motivation for research, and research self-efficacy beliefs. Linear regression analyses were used to examine the relationship between academic success experiences and intrinsic motivation for research, extrinsic motivation for research, and research self-efficacy beliefs on the postmeasure. We adjusted for prior research motivation and self-efficacy beliefs at baseline. Therefore, this adjusted effect can be interpreted as an increase or decrease in motivation. In addition, we adjusted for age, gender, and grade point average (GPA) of the first 4 months, as these variables were seen as possible confounders. Results: In total, 243 of 275 students participated (88.4%). Academic success experiences in writing and presenting research were related to a significant increase in intrinsic motivation for research. After adjusting for prior GPA, only the effect of presenting remained. Experiencing success in presenting enhanced research self-efficacy beliefs, also after adj...

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Twelve tips to offer a short authentic and experiential individual research opportunity to a large group of undergraduate students

Cited by 14 publications

References 36 publications

Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study

Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study

Aprender Em Projetos De Investigação Durante a Licenciatura Em Enfermagem: Revisão Integrativa Da Literatura

Academic Success Experiences: Promoting Research Motivation andSelf-Efficacy Beliefs among Medical Students

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