Undergraduate medical academic performance is improved by scientific training

Zhang, Lili; Zhang, Wei; Wu, Chong; Li, Zhong‐Ming; Cai, Yulong; Cao, Xingguo; He, You; Liu, Guoxiang; Miao, Hongming

doi:10.1002/bmb.21051

Cited by 4 publications

(5 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Indeed, students’ positive attitudes toward research increased their interest in applying principles they learned to the practice of medicine [17]. Although Chinese medical postgraduates encounter a substantial language obstacle in their academic pursuits [18], our study showed that the English literacy level, which is known as the “College English Teaching (CET)” level in China [19], was note shown to not influence the effectiveness of the course, likely because the college students’ English literacy level has significantly improved in China in recent years [20].…”

Section: Discussionmentioning

confidence: 98%

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

et al. 2019

View full text Add to dashboard Cite

Background There is a dearth of published literature that demonstrates the impact of a Guide to Reading Biomedical English Literature course on new Chinese medical postgraduates. Keeping this gap in mind, the objectives of this study were to assess the factors associated with course effectiveness using the teacher, postgraduate and organizational factors. Methods This study was conducted at Nanjing Medical University from December 2014 to December 2015. The participants were 440 new graduate students from different medical specialties. At baseline, each student was assessed for teacher factors, individual factors and organizational factors using a self-administered structured scored anonymous questionnaire. After that, Pearson chi-square analysis was conducted to evaluate the factors that impact teacher factors (knowledge level, teaching style, individualized teaching, logical teaching, heuristic teaching, literature difficulty, bilingual teaching), individual factors (gender, attitude toward studying, previewing literature, English literacy level) and course management (such as teaching objectives and assessment system) on this course. Furthermore, multiple logistic regression analyses were performed to determine the impact of the above factors on our outcome variables (knowledge level, teaching style, individualized teaching, heuristic teaching, study attitude, previewing literature, management). Results Nearly all of the participants (420 of 440, 95.5%) thought this course was helpful for learning to read scientific literature and understanding scientific research design. Multivariate logistic regression analyses showed that the participants perception of the course as effective was associated with teachers’ high knowledge level (Adjusted Odds Ratio, AOR = 49.673; 95% confidence interval, 95% CI = 4.28, 575.90). In addition, heuristic teaching was found to be significantly associated with a positive teaching effect of teaching (AOR = 12.76; 95% CI = 1.78, 91.64). Furthermore, the participants perception of the course as effective was associated with positive attitude toward studying (AOR = 25.004; 95% CI = 2.51, 249.09). Previewing literature was also associated with course effectiveness (AOR = 0.02; 95% CI = 0.04, 0.11). Conclusions This study indicated that the course effectiveness of the Guide for Reading Biomedical English Literature was associated with i) teachers’ knowledge, ii) heuristic teaching, iii) students’ positive attitude, and iv) students’ previewing literature. Electronic supplementary material The online version of this article (10.1186/s12909-019-1731-7) contains supplementary material, which is available to authorized users.

show abstract

Section: Discussionmentioning

confidence: 98%

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Since student research training program was initiated at Tsinghua University in 1996, SRT program became a principal approach for college students to improve their skills and ability to innovate. As a result, both academic and nonacademic performance of medical undergraduates were signi cantly improved by planned SRT program [10,13]. Thus, early SRT program played an important role in promoting scienti c performance and innovation ability of undergraduates.…”

Section: Discussionmentioning

confidence: 99%

Early scientific research training links to the innovation ability of medical undergraduates and postgraduates: a qualitative and quantitative survey

Wang,

Yang,

Gong

2024

Preprint

View full text Add to dashboard Cite

Background Scientific research training (SRT) in basic medical sciences and clinical sciences plays critical roles in the development of clinical skills and innovation ability. We aimed to explore the current status of SRT in both medical undergraduates and postgraduates, and the relationship between early SRT and innovation ability in medical students. Methods We designed two questionnaires for undergraduates and postgraduates respectively to investigate the understanding, and participation of SRT, the motivations and factors for engaging in research, the advisor’s guidance of SRT, the academic performance of SRT, and the assessment of research conditions and suggestions for SRT. The questionnaire survey was conducted on 108 undergraduates and 86 postgraduates at Ningbo University. Then we collected data and analysed it with descriptive statistics. Results The results showed that undergraduates had more interest, understanding, and requirements for scientific research. Understanding of SRT in undergraduates (81.26%) was higher than that in postgraduates (56.97%). More than 70% of undergraduates had research experience in the early grades and the average time participating in SRT was more than one year. Participating in SRT in undergraduates (first and second year of undergraduate) was earlier than that in postgraduates (first year of postgraduate). In particular, personal interest was the major motivation for engaging in SRT. The vast majority of postgraduates (89.53%) had higher research goals than undergraduates (75%). These specific goals led to much higher research gains. Additionally, postgraduates (90.7%) could receive more higher proportion of guidance than undergraduates (67.59%), and thus higher academic performance (15.12% vs. 2.78%). Interestingly, most students were satisfied with the lab conditions and their personal efforts were primarily to achieve better academic performance. Conclusions These findings indicated that early SRT is strongly linked to the innovation ability of medical students, suggesting a necessity to construct an early extracurricular SRT program to train more future clinician-scientists and to improve the quality of medical education.

show abstract

“…Exposure to scientific training improved academic performance; enhanced students' motivation; and improved students' confidence in their learning. 92 A study of the use of software to build representations of molecular structures found this activity to be more beneficial than just manipulating images they were given, but did not have any effect on students' motivation. 93…”

Section: Students' Attitudes/motivation and Self-confidence In Bioche...mentioning

confidence: 99%

“…The students also expressed interest in using blended learning as a tool for communication with fellow students in the biochemistry class . A study of Chinese undergraduate medical students looked at the effect of different approaches to “scientific training.” Exposure to scientific training improved academic performance; enhanced students’ motivation; and improved students’ confidence in their learning …”

Section: Student Understanding and Other Characteristicsmentioning

confidence: 99%

A Review of Biochemistry Education Research

Lang

Bodner

2020

J. Chem. Educ.

View full text Add to dashboard Cite

Reports of the results of research within the emerging field of biochemistry education are appearing at an ever-increasing rate. Capturing an image of the landscape of Biochemistry Education Research (BCER) is complicated, however, by the interdisciplinary nature of biochemistry courses that may be taught at different levels and in different departments, even at the same institution. To develop a model that provides a sense of what research has been done, so far, we have investigated the literature on biochemistry education research within the contexts of the traditional biochemistry lecture and laboratory environments as well as courses taught within the health sciences, medicinal chemistry, chemical biology, and molecular biology, as well as courses that combine biochemistry with other topics in chemistry, such as general chemistry and organic chemistry. We found that existing BCER has focused primarily on the lecture/classroom environment. Only about one-fourth of the BCER literature has been based on research in the laboratory setting. We also noted that the primary focus of research done so far has been on the structure/function properties of proteins. The goal of this review was a holistic understanding of the results of BCER that could be used by instructors to shape classroom practice as well as to provide BCER practitioners with an idea of the gaps in the existing literature that could be filled by future research. To transform the results of our analysis into a publishable form, we have used a format in which brief summaries of the topics of the BCER papers are presented.

show abstract

Undergraduate medical academic performance is improved by scientific training

Cited by 4 publications

References 8 publications

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

Early scientific research training links to the innovation ability of medical undergraduates and postgraduates: a qualitative and quantitative survey

A Review of Biochemistry Education Research

Contact Info

Product

Resources

About