Outcomes from an elective medical student Research Scholarly Concentration program

2019 ◽  
Vol 67 (6) ◽  
pp. 1018-1023
Author(s):  
Laura Radville ◽  
Annette Aldous ◽  
Jennifer Arnold ◽  
Alison K Hall
Keyword(s):  
Medical School ◽  
Career Outcomes ◽  
Research Experience ◽  
George Washington ◽  
Medical Student Research ◽  
Medical Graduates ◽  
Research Outcomes ◽  
School Research ◽  
Scholarly Concentration ◽  
The Impact

To examine how to increase research career outcomes among medical graduates, we analyzed the impact of the Research Scholarly Concentration at The George Washington University School of Medicine and Health Sciences. Residency placement, subsequent scholarship, and career outcomes were compared among 670 graduates who participated in the elective Clinical and Translational Research Scholarly Concentration or no Concentration between 2009 and 2018. We conducted a retrospective study of residency match (highly selective vs less selective), job type (academic vs non-academic), and postmedical school publications (any vs none). We compared the outcomes between Research Scholarly Concentration graduates and those with no Concentration, matched by graduation year (n=335). For Research Scholarly Concentration graduates, we examined the association between research outcomes and duration of research experience before medical school (n=232). Research Scholarly Concentration graduates were more likely to place in a highly selective residency (40.2% vs 21.6%, p<0.0001), 68% more likely to publish after medical school (OR=1.68, 95% CI 1.10 to 2.58), and almost four times as likely to have taken an academic health center job (OR=3.82, 95% CI 1.72 to 8.46) than graduates with no Concentration. Surprisingly, the length of research experience before medical school was not associated with these outcomes among Research Scholarly Concentration graduates. This suggests that a medical school Research Scholarly Concentration is effective in training physician researchers and should be available to both novices and research-experienced matriculants. These data suggest how other medical schools might plan Scholarly Concentration programs to improve research outcomes among medical graduates.

scholarly journals The experiences, attitudes and understanding of research amongst medical students at an Australian medical school

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jaidyn Muhandiramge ◽  
Tony Vu ◽  
Megan J. Wallace ◽  
Eva Segelov
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Evidence Based Medicine ◽  
Free Text ◽  
Evidence Based ◽  
Research Experience ◽  
Student Research ◽  
Medical Student Research ◽  
Based Medicine

Abstract Background Research engagement plays an integral role in developing clinicians that practice effective, evidence-based medicine. Research participation by clinicians, however, is declining. Given the link between research during medical school and future research output, promotion of medical student research is one avenue by which this shortage can be addressed. Student research attitudes and participation in Australia are not well-documented in the literature. This study therefore aims to investigate research practices, motivators, and barriers amongst Australian medical students in order to determine whether there is a need for further integration of research within Australian medical school curriculums. Methods A cross-sectional study design was used to explore research experience and attitudes, as well as the enablers and barriers to research amongst students enrolled in all years of the five-year medical course at Monash University. A questionnaire was created by combining questions from several surveys on medical student research and comprised Likert scales, multiple choice options and free-text responses assessing research experience, attitudes, motivators, and barriers. Results Seven hundred and four respondents (69.4% female; survey response rate 36.7%) reported variable research experience and interest. Less than half of the cohort (n = 296; 44.9%) had contributed to a research project. Increasing employability for specialty training programs was the primary motivating factor (n = 345; 51.9%) for pursuing research, with only 20.5% (n = 136) citing an interest in academia as a motivator. Time constraints (n = 460; 65.3%) and uncertainty surrounding how to find research opportunities (n = 449; 63.8%) were the most common barriers to research. Conclusions Medical students at Monash University are interested in but have limited experience with research. Students are, however, primarily motivated by the prospect of increasing employability for specialist training; medical schools should therefore focus on encouraging intrinsic motivation for pursuing research. Greater integration of research education and opportunities within medical school curricula may also be required to provide students with the skills necessary to both pursue research and practice evidence-based medicine.

scholarly journals Prevalence and predictors of US medical graduates’ federal F32, mentored-K, and R01 awards: a national cohort study

2017 ◽  
Vol 66 (2) ◽  
pp. 340-350 ◽  
Author(s):  
Donna B Jeffe ◽  
Dorothy A Andriole
Keyword(s):  
Cohort Study ◽  
Medical School ◽  
Logistic Regression Models ◽  
Medical Graduates ◽  
Medical Licensing ◽  
School Research ◽  
National Cohort ◽  
Experiential Interventions ◽  
Research Workforce ◽  
To Receive

The size and diversity of the physician-scientist workforce are issues of national concern. In this retrospective, national cohort study of US medical school matriculants who graduated in 1997–2004, we describe the prevalence and predictors of federal F32, mentored-K, and R01 awards among physicians. In multivariable logistic regression models, we identified demographic, educational, and professional development variables independently associated with each award through August 2014, reporting adjusted odds ratios and 95% confidence intervals (AOR (95% CI)). Among 117,119 graduates with complete data (97.7% of 119,906 graduates in 1997–2004), 509 (0.4%) received F32, 1740 (1.5%) received mentored-K, and 597 (0.5%) received R01 awards. Adjusting for all variables except US Medical Licensing Examination Step 1 scores, black (vs white) graduates were less likely to receive F32 (0.48 (0.28–0.82)), mentored-K (0.56 (0.43–0.72)), and R01 (0.48 (0.28–0.82)) awards; Hispanic graduates were less likely to receive mentored-K awards (0.68 (0.52–0.88)), and women less likely to receive F32 (0.81 (0.67–0.98)) and R01 (0.59 (0.49–0.71)) awards. After adding Step 1 scores, these race/ethnicity effects were not significant, but women (0.62 (0.51–0.75)) were still less likely to receive R01 awards. Graduates reporting both (vs neither) medical school research elective and authorship were more likely to receive F32 (1.89 (1.45–2.48)), mentored-K (2.48 (2.13–2.88)), and R01 (2.00 (1.54–2.60)) awards. Prior F32 (2.17 (1.46–3.21)) and mentored-K (28.08 (22.94–34.38)) awardees more likely received R01 awards. Findings highlight the need for research-experiential interventions along the medical education continuum to promote greater participation and diversity of US medical graduates in the federally funded, biomedical research workforce.

scholarly journals Successfully Matching Into Surgical Specialties: An Analysis of National Resident Matching Program Data

2010 ◽  
Vol 2 (3) ◽  
pp. 316-321 ◽  
Author(s):  
Jeremy R. Rinard ◽  
Ben D. Garol ◽  
Ashvin B. Shenoy ◽  
Raman C. Mahabir
Keyword(s):  
Medical School ◽  
Medical Society ◽  
Research Experience ◽  
Surgical Specialty ◽  
Surgical Residency ◽  
Application Service ◽  
Usmle Step 1 ◽  
Usmle Step ◽  
Top 40 ◽  
The Impact

Abstract Objective We explored the impact that attributes of US medical school seniors have on their success in matching to a surgical residency, in order to analyze trends for National Resident Matching Program (NRMP) match outcomes in surgical specialties between 2007 and 2009. Methods Using Electronic Residency Application Service data and NRMP outcomes, we analyzed medical students' attributes and their effect in successfully matching students into residency positions in surgery, otolaryngology, orthopedic surgery, plastic surgery, and obstetrics and gynecology. Attributes analyzed included self-reported United States Medical Licensing Examination (USMLE) Step 1 and Step 2 scores, Alpha Omega Alpha (AOA) Honor Medical Society membership, research experience, additional graduate degree status, and graduation from a top 40 National Institutes of Health (NIH)–funded medical school. Odds ratios were calculated for each criterion, and 95% confidence intervals were used to determine significance. Results Between 2007 and 2009, the number of surgical specialty residency positions increased by 86, and the number of applicants increased by 34. Membership in AOA, USMLE Step 1 and Step 2 scores, research experience, and graduation from a top 40 NIH-funded medical school frequently had a significant impact on residents successfully matching into many specialties, while additional graduate degrees had no effect on matching into surgical specialties (range 0.64 to 1.2). Conclusions Although the statistical significance varied across specialties, higher USMLE Step 1 and Step 2 scores, AOA membership, research experience, and graduation from a top 40 NIH-funded medical school generally had a positive impact on match success to surgical residency for US allopathic seniors. Test preparation and seeking research experience during undergraduate medical education may be effective approaches for increasing the likelihood of success for US seniors matching into a surgical specialty.

scholarly journals Admissão ao Internato Complementar em Portugal: Análise dos Resultados do Exame Nacional de Seriação entre 2006 e 2011

2013 ◽  
Vol 26 (5) ◽  
pp. 569
Author(s):  
Isabel Pavão Martins
Keyword(s):  
Regression Analysis ◽  
National Health Service ◽  
Medical School ◽  
Linear Regression Analysis ◽  
International Medical Graduates ◽  
Multiple Choice Questions ◽  
Significant Relation ◽  
Medical Graduates ◽  
National Medical ◽  
The Impact

Introduction: In Portugal, new medical graduates undertake every year the Exame Nacional de Seriação, to be ranked for the available postgraduate residency posts within the National Health Service. Exame Nacional de Seriação is a multiple choice questions test on internal medicine.Objectives: This study analyses the Exame Nacional de Seriação results between 2006 and 2011, to identify the variables that predict its score.Material and Methods: Academic (graduating University, final classification) and biographic data (gender, nationality) of 8956 candidates were analyzed and related to the Exame Nacional de Seriação’ score. A linear regression analysis was performed to determine the predictors of that score.Results: There were significant differences in the proportion of candidates coming from each National Medical School attending the Exame Nacional de Seriação, and minor but significant discrepancies in their classification. The percentage of international medical graduates increased to 15% in the last two years. Candidates’ gender, nationality (Portuguese or other), year of exam, graduating medical school and final graduating classification had a significant relation with ENS score, explaining 39% of Exame Nacional de Seriação’ variance. Final graduating classification was the single most predictive variable, which correlation with Exame Nacional de Seriação’ score varied between .679 and .586 across Portuguese Medical Schools, but was weak among candidates graduated abroad.Conclusion: Pregraduate training (Final Graduating Classification and Medical School) is related to Exame Nacional de Seriação’ score, particularly among national graduates. This data might be relevant to understand the impact of the changes on Exame Nacional de Seriação about to be implemented.

scholarly journals 220 Choice of UK Medical School Predicts Success in The Intercollegiate Membership of The Royal College of Surgeons (MRCS) Examination

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
R Ellis ◽  
D Scrimgeour ◽  
J Cleland ◽  
A Lee ◽  
P Brennan
Keyword(s):  
Medical School ◽  
Univariate Analysis ◽  
Medical Schools ◽  
Individual Factors ◽  
Pass Rates ◽  
Medical Graduates ◽  
Regression Modelling ◽  
Gateway Courses ◽  
The Impact ◽  
The Relationship

Abstract Background UK medical schools vary in terms of factors such as mission, specific curricula and pedagogy. As relatively little is understood about the impact of these differences at a post-graduate level, we examined the relationship between medical school and MRCS success. Method Using the UKMED database we analysed data on UK medical graduates who attempted MRCS Part A (n = 9729) and MRCS Part B (n = 4644) between 2007-2017. Univariate analysis characterised the relationship between medical school and first attempt MRCS success. Logistic regression modelling identified independent predictors of MRCS success. Results MRCS pass rates differed significantly between medical schools (P &lt; 0.001). Trainees from standard-entry 5-year programmes were more likely to pass MRCS at first attempt compared to those from extended (Gateway) courses ((Part A (Odds Ratio (OR) 3.72 [95% Confidence Interval (CI) 2.69-5.15]); Part B (OR 1.67 [1.02-2.76])). Non-graduates were more likely to pass Part A (OR 1.40 [1.19-1.64]) and Part B (OR 1.66 [1.24-2.24]). Russell Group graduates were more likely to pass MRCS Part A (OR 1.79 [1.56-2.05]) and Part B (OR 1.24 [1.03-1.49])). Conclusions Medical programme and medical school are associated with MRCS success. Further research is needed to tease out the relationship between individual factors, medical school and MRCS performance.

Abstract 17052: Cardiothoracic Surgeons With a PhD Degree Exhibit Greater Research Productivity

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_3) ◽  
Author(s):  
Simar Bajaj ◽  
Hanjay Wang ◽  
Kiah M Williams ◽  
Joseph Heiler ◽  
Joshua Pickering ◽  
...  
Keyword(s):  
Medical School ◽  
Research Productivity ◽  
Career Advancement ◽  
Full Professor ◽  
Academic Rank ◽  
Similar Amount ◽  
Research Experience ◽  
Training Environment ◽  
Research Fellowship ◽  
The Impact

Introduction: A PhD degree can offer significant research experience for academic surgeons. Here, we evaluated the impact of a PhD on research productivity and career advancement in cardiothoracic (CT) surgeons. Methods: All CT surgeons practicing at an accredited United States CT surgery training program in 2018 who earned a PhD or completed a research fellowship during training (RF) were included (n=583). To ensure a more consistent training pathway, we performed a sub-analysis of U.S. medical school graduates (n=456). Surgeon-specific data were obtained from publicly available sources (eg. institutional webpages, Scopus). Results: 92 (15.8%) surgeons obtained a PhD while 491 (84.2%) did not but did a RF (Table 1A). Importantly, attending start year was similar (2005 vs 2005, p=0.5202). As of 2018, PhD surgeons published greater first-author (17.0 vs 12.0, p=0.0079), last-author (12.0 vs 6.0, p=0.0462), and total papers (68.5 vs 52.0, p=0.0148), as well as total papers per year as an attending (4.6 vs 3.0, p=0.0148). However, PhD surgeons took a similar amount of time as non-PhD surgeons who did a RF to become a full professor from the start of their first job (12.0 vs 11.0, p=0.6620). No difference was observed in current academic rank neither (p=0.8047). For U.S. medical school graduates, there were 40 PhD surgeons and 416 non-PhD surgeons who did a RF (Table 1B). Both groups published a similar number of first-author (13.0 vs 13.0, p=0.5379), last-author (12.5 vs 6.0, p=0.0981), total papers (64.5 vs 54.0, p=0.3453), and total papers per year as an attending (3.2 vs 3.0, p=0.7546). Years to full professor were also similar between these two groups (12.0 vs 11.0, p=0.6007) as was current academic rank (p=0.3114). Conclusions: A PhD degree is not associated with faster career advancement but may be associated with enhanced research productivity for some surgeons due to the impact of their medical school training environment.

scholarly journals Narrative review of the impact of clinical psychiatry attachments on attitudes to psychiatry

2013 ◽  
Vol 37 (3) ◽  
pp. 104-110 ◽  
Author(s):  
Henna Qureshi ◽  
Stuart Carney ◽  
Amy Iversen
Keyword(s):  
Medical School ◽  
Narrative Review ◽  
Positive Attitudes ◽  
School Research ◽  
Long Term Follow Up ◽  
Students Attitudes ◽  
The Uk ◽  
The Impact

Aims and methodPsychiatry in the UK has long-standing issues in recruiting UK-trained doctors. A key potential influence on interest in psychiatry during medical school is the clinical attachment. This narrative review investigates how the clinical experience of psychiatry affects medical students' attitudes towards the specialty.ResultsWe identified 107 studies, of which 46 were included. They showed that clinical attachments in psychiatry did result in more positive attitudes towards the specialty and increased career interest. There was inconsistent evidence on whether interest was maintained, with some studies indicating that the increase is transient. Factors which may influence attitudes include attachment setting, duration and student demographics.Clinical implicationsThe results suggest a need to actively maintain interest in psychiatry throughout medical school. Research with long-term follow-up and evaluation of schemes to maintain students' interest is needed.

scholarly journals Impact of elective versus required medical school research experiences on career outcomes

2017 ◽  
Vol 65 (5) ◽  
pp. 942-948 ◽  
Author(s):  
Alice N Weaver ◽  
Tyler R McCaw ◽  
Matthew Fifolt ◽  
Lisle Hites ◽  
Robin G Lorenz
Keyword(s):  
Medical School ◽  
Strong Relationship ◽  
Survey Study ◽  
Research Activity ◽  
Research Experiences ◽  
Survey Tool ◽  
Research Involvement ◽  
School Research ◽  
Publication Success ◽  
The Impact

Many US medical schools have added a scholarly or research requirement as a potential intervention to increase the number of medical students choosing to become academic physicians and physician scientists. We designed a retrospective qualitative survey study to evaluate the impact of medical school research at the University of Alabama at Birmingham (UAB) on career choices. A survey tool was developed consisting of 74 possible questions with built-in skip patterns to customize the survey to each participant. The survey was administered using the web-based program Qualtrics to UAB School of Medicine alumni graduating between 2000 and 2014. Alumni were contacted 3 times at 2-week intervals during the year 2015, resulting in 168 completed surveys (11.5% response rate). MD/PhD graduates were excluded from the study. Most respondents completed elective research, typically for reasons relating to career advancement. 24 per cent said medical school research increased their desire for research involvement in the future, a response that positively correlated with mentorship level and publication success. Although completion of medical school research was positively correlated with current research involvement, the strongest predictor for a physician scientist career was pre-existing passion for research (p=0.008). In contrast, students motivated primarily by curricular requirement were less likely to pursue additional research opportunities. Positive medical school research experiences were associated with increased postgraduate research in our study. However, we also identified a strong relationship between current research activity and passion for research, which may predate medical school.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

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