Issues in Developing the Medical Scientist, Part 2: Fostering Research among Medical Students (Interview with Michael John McPhaul, MD)

2004 ◽  
Vol 52 (5) ◽  
pp. 292-295 ◽  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Academic Medical Centers ◽  
Student Research ◽  
American Federation ◽  
Medical Student Research ◽  
Research Fellowship ◽  
Medical Centers ◽  
Associate Dean ◽  
Academic Medical

The American Federation for Medical Research (AFMR) continues its series of articles that address the challenges faced by academic medical centers and other institutions in developing medical scientists. The goal of this series is to assist leaders at academic medical centers in addressing the challenges for training the next generation of health care investigators. In addition, we hope to educate junior investigators and trainees on the many issues that their facilitators and mentors face in developing adequate programs for training and career development.Our second interview in this series is with Michael John McPhaul, MD, and it focuses on developing research interests among medical students. Dr. McPhaul is professor of medicine in the Department of Internal Medicine, Division of Endocrinology, at the University of Texas (UT) Southwestern Medical School in Dallas, Texas. He is associate dean for medical student research and the program leader of the UT Southwestern Doris Duke Clinical Research Fellowship for Medical Students. Dr. McPhaul has a productive research laboratory focused on the mechanisms of androgen action. His laboratory is well funded and quite productive because he has published over 100 articles. He has been successful in his endeavors in supporting and fostering medical student research interests over the last several years and has assisted in the development of some novel programs. We are happy to have the opportunity for Dr. McPhaul to give his thoughts on how research interests and skills can be developed in medical students.

A Multicenter Qualitative Analysis of Medical Student Narratives After a Palliative Care Elective

2020 ◽  
pp. 104990912097156
Author(s):  
Alana Sagin ◽  
Matthew S. Ellman ◽  
Ruhi R. Shariff ◽  
Christopher A. Jones ◽  
Kate Tindall ◽  
...  
Keyword(s):  
Palliative Care ◽  
Medical Student ◽  
Medical Students ◽  
The United States ◽  
Lessons Learned ◽  
Clinical Experiences ◽  
Medical Centers ◽  
Academic Medical ◽  
Patient’S Experience ◽  
Fourth Year Medical Students

Background: The medical student experience of a clinical elective in palliative care (PC) remains understudied. Reflective narrative interventions can help students hone narrative competency skills, make sense of their clinical experiences and shed light on their perception of the rotation. Objectives: To evaluate medical student written reflections after a PC clinical elective. Design: Students were asked to write a short reflective essay after PC clinical electives using open-ended writing prompts. Setting: Essays were collected from third and fourth-year medical students after completion of a PC elective at three geographically diverse academic medical centers in the United States. Measurements: Essays were coded for themes using a conventional content qualitative method of analysis. Results: Thirty-four essays were analyzed and four major themes emerged: reflection on the mission of medicine or motivation for being in medicine, reflection on professional skills or lessons learned, reflection on patient’s experience and personal responses to PC rotation. Sub-themes were also identified. Conclusions: Themes underscore the utility of the PC clinical elective as a meaningful experience that imparts useful skills, builds empathy, reminds students of their own motivations for being in medicine and serves as a catalyst for reflection on their own lives and relationships with their patients. Awareness of medical students’ personal and emotional responses to a PC elective can help inform educators as they support their students and provide opportunities for reflection and education.

Medical Students and Global Surgery Efforts at Academic Medical Centers

2019 ◽  
Vol 145 (7) ◽  
pp. 690
Author(s):  
Dillan F. Villavisanis ◽  
Stephen M. Trinidad ◽  
Linda P. Zhang
Keyword(s):  
Medical Students ◽  
Global Surgery ◽  
Academic Medical Centers ◽  
Medical Centers ◽  
Academic Medical

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 The International Journal of Medical Students, a Platform for Medical Student Research Worldwide

2013 ◽  
Vol 1 (1) ◽  
pp. 6-7
Author(s):  
Juliana Bonilla-Velez ◽  
Americo Peña-Oscuvilca ◽  
Ilyas Sahin ◽  
Whitney S. Cordoba-Grueso ◽  
Martin E. Fernandez-Zapico
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Student Research ◽  
Medical Student Research

N/A

Eight Years’ Experience With a Radiology-Sponsored Medical Student Research Fellowship Program

2019 ◽  
Vol 16 (2) ◽  
pp. 224-227
Author(s):  
Ron C. Gaba ◽  
R. Peter Lokken ◽  
Jack Zwanziger ◽  
Jorge A. Girotti ◽  
Charles E. Ray ◽  
...  
Keyword(s):  
Medical Student ◽  
Fellowship Program ◽  
Student Research ◽  
Medical Student Research ◽  
Research Fellowship

Abstracts of the 3rd Annual Canadian National Medical Student Research Symposium

2011 ◽  
Vol 34 (6) ◽  
pp. 2
Author(s):  
_ CNMRSRS
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Student Research ◽  
Medical Student Research ◽  
National Medical ◽  
University Of Manitoba ◽  
The University

Abstracts of the 3rd Annual Canadian National Medical Student Research Symposium The CNMSRS has become one of the largest Canadian conferences dedicated to medical student research. Tthese abstracts represent the breadth and depth of research performed by medical students in Canada. The 3rd annual CNMSRS took place at the University of Manitoba on June 7-9th, 2011.

scholarly journals Training medical educators to teach: bridging the gap between perception and reality

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Alison Trainor ◽  
Jeremy B. Richards
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Best Practices ◽  
Curriculum Design ◽  
Healthcare Providers ◽  
Policy Research ◽  
Educational Interventions ◽  
Academic Medical Centers ◽  
Medical Centers ◽  
Academic Medical

AbstractTeaching is a core expectation of physicians in academic hospitals and academic medical centers, but best practices for training physicians to teach have not been established. There is significant variability in how physicians are trained to teach medical students and residents across the world, and between Israeli hospitals. In an article published earlier this year in the Israel Journal of Health Policy Research, Nothman and colleagues describe a survey of 245 Israeli physicians in departments of internal medicine, pediatrics, and obstetrics and gynecology, at four different faculties of medicine across Israel. The majority of Israeli physicians responding to this survey reported receiving minimal training to teach, with only 35% receiving any training focused on medical education skills, most (55%) receiving training of only 1–2 days duration. In addition, the physicians surveyed perceived their training as inadequate and not aligned with their self-perceived educational needs. Furthermore, the respondents felt strongly that “compensation and appreciation” for medical education was less than for those involved in research. Despite the general lack of training in teaching skills and the perception that teaching physicians are less valued than researchers, survey respondents rated themselves as highly confident in most domains of medical education. In this context, this commentary reviews the disconnect between the general perception that all physicians can and should engage in teaching in the clinical setting with the well-described observation that competence in medical education requires dedicated and longitudinal training. Leveraging best practices in curriculum design by aligning educational interventions for teaching physicians with their self-perceived needs is discussed, and models for dedicated faculty development strategies for teaching medical education skills to physicians are reviewed. Finally, the importance of and potential strategies for assessing teaching physicians’ effectiveness in Israel and elsewhere are considered as a means to address these physicians’ perception that they are not as valued as researchers. Understanding teaching physicians’ perspectives on and motivations for training medical students and residents is critical for supporting the frontline teaching faculty who educate future healthcare providers at the bedside in medical schools, hospitals, and academic medical centers in Israel and beyond.

Developing leadership in women’s health research

2020 ◽  
Vol 33 (3) ◽  
pp. 235-245
Author(s):  
Hillary R. Bogner ◽  
Stephanie Abbuhl ◽  
Lucy Wolf Tuton ◽  
Bridget Dougherty ◽  
Diana Zarowin ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Women’S Health ◽  
Women's Health ◽  
Research Training ◽  
Student Research ◽  
Research Project ◽  
Content Type ◽  
Medical Student Research ◽  
Gender Based

Purpose Recruiting medical students into women’s health and gender-based medical research is important internationally. Medical student research training is critical for developing future women’s health leaders who are adept at conducting high-impact research. This paper aims to describe a six-month medical student research fellowship in women’s health in terms of fellowship recipients’ publications related to their research project and future academic careers. Design/methodology/approach Targeted searches of fellowship recipients and their fellowship mentors were conducted in PubMed and Scopus from 2001–2017. Prior student fellows were also e-mailed and called to assess whether they held academic positions. Findings Since 2001, funds have been secured to support a total of 83 students (69 women, 14 men) in a mentored research experience in women’s health and gender-based medicine. In total, 48 out of the 83 (57.8%) medical student fellowship recipients published at least one peer-reviewed research paper or scientific review related to their research project. Of the 50 prior recipients with a least five years of follow-up data (41 women, 9 men), 26 (52%) were in academic careers. Research limitations/implications Because this is an observational study and only medical students interested in women’s health applied to be a student fellow, there is an inability to infer causality. Practical implications Following completion of the medical student research training fellowship in women’s health, more than half of recipients published in peer-reviewed medical journals on their research project. Originality/value This study explores the association of an innovative medical student experience in women’s health research on subsequent fellowship-related publications and career outcomes, contributing to the body of knowledge on the influence of a mentored research leadership program for medical students on academic professional development.

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