Curriculum initiatives to enhance research skills acquisition by medical students: a scoping review

Background Although it is accepted that providing medical students with opportunities to engage in research activity is beneficial, little data has been collated on how medical degree curricula may address this issue. This review aims to address this knowledge gap by conducting a scoping review examining curriculum initiatives that seek to enhance research experience for medical students. Methods This review looks to specifically look at ’doing research’ as defined by the MEDINE 2 consensus rather than ‘using research’ for the bachelor component of the Bologna Cycle. The framework developed by Arksey & O’Malley was utilised and a consultation with stakeholders was incorporated to clarify and enhance the framework. Results A total of 120 articles were included in this scoping review; 26 related to intercalated degree options and 94 to non-intercalated degree options. Research initiatives from the United States were most common (53/120 articles). For non-intercalated research options, mandatory and elective research projects predominated. The included studies were heterogeneous in their methodology. The main outcomes reported were student research output, description of curriculum initiative(s) and self-reported research skills acquisition. For intercalated degree options, the three main findings were descriptions of more ‘novel’ intercalated degree options than the traditional BSc, student perspectives on intercalating and the effect of intercalating on medical student performance and careers. Conclusions There are several options available to faculty involved in planning medical degree programmes but further research is needed to determine whether research activity should be optional or mandatory. For now, flexibility is probably appropriate depending on a medical school’s resources, curriculum, educational culture and population needs.

Curriculum Initiatives to Enhance Research Skills Acquisition by Medical Students: A Scoping Review of the Literature

Background: Although it is accepted that providing medical students with opportunities to engage in research activity is beneficial, little data has been collated on how medical degree curricula may address this issue. This review aims to address this knowledge gap by conducting a scoping review examining curriculum initiatives that seek to enhance research experience for medical students.Methods: This review looks to specifically look at ’doing research’ as defined by the MEDINE 2 consensus rather than ‘using research’ for the bachelor component of the Bologna Cycle. The five-stage framework developed by Arksey & O’Malley was utilised.Results: Ultimately, 120 articles were included in this scoping review; 26 related to intercalated degree options and 94 to non-intercalated degree options. Research initiatives from the United States were most featured (53/120 articles). For non-intercalated research options, mandatory and elective research projects predominated. The included studies were heterogeneous in their methodology. The main outcomes reported were student research output, description of the curriculum initiative(s) and self-reported research skills acquisition. For the intercalated degree options, the three main findings were descriptions of more ‘novel’ intercalated degree options than the traditional BSc, student perspectives on intercalating and the effect of intercalating on medical student performance and careers. Conclusion: There are a number of options available to faculty involved in planning medical degree programmes but further research is needed to determine whether research activity should be optional or mandatory. For now, flexibility is probably appropriate depending on a medical school’s resources, curriculum, educational culture and population needs.

Effect of medical school attended on the chances of successfully embarking on a clinical-academic career in the UK

Purpose of the studyThis study aimed to investigate whether, in the UK, medical school attended influences the propensity to apply to and be successful in obtaining an offer from the Academic Foundation Programme (AFP), thus taking the first step to embarking on a clinical-academic career.Study designA retrospective observational study was performed. Using the UK Foundation Programme’s yearly statistical report data, mean application rates to, and mean offer rates from the AFP were calculated by medical school, between the years 2017–2019. Mean application and mean offer rates were subsequently correlated with metrics of medical school academic performance and research focus.ResultsMean application rates to the AFP were higher in medical schools that had a mandatory intercalated degree as part of the undergraduate medical curriculum (mean=33.99%, SD=13.93 vs mean=19.44%, SD=6.88, p<0.001), lower numerical rank in the Times Higher Education 2019 World Rankings (correlation with higher numerical rank, r=−0.50, p=0.004), and lower numerical rank in the Research Excellence Framework 2014 UK rankings (correlation with higher numerical rank, r=−0.37, p=0.004). Mean offer rates from the AFP were not correlated with any metric of medical school academic performance or research focus.ConclusionsStudents attending a medical school with greater academic performance and research focus are more likely to apply and subsequently embark on a clinical-academic career. However, students wishing to embark a clinical-academic career from any medical school have an equal chance of success.

Training tomorrow’s doctors: the impact of a Student Selected Component in Global Health during medical school

Background Several reports highlight the importance of global health education (GHE) for training tomorrow’s doctors. In 2006, Newcastle University Medical School developed a Student Selected Component (SSC) in Global Health, which has since become increasingly popular. We followed up students who have undertaken the SSC in Global Health to assess the impact on their experience as practising clinicians and postgraduate career development. Methods We developed an electronic survey including questions about speciality choice, postgraduate qualifications, extracurricular activity and international work. Surveys were sent to 72 SSC participants identified between 2006–2017 through the Newcastle University Alumni and Supporters network and social media. Results Surveys were returned by 37 (51%) SSC participants; 25 (71%) and 16 (46%) believed the SSC had influenced their clinical practice and career choice respectively. Twenty-two (60%) obtained an intercalated degree programme, of whom nine (24.3%) did a Masters programme specifically in Global Health and four (10.8%) and two (5.4%) completed a Masters degree in Epidemiology and Control of Infectious Diseases respectively, both key themes within GHE. Four (11%) undertook and ten (29%) were considering postgraduate study related to global health, of whom three (8.6%) specified undertaking a Diploma in Tropical Medicine and Hygiene (DTM&H) and one (2.9%) studying a Masters degree in Public Health. Five (14%) had and 19 (54%) were planning to work abroad, with most referring to work in humanitarian or low resource settings and GHE programmes. Conclusions Participation in an SSC in Global Health may affect significant positive change in student’s clinical practice and help inform academic and clinical career choice. Whilst a causative relationship cannot be inferred, the experience may support or increase the pursuit of further global health opportunities including additional qualifications, research and international health work. Medical schools that endeavour to produce graduates motivated to tackle the global health challenges of our society should champion comprehensive global health modules for students.

Effect of an intercalated research degree on general practice careers: a matched cohort study

ABSTRACT INTRODUCTIONIntercalated degrees are one of the most focused undergraduate research training activities offered to medical students worldwide. The effect of intercalating on actual career choices has not been previously investigated. AIMTo examine the effect of obtaining an intercalated research degree on choosing general practice as a career. METHODSThis was a retrospective, matched cohort study of intercalating students at the University of Otago, New Zealand (1995–2008). Medical students who completed the intercalated Bachelor of Medical Sciences with Honours, BMedSc(Hons), degree were retrospectively identified. Gender- and graduation year-matched controls were identified from a publicly available graduate database in a 1:1 ratio. MEDLINE® and Google Scholar-indexed publications resulting from BMedSc(Hons) projects were determined using standardised search criteria. Speciality choice was obtained from online lists of registered doctors. RESULTSOver the 14-year period, 99 (3.9%) students completed an intercalated degree with a publication rate of 36.4%. Of these, 42 (42.4%) were female and over two-thirds (68.7%) of projects were laboratory-based. The median follow-up period after graduation was 14 years (range 7.7–21.7 years). The congruence between students’ BMedSc(Hons) research subject area and clinical speciality was 9.1%. Sixteen (16.2%) intercalating students chose general practice as a career, whereas 83 (83.8%) chose 19 different hospital-based specialties. Compared to controls, students who completed an intercalated degree were significantly less likely to pursue a career in general practice (odds ratio 0.37; 95% confidence interval=0.18 – 0.77; P=0.007). DISCUSSIONThe present study findings suggest that completing an intercalated degree is associated with lower odds of pursuing a career in general practice. Future research should explore reasons for this observation to help develop strategies to promote primary care and general practice careers among medical graduates, including those interested in research careers.

Would you do it again? A qualitative study of student and supervisor perceptions of an intercalated MBChB/PhD programme

Background Several studies have warned about the diminishing physician-scientist breed. Limited studies, however, have attempted to assess what factors (if any) enhanced or hindered the experience of trainee physician-scientists and their supervisors. Using Vroom’s expectancy theory as a conceptual framework, we explored the highlights, motivations and barriers of an intercalated MBChB/PhD programme as experienced by students of the programme and their supervisors. Methods Previous and current students of the MBChB/PhD programme at the University of Otago, and their supervisors, were invited to provide comments on the programme. Data were analysed using a general inductive approach which involved coding responses, and grouping codes into common themes via an iterative process. A deductive approach was used to interpret the themes and relate them to Vroom’s expectancy theory. Results A total of 22 students (88% response rate) and 36 supervisors (58.3% response rate) responded to our survey. Three themes were identified through the analysis of the students’ responses. These were: motives for undertaking the intercalated degree, effect on career development, and perceived barriers. Supervisors’ survey yielded two themes: characteristics of successful students, and optimising the intercalated programme. Conclusions The current study sheds light on the successes and challenges of an intercalated MBChB/PhD programme by considering the views of those most involved. Whereas the combined programme has its advantages for student research and career development, extending the research-time may be worthwhile. Further studies involving a larger cohort of intercalating students and their supervisors may allow for extrapolation of data to address these concerns.

Intercalated degrees and special study modules

Chapter 5 outlines the key considerations for every medical student considering undertaking an intercalated degree. Intercalated degrees offer the opportunity for each medical student to gain a further stand-alone degree in the course of their medical training. This chapter outlines the difference experiences on offer as part of an intercalated degree: from laboratory-based research to involvement in clinical studies, projects relating to healthcare policy, economics, and public or global health, and may involve work undertaken abroad or at another medical school or institution. This chapter systematically outlines the pros and cons of undertaking an intercalated degree. Furthermore, advice on how to choose a project and supervisor and tips on how to get the most out of your time during this year are outlined. Presenting and publishing research are key academic skills which enhance your academic record but also present opportunities for further understanding your research and may foster collaboration with other research groups. This chapter presents tips on how to present research (both poster and oral presentation), abstract writing, poster design, and advice on strategies to ensure your research gets published in the peer-reviewed academic literature. An overview of statistics, including the basic language used in statistics, is provided.

Making decisions

Chapter 53 outlines the importance of early career decisions at medical school and career destinations. Choosing a specialty is a preoccupation of every medical student: keeping an open mind while experiencing what is on offer is important, and yet some early career decisions can focus the CV towards a career goal. This chapter offers advice on how to manage this decision-making process and where to find out more information. In particular, the selection of base hospital, student-selected components, medical elective, intercalated degree, project option/research placement, and entry for prizes are examples of choices facing each medical student for which advice is offered. Career decision tools are available which may help an individual to understand their working preferences/styles and how these may map to a given specialty. An approach to considering personality traits and job traits is outlined which may assist with decision-making. Choosing a career is an exciting process and one that you will justify to many medical students, friends, and colleagues in the future. A plethora of helpful resources are listed at the end of this chapter to help you in making this important decision.