Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic, Cleveland, Ohio 44195, USA.
Acad Med. 2010 Mar;85(3):438-52. doi: 10.1097/ACM.0b013e3181cccbd4.
Scholarly concentrations (SCs) are elective or required curricular experiences that give students opportunities to study subjects in-depth beyond the conventional medical curriculum and require them to complete an independent scholarly project. This literature review explores the question, "What impact do SC programs have on medical students?"
In 2008, the authors retrieved published articles using Medline, ERIC, and PsycINFO electronic databases and scanned reference lists to locate additional citations. They extracted data from selected articles using a structured form and used Kirkpatrick's evaluation model to organize learner outcomes into four categories: reactions, learning, behavior, and results.
Of 1,640 citations, 82 full-text papers were considered, and 39 studies met inclusion criteria. Most articles described SC programs that offered students research opportunities. Fourteen articles provided evidence that SC experiences influenced students' choice of clinical specialty or fostered their interest in research. Eight articles reported that SCs improved students' understanding of research principles and methods. Nineteen articles reported publications and presentations to document students' ability to apply acquired knowledge and skills. Twelve studies confirmed the entry of SC graduates into academic medicine with continued engagement in research or success in obtaining grant funding. Students' criticisms focused on requiring research during clinical training and the effort needed to complete scholarly projects.
The diversity of articles and variable results prevent definitive conclusions about the value of SCs. Findings suggest several implications for future SC program evaluations and educational research. The authors advocate increased rigor in evaluation designs to demonstrate SCs' true impact.
学术集中（SCs）是选修或必修的课程体验，让学生有机会在传统医学课程之外深入研究学科，并要求他们完成独立的学术项目。本文献综述探讨了这样一个问题：“SCs 项目对医学生有什么影响？”
2008 年，作者使用 Medline、ERIC 和 PsycINFO 电子数据库检索已发表的文章，并扫描参考文献列表以找到其他引文。他们使用结构化表格从选定的文章中提取数据，并使用 Kirkpatrick 的评估模型将学习者的结果组织成四个类别：反应、学习、行为和结果。
在 1640 条引文中，有 82 篇全文论文被考虑，其中 39 项研究符合纳入标准。大多数文章描述了为学生提供研究机会的SCs 计划。有 14 篇文章提供了证据表明 SC 经历影响了学生对临床专业的选择，或培养了他们对研究的兴趣。有 8 篇文章报告说，SCs 提高了学生对研究原则和方法的理解。有 19 篇文章报告了出版物和演讲，以证明学生能够应用所学知识和技能。有 12 项研究证实了 SC 毕业生进入学术医学领域，继续从事研究或成功获得资助。学生的批评集中在要求在临床培训期间进行研究以及完成学术项目所需的努力上。
文章的多样性和结果的可变性使得无法对SCs 的价值做出明确的结论。研究结果对未来的 SC 项目评估和教育研究提出了一些启示。作者主张在评估设计中增加严谨性，以展示SCs 的真正影响。
