Lee Gabriel Sheng Jie, Chin Yip Han, Jiang Aimei Amy, Mg Cheng Han, Nistala Kameswara Rishi Yeshayahu, Iyer Shridhar Ganpathi, Lee Shuh Shing, Chong Choon Seng, Samarasekera Dujeepa D
Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.
Division of Hepatobiliary & Pancreatic Surgery, Department of Surgery, National University Hospital, Singapore, Singapore.
Med Sci Educ. 2021 Jan 8;31(2):945-962. doi: 10.1007/s40670-020-01183-w. eCollection 2021 Apr.
Research literacy remains important for equipping clinicians with the analytical skills to tackle an ever-evolving medical landscape and maintain an evidence-based approach when treating patients. While the role of research in medical education has been justified and established, the nuances involving modes of instruction and relevant outcomes for students have yet to be analyzed. Institutions acknowledge an increasing need to dedicate time and resources towards educating medical undergraduates on research but have individually implemented different pedagogies over differing lengths of time.
While individual studies have evaluated the efficacy of these curricula, the evaluations of educational methods and curriculum design have not been reviewed systematically. This study thereby aims to perform a systematic review of studies incorporating research into the undergraduate medical curriculum, to provide insights on various pedagogies utilized to educate medical students on research.
Studies predominantly described two major components of research curricula-(1) imparting basic research skills and the (2) longitudinal application of research skills. Studies were assessed according to the 4-level Kirkpatrick model for evaluation. Programs that spanned minimally an academic year had the greatest proportion of level 3 outcomes (50%). One study observed a level 4 outcome by assessing the post-intervention effects on participants. Studies primarily highlighted a shortage of time (53%), resulting in inadequate coverage of content.
This study highlighted the value in long-term programs that support students in acquiring research skills, by providing appropriate mentors, resources, and guidance to facilitate their learning. The Dreyfus model of skill acquisition underscored the importance of tailoring educational interventions to allow students with varying experience to develop their skills. There is still room for further investigation of multiple factors such as duration of intervention, student voluntariness, and participants' prior research experience. Nevertheless, it stands that mentoring is a crucial aspect of curricula that has allowed studies to achieve level 3 Kirkpatrick outcomes and engender enduring changes in students.
The online version contains supplementary material available at 10.1007/s40670-020-01183-w.
科研素养对于培养临床医生的分析技能至关重要，使其能够应对不断变化的医学形势，并在治疗患者时保持循证医学的方法。虽然科研在医学教育中的作用已得到论证和确立，但涉及教学模式和学生相关成果的细微差别仍有待分析。各院校认识到越来越需要投入时间和资源来培养医学本科生的科研能力，但在不同的时间段内各自采用了不同的教学方法。
虽然个别研究评估了这些课程的效果，但对教育方法和课程设计的评估尚未进行系统的综述。因此，本研究旨在对将科研纳入本科医学课程的研究进行系统综述，以深入了解用于培养医学生科研能力的各种教学方法。
研究主要描述了科研课程的两个主要组成部分——（1）传授基础科研技能和（2）科研技能的纵向应用。根据四级柯克帕特里克评估模型对研究进行评估。跨度至少为一学年的课程中，三级成果的比例最高（50%）。一项研究通过评估干预后对参与者的影响观察到了四级成果。研究主要强调时间不足（53%），导致内容覆盖不充分。
本研究强调了长期项目的价值，这些项目通过提供合适的导师、资源和指导来支持学生获得科研技能，以促进他们的学习。德雷福斯技能获取模型强调了调整教育干预措施的重要性，以便让经验不同的学生发展他们的技能。对于干预持续时间、学生自愿性和参与者先前的科研经验等多个因素仍有进一步研究的空间。然而，有一点是明确的，即指导是课程的一个关键方面，它使研究能够达到柯克帕特里克三级成果，并在学生中产生持久的变化。
在线版本包含可在10.1007/s40670-020-01183-w获取的补充材料。
