Joanne Hart¹
Di Eley², Riitta Moller³, Wendy Hu⁴, Luke Finck⁵ and Christopher Williams⁵
1 University of Sydney, School of Medicine
2 The University of Queensland
3 Karolinska Institutet
4 Western Sydney University, School of Medicine
5 Vanderbilt University School of Medicine

Background
The development of research skills throughout the medical curriculum is globally acknowledged as fundamental to the practice of health professionals [1]. Such skills are not confined to the production of research outputs but are integral to the application of evidence- based practice [2]. A medical graduate is expected to have sufficient research competency to inform their professional practice. Worldwide, there is a diversity in how these research skills are integrated and assessed within medical programs, raising questions about the uniformity of research skill levels expected upon graduation [3]. This variability prompts an exploration of overarching research education learning objectives and how these are mapped to learning and assessment activities throughout the degree. 

This workshop will delve into the scope of teaching research skills within health profession curricula across various regions, including Australia, Sweden, and the USA. Discussions will cover a comparison of educational models, pedagogical strategies, and evaluative methods that aim to equip students with the necessary research skills upon their graduation. 

Why is the topic important for research and / or practice?
Medical schools worldwide lack a standardized core research curriculum. Given that graduates often seek post-graduate training abroad, it's vital to standardise research education. This could lead to globally recognised benchmarks for research and clinical competencies. 

Workshop format, including participant engagement methods. 

The workshop will be highly interactive. Each facilitator will introduce how research fits within their overall curriculum how it is assessed both at their particular institution and more generally in their country. 

This will be followed by a series of discussion starters and/or questions around the pros and cons of each as well as the similarities and differences between countries. 

Each facilitator will lead groups of participants to discuss their medical school context, the research skill curriculum and share their experiences of assessing research skills. 

Three main topics will be investigated: 

There will be some flexibility about the topics depending on participant interests. 

Take-home messages
Through discussing international methodologies for teaching research curricula and their assessment, attendees can develop a deeper understanding of navigating research education and its assessment in diverse educational settings. This workshop aims to spark global dialogue and partnership on this important subject. 

References (maximum three) 

Joanne Hart¹
Di Eley², Riitta Moller³, Patrick Hu⁴ and Stephanie Moore-Lotridge⁴
1 University of Sydney, School of Medicine
2 The University of Queensland
3 Karolinska Institutet
4 Vanderbilt University School of Medicine 

Background
The importance of evidence-based practice underpinned by research principles is accepted internationally as essential and standard in medical programs. Graduates in medicine and health professions are expected to employ evidence-based skills in their practice and be, at minimum, research literate to do so. Indeed, this topic has been the subject of an AMEE guide; “Developing research skills in medical students: AMEE Guide No. 69”.1 There are various models delivering research skills content in the wider curricula though it is acknowledged as being unclear what research skills, and the depth of these skills, are expected at graduation. This lack of clarity invites a variety of taught skills and likewise the assessment of same across medical schools globally.2,3 This workshop will explore the range and depth of research skills taught and approaches to their assessment across three countries, Australia, Sweden and the USA. 

Why is the topic important for research and / or practice?
The acknowledged challenge is that a set curriculum of research skills is lacking across medical schools, and while this is understandable on an international scale it also occurs locally. This topic is important because it will contribute to an international awareness of what research skills are considered key for equipping students for practice and may lead to an international core research curriculum and benchmarking appropriate assessment methods, research, and generic skills. 

Workshop format
The workshop will be highly interactive. Each facilitator will introduce how research fits within their overall curriculum how it is assessed both at their particular institution and more generally in their country. 

This will be followed by a series of discussion starters and/or questions around the pros and cons of each as well as the similarities and differences between countries. 

Each facilitator will lead groups of participants to discuss their medical school context, the research skill curriculum and share their experiences of assessing research skills. 

The main topics to be investigated: 

There will be some flexibility about the topics depending on participant interests. Who should participate? 

Students of all medical and health science degrees interested in research and how research skill development is taught and assessed. 

Level of workshop:
Intermediate 

Take-home messages and workshop outcomes
By sharing the various research curricula, its assessment, from different countries, participants may gain a greater appreciation of how to deal with the complexities of research education and its assessment within their own learning and teaching environment. We aim for this workshop to initiate an international discussion and collaboration on this important topic. 

References (maximum three)
Up to three references