ePoster
100% Page: /
Presentation Description
Sethapong Lertsakulbunlue1
Anupong Kantiwong1
1 Department of Pharmacology, Phramongkutklao College of Medicine
Anupong Kantiwong1
1 Department of Pharmacology, Phramongkutklao College of Medicine
Background:
Medical research (MR) modules are integrated globally into medical schools [1]. MR is required for Thai residency training and in physicians' career paths. This study utilizes the CIPP-model to assess the MR module's effectiveness for continuing professional development in students' view [2].
Medical research (MR) modules are integrated globally into medical schools [1]. MR is required for Thai residency training and in physicians' career paths. This study utilizes the CIPP-model to assess the MR module's effectiveness for continuing professional development in students' view [2].
Summary of Work:
A mixed-methods survey was conducted. The cross-sectional study included 262 senior medical students and interns graduated from PCM. Data on MR belief were collected using a standardized Likert-scale-questionnaire [3]. A follow-up of eight focused-group-discussions (FGDs) (27 participants) was conducted, exploring their belief on MR module's effectiveness. Finally, the data was input into the CIPP-model.
A mixed-methods survey was conducted. The cross-sectional study included 262 senior medical students and interns graduated from PCM. Data on MR belief were collected using a standardized Likert-scale-questionnaire [3]. A follow-up of eight focused-group-discussions (FGDs) (27 participants) was conducted, exploring their belief on MR module's effectiveness. Finally, the data was input into the CIPP-model.
Results:
CONTEXT: 6FGDs satisfied with the spiral curriculum encompassing statistical analysis and research process learning. However, only 19.1% agreed/strongly agreed research should influence residency criteria.
INPUT:
participants deemed research vital (51.9%) and career-enhancing (72.5%). Teachers and resources strongly supported research (6FGDs), praised the curriculum (5FGDs), and community medicine potential was recognized (4FGDs).
participants deemed research vital (51.9%) and career-enhancing (72.5%). Teachers and resources strongly supported research (6FGDs), praised the curriculum (5FGDs), and community medicine potential was recognized (4FGDs).
PROCESS:
lack of rewards/motivation (56.5%), curriculum overload (64.5%), presence of numerous responsibilities (8FGDs), insufficient promotion of resources (5FGDs) and inflexible curriculum (4FGDs).
lack of rewards/motivation (56.5%), curriculum overload (64.5%), presence of numerous responsibilities (8FGDs), insufficient promotion of resources (5FGDs) and inflexible curriculum (4FGDs).
PRODUCT:
MR serves as an avenue for professional advancement (6 FGDs), with 22.1% and 24.8% having published and presented MR, respectively.
Discussion and conclusions:
Participants consider MR important for career growth but believe it should be optional. A central coordination system linking expert professors with students, encouraging collaboration through genuine interest, which boosts intrinsic motivation. Moreover, to improve research efficiency, a webpage detailing ethical challenges and solutions, informed by senior experiences would be beneficial. Utilizing previous research proposals helps tackle issues, streamline ethical approval processes, and lessen workloads.
Take home message:
Using the CIPP-model to assess the PCM MR module has enhanced its feasibility. For further professional development, consider a study evaluating the MR module among residents and physicians.
References (maximum three)
1. Sobczuk, P., Dziedziak, J., Bierezowicz, N., Kiziak, M., Znajdek, Z., Puchalska, L., Mirowska-Guzel, D., & Cudnoch-Jędrzejewska, A. (2022). Are medical students interested in research? - students' attitudes towards research. Annals of medicine, 54(1), 1538–1547. https://doi.org/10.1080/07853890.2022.2076900
2. Frye, A. W., & Hemmer, P. A. (2012). Program evaluation models and related theories: AMEE guide no. 67. Medical teacher, 34(5), e288–e299. https://doi.org/10.3109/0142159X.2012.668637
3. Lertsakulbunlue, S., Thammasoon, K., Jongcherdchootrakul, K., Sakboonyarat, B., & Kantiwong, A. (2023). Practices, perceptions, attitudes, barriers and motivation and its impacts on research publication. The Asia Pacific Scholar, 8(4), 23–35. https://doi.org/10.29060/TAPS.2023-8-4/OA3006