Presentation Description
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
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.
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:
- Explore contexts of research skills development – what is the focus for different medical programs? Does this differ across countries?
- Explore the research skills curriculum – what do graduates need to know?
- Explore the assessment practices for research education programs.
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.
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)
- 1. Laidlaw, A., et al., Developing research skills in medical students: AMEE Guide No 69. Med Teach, 2012. 34.
- 2. Watson, H. R and Burr, S. Research skills in medical education. MedEdPublish, 2018. 7:151.
- 3. Lee, M.G.Y., W.C.Y. Hu, and J.L.C. Bilszta, Determining expected research skills of medical students on graduation: a systematic review. Medical Science Educator, 2020. 30.