Dataset Information

A Medical Pedagogy Reform by Integration of Biomedical Research into the Clinical Medicine Program.

ABSTRACT:

Purpose

The objective of this study is to assess the effectiveness of integrating research-based biomedical sciences into a clinical medicine program. This reform aims to enable medical students to conduct both clinical and independent research work at an early stage and to consider human disease through a mechanistic and evidence-based perspective.

Method

We designed this innovative medical program using modules that are different from those used in traditional medical programs in both China and Western countries. Thus, in this new program, we incorporated biomedical sciences components including essential theoretical and practical elements, active learning, and research skills training in the first 3 years of a 5-year program. We also offered students opportunities for oral presentation, teamwork, and leadership training.

Results

We find that students are actively engaged in this program and are enthusiastic about medical research, academically competent, and confident at expression and presentation of their data. They demonstrate leadership and teamwork skills that are essential for contemporary medical practice and prepare them by developing these skills at this early stage as they embark on their medical career. We show that students who train through this reformed program perform well at various nationwide and province-wide academic contests and show increased competitiveness in applications onto post-graduate programs.

Conclusion

Overall, we provide evidence that this new program is proving to be successful and is a worthwhile reform establishing a new paradigm for Chinese medical education. Furthermore, we suggest it is a reform that would be of interest to other countries whose medical education is not delivering the desired output of research- and evidence-based-driven doctors.

SUBMITTER: Liu Z

PROVIDER: S-EPMC8368868 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Similar Datasets

Project description:BackgroundResearch programs within medical and dental schools are important vehicles for biomedical and clinical discovery, serving as effective teaching and learning tools by providing situations in which predoctoral students develop problem-solving and critical-thinking skills. Although research programs at many medical and dental schools are well-established, they may not be well integrated into the predoctoral curriculum to effectively support the learning objectives for their students.MethodsA series of structured seminars, incorporating faculty research, was designed for first-year dental students at the University of Nevada, Las Vegas, School of Dental Medicine to reinforce and support the concepts and skills taught in concurrent courses. A structured research enrichment period was also created to facilitate student engagement in active research using faculty and student curricular release time. Course evaluations and surveys were administered to gauge student perceptions of the curricular integration of research, the impact of these seminars on recruitment to the research program, and overall levels of student satisfaction with research enrichment.ResultsThe analysis of course surveys revealed that students perceived the research-containing seminars effectively illustrated concepts, were logically sequenced, and were well-integrated into their curriculum. In addition, analysis of surveys revealed that the Integration Seminar courses motivated students to engage in research enrichment. Finally, this analysis provided evidence that students were very satisfied with their overall learning experience during research enrichment.ConclusionCurricular integration is one method of improving the teaching and learning of complicated and inter-related concepts, providing an opportunity to incorporate research training and objectives into traditionally separate didactic courses. Despite the benefits of curricular integration, finding the most appropriate points of integration, obtaining release time for curricular development and for research engagement, and funding predoctoral student research remain issues to be addressed in ways that reflect the character of the faculty and the goals of each institution.