ArticleMedical science educator2020
Determining Expected Research Skills of Medical Students on Graduation: a Systematic Review.
Article in Medical science educator, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
What it found
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Who cites it
15 citing papers in PubMed.
- Core, Evidence Application, Research (CEAR): a Theory to Frame Separate Skills for Evidence-Based Practice and Research in Medical Education.Medical science educator · 2026Article
- Research Participation and Training Needs Among Medical Experimental Technology Undergraduates: Evidence from a Chinese Medical University.Advances in medical education and practice · 2026Article
- Investigation of the Research Competence of Applicants Enrolling into Doctoral Programs in Healthcare Professions: A Cross-Sectional Study.Advances in medical education and practice · 2026Article
- A Qualitative Analysis of Letters to Successors to Evaluate Medical Students' Experience of a Mandatory Research Project.Medical science educator · 2025Article
- Motivations to conduct research and burnout in medical education: a mixed methods study of students and residents.Canadian medical education journal · 2025Article
- Skills, perception on barriers, and motivation in conducting research in Thai medical students.BMC medical education · 2025Article
- Extracurricular activities in medical education: an integrative literature review.BMC medical education · 2023Review
- Are medical students interested in research? - students' attitudes towards research.Annals of medicine · 2022Article
- Evidence-Based Practice in Medical Education: Mapping a Research and Critical Analysis Program Against the Sicily Statement.Medical science educator · 2022Article
- Factors Determining Medical Students' Experience in an Independent Research Year During the Medical Program.Medical science educator · 2021Article
- Response to: Comment on: "Determining expected research skills of medical students on graduation: a systematic review", to Medical Science Educator.Medical science educator · 2021Article
- Comment on: "Determining expected research skills of medical students on graduation: a systematic review".Medical science educator · 2021Article
- Quality Versus Quantity: Using Scholarly Activity to Assess Otolaryngology Residency Candidates.OTO openArticle
- Self-Assessment of Medical Ethics and Professionalism: Comparison Between Preclinical and Clinical Medical Students.Journal of medical education and curricular developmentArticle
- Short-Term Training with Basic Science Research Literature Advances Medical Students' Skills for Adaptive Expertise.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundGlobal interest in research skills in undergraduate medical education is growing. There is no consensus regarding expected research skills of medical students on graduation. We conducted a systematic review to determine the aims and intended learning outcomes (ILOs) of mandatory research components of undergraduate medical curricula incorporating the teaching, assessment, and evaluation methods of these programs.
methodsUsing the PRISMA protocol, MEDLINE and ERIC databases were searched with keywords related to "medical student research programs" for relevant articles published up until February 2020. Thematic analysis was conducted according to student experience/reactions, mentoring/career development, and knowledge/skill development.
resultsOf 4880 citations, 41 studies from 30 institutions met the inclusion criteria. Programs were project-based in 24 (80%) and coursework only-based in 6 (20%). Program aims/ILOs were stated in 24 programs (80%). Twenty-seven different aims/ILOs were identified: 19 focused on knowledge/skill development, 4 on experience/reactions, and 4 on mentoring/career development. Project-based programs aimed to provide an in-depth research experience, foster/increase research skills, and critically appraise scientific literature. Coursework-based programs aimed to foster/apply analytical skills for decision-making in healthcare and critically appraise scientific literature. Reporting of interventions was often incomplete, short term, and single institution. There was poor alignment between aims, teaching, assessment, and evaluation methods in most.
conclusionsThe diversity of teaching programs highlights challenges in defining core competencies in research skills for medical graduates. Incomplete reporting limits the evidence for effective research skills education; we recommend those designing and reporting educational interventions adopt recognized educational reporting criteria when describing their findings. Whether students learn by "doing", "proposing to do", or "critiquing", good curriculum design requires constructive alignment between teaching, assessment, and evaluation methods, aims, and outcomes. Peer-reviewed publications and presentations only evaluate one aspect of the student research experience.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.