Evidence map›Paper›PMID 37884936›Full record

ArticleBMC medical education2023

Developing research skills in medical students online using an active research study.

Aziz U R Asghar, Murat Aksoy, Alison I Graham, Heidi A Baseler

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

5 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Aziz U R AsgharCentre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK.ORCID http://orcid.org/0000-0002-3735-4449
Murat AksoyCentre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK.ORCID http://orcid.org/0000-0003-1512-3524
Alison I GrahamExperimental Medicine and Biomedicine, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK.ORCID http://orcid.org/0000-0001-7334-9033
Heidi A BaselerExperimental Medicine and Biomedicine, Hull York Medical School, University of Hull, Hull, HU6 7RX, UK. heidi.baseler@hyms.ac.uk.ORCID http://orcid.org/0000-0003-0995-8453

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundDeveloping research skills and scholarship are key components of medical education. The COVID-19 pandemic necessitated that all teaching be delivered online. We introduced an approach to small group teaching in the academic year 2020-2021 online which involved students in an active (ongoing) research study to develop their research skills.

methodsWe acquired student feedback to evaluate their perspectives quantitatively on development of research and scholarship skills, teaching content and format, and tutor performance using this teaching approach. In addition, we captured free text responses from both students and tutors on the positives and negatives of our course, and their suggested improvements. We also compared summative assessment marks for the online/active research course (2020-2021) with those obtained from previous (2017-2019) and subsequent (2021-2023) teaching sessions.

resultsStudents were largely positive about most aspects of the online course utilising an active research study (n = 13). Students agreed that they were able to acquire research skills, particularly related to data analysis, transferable skills, and giving scientific presentations. A one-way ANOVA revealed no significant difference for assessment marks across all five teaching years (two years prior and two years following the online/active research course), indicating that the course achieved the learning outcomes. Students enjoyed the convenience of online teaching and the availability of course resources, but least liked the lack of in-person interaction and laboratory training. Tutors enjoyed the collaborative aspects of online teaching, but least liked the lack of face-to-face interactions with students.

conclusionsOur study demonstrates that delivering online teaching which involves students in active research engages and motivates them to develop their research and scholarship skills. We recommend that educators consider incorporating a current research study in their undergraduate courses as this can enhance the student learning experience as well as the research project itself.

Indexed as

Education, Medical, UndergraduateStudents, MedicalCurriculumHumansLearningPandemicsTeachingMedical schoolOnline teachingResearch skillsResearch studyStudent engagementTeaching format

Identifiers

PMID37884936
PMCPMC10605271

What OpenQuestion holds

Textmetadata
LicenceCC BY
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Registered trials

None linked

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.