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

BMC Medical Education

Research

Murat Aksoy¹  Aziz U. R. Asghar²  Heidi A. Baseler³  Alison I. Graham⁴ 

[1] Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, HU6 7RX, Hull, UK;Centre for Anatomical and Human Sciences, Hull York Medical School, University of Hull, HU6 7RX, Hull, UK;Experimental Medicine and Biomedicine, Hull York Medical School, University of Hull, HU6 7RX, Hull, UK;York Biomedical Research Institute, University of York, YO10 5DD, York, UK;Experimental Medicine and Biomedicine, Hull York Medical School, University of Hull, HU6 7RX, Hull, UK;Department of Psychology, University of York, YO10 5DD, York, UK;York Biomedical Research Institute, University of York, YO10 5DD, York, UK;Experimental Medicine and Biomedicine, Hull York Medical School, University of Hull, HU6 7RX, Hull, UK;Health Professions Education Unit, Hull York Medical School, University of York, YO10 5DD, York, UK;

关键词: Student engagement;    Research skills;    Online teaching;    Teaching format;    Medical school;    Research study;   

DOI  :  10.1186/s12909-023-04781-5

 received in 2023-03-03, accepted in 2023-10-16,  发布年份 2023

来源: Springer

【 摘 要 】

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.

【 授权许可】

CC BY   
© The Author(s) 2023

【 图 表 】

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