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Tytuł:
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Guiding Preclinical Medical Students in Finding, Synthesizing, and Communicating Translational Basic Research Literature: Roles for Basic Science Research Mentors.
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Autorzy:
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Maxwell SA; S.A. Maxwell is associate professor, Department of Molecular and Cellular Medicine, Texas A&M University College of Medicine, Bryan, Texas.
Fuchs-Young R; R. Fuchs-Young is professor, Department of Molecular and Cellular Medicine, Texas A&M University College of Medicine, Bryan, Texas.
Wells GB; G.B. Wells is associate professor, Department of Molecular and Cellular Medicine, Texas A&M University College of Medicine, College Station, Texas.
Kapler GM; G.M. Kapler is professor, Department of Molecular and Cellular Medicine, Texas A&M University College of Medicine, Bryan, Texas.
Conover GM; G.M. Conover is instructional assistant professor, Department of Medical Education, Texas A&M University College of Medicine, Bryan, Texas.
Green S; S. Green is instructional associate professor and Bryan Campus librarian, Medical Sciences Library, Texas A&M University, College Station, Texas.
Pepper C; C. Pepper is associate professor and regional services coordinator, Medical Sciences Library, Texas A&M University, Austin, Texas.
Gastel B; B. Gastel is professor, Department of Veterinary Integrative Biosciences, Texas A&M University, and Department of Humanities in Medicine, Texas A&M University College of Medicine, College Station, Texas.
Huston DP; D.P. Huston is professor, Department of Microbial Pathogenesis and Immunology, and director, Clinical Science and Translational Research Institute and Academy of Physician Scientists, Texas A&M University College of Medicine, Bryan and Houston, Texas.
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Źródło:
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Academic medicine : journal of the Association of American Medical Colleges [Acad Med] 2022 May 01; Vol. 97 (5), pp. 684-688. Date of Electronic Publication: 2021 Nov 16.
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Typ publikacji:
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Journal Article; Research Support, N.I.H., Extramural
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Język:
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English
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Imprint Name(s):
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Publication: Philadelphia, PA : Published for the Association of American Medical Colleges by Lippincott Williams & Wilkins
Original Publication: [Philadelphia, Pa. : Hanley & Belfus, c1989-
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MeSH Terms:
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Education, Medical, Undergraduate*
Students, Medical*
Humans ; Mentors ; Schools, Medical ; Translational Research, Biomedical
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References:
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Filewod NC, Batt J, Kapus A, et al. Should basic science matter to clinicians? Lancet. 2018;391:410–412.
Fontanarosa PB, Bauchner H. Scientific discovery and the future of medicine. JAMA. 2015;313:145–146.
Liaison Committee on Medical Education. Functions and structure of a medical school: Standards for accreditation of medical education programs leading to the MD degree. For surveys in the 2022-23 academic year. Standards and Elements Effective July 1, 2022. Element 7.3—Scientific method/clinical/translational research. Liaison Committee on Medical Education. https://lcme.org/wp-content/uploads/filebase/standards/2022-23_Functions-and-Structure_2021-10-28.docx . Published October 2021. Accessed November 2, 2021.
Steinberg BE, Goldenberg NM, Fairn GD, Kuebler WM, Slutsky AS, Lee WL. Is basic science disappearing from medicine? The decline of biomedical research in the medical literature. FASEB J. 2016;30:515–518.
Cho KK, Marjadi B, Langendyk V, Hu W. The self-regulated learning of medical students in the clinical environment—A scoping review. BMC Med Educ. 2017;17:112.
Fincher RM, Wallach PM, Richardson WS. Basic science right, not basic science lite: Medical education at a crossroad. J Gen Intern Med. 2009;24:1255–1258.
Grande JP. Training of physicians for the twenty-first century: Role of the basic sciences. Med Teach. 2009;31:802–806.
Kulasegaram KM, Martimianakis MA, Mylopoulos M, Whitehead CR, Woods NN. Cognition before curriculum: Rethinking the integration of basic science and clinical learning. Acad Med. 2013;88:1578–1585.
Finnerty EP, Chauvin S, Bonaminio G, Andrews M, Carroll RG, Pangaro LN. Flexner revisited: The role and value of the basic sciences in medical education. Acad Med. 2010;85:349–355.
Niessen CM, Krieg T. Clinician scientists and PhDs: The need to connect basic research to translational medicine—A personal experience. J Invest Dermatol. 2014;134:295–298.
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Entry Date(s):
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Date Created: 20211118 Date Completed: 20220429 Latest Revision: 20230717
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Update Code:
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20240105
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PubMed Central ID:
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PMC9028289
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DOI:
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10.1097/ACM.0000000000004511
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PMID:
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34789666
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Problem: Understanding and communicating medical advances driven by basic research, and acquiring foundational skills in critically appraising and communicating translational basic research literature that affects patient care, are challenging for medical students to develop.
Approach: The authors developed a mandatory course from 2012 to 2018 at Texas A&M University College of Medicine to address this problem. Medical Student Grand Rounds (MSGR) trains first-year students to find, critically assess, and present primary research literature about self-selected medically relevant topics. With basic science faculty mentoring, students completed milestones culminating in oral presentations. Students learned to search literature databases and then choose a clinical subject using these skills. They outlined the clinical subject area background and a mechanistic research topic into a clinical problem based on deeper evaluation of primary research literature. "Mechanistic" was defined in this context as providing experimental evidence that explained the "how" and "why" underlying clinical manifestations of a disease. Students received evaluations and feedback from mentors about discerning the quality of information and synthesizing information on their topics. Finally, students prepared and gave oral presentations, emphasizing the primary literature on their topics.
Outcomes: In the early stages of the course development, students had difficulty critically assessing and evaluating research literature. Mentored training by research-oriented faculty, however, dramatically improved student perceptions of the MSGR experience. Mentoring helped students develop skills to synthesize ideas from basic research literature. According to grades and self-evaluations, students increased proficiency in finding and interpreting research articles, preparing and delivering presentations, and understanding links among basic and translational research and clinical applications.
Next Steps: The authors plan to survey fourth-year students who have completed MSGR about their perceptions of the course in the context of clinical experiences in medical school to guide future refinements.
(Copyright © 2021 The Author(s). Published by Wolters Kluwer Health, Inc. on behalf of the Association of American Medical Colleges.)
