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Webcast Audio Seminar Series

 

Research Literacy for Health-Professions Students: Promoting Competence in Assessing Evidence-Based Medicine.

The expectation that the practice of medicine be evidence-based compels medical educators to effectively incorporate research education into health sciences curricula. With standards of care in a constant state of flux, it is imperative that health science professionals have the ability to competently interpret the quality of evidence in medical research publications. Educators must effectively and efficiently teach content and lay a foundation of critical thinking skills sufficient to support research literacy. This past summer the Medical Science Educator devoted a special issue to this topic. This series will expand upon issues addressed in the journal and showcase schools that have developed curricular innovations to promote research literacy among their students.


Jan 10 12:00 pm ET Research Literacy: The What and Why

William Galey, Howard Hughes
Jan 24 12:00 pm ET Research Perceptions in Osteopathic Medical Education

Grace Brannan
Jan 31 12:00 pm ET Curriculum Design to Promote Research Literacy

Heather Zwickey
Feb 7 12:00 pm ET The Medical Graduate as Scientist and Scholar: A UK Perspective

Shelby S. Webster
Feb 14 12:00 pm ET Teaching Scientific Research Skills in an Elective Curriculum: Obstacles, Opportunities and Outcomes

Ingrid Bahner


Research Literacy: The What and Why

Presenter: William Galey

The focus of this session will be to: 1) discuss why medical-professionals need to understand research; 2) explore why they need to be competent in this area and 3) begin the discussion of what it is they need to know. Along the way we will spend some time discussing how medical professional trainees might gain the needed research related competencies.

It has become increasingly clear that as medical education in the basic sciences has moved from the use of experiential learning environments such as demonstrations and laboratories the opportunity has waned for students to engage their knowledge to interpret expected and unforeseen results and to puzzle through data cloaked in biological and experimental variability. Furthermore most texts and simulation stimulated learning experiences fail to demonstrate this variability or to emphasize the usefulness and range of statistical evaluations in interpreting data. Further, most modern educational efforts currently require only post hoc hypothesis generation and generally don't address experimental design or the importance of the full complement of appropriate controls. While "labs" were often laborious, wasteful and inefficient, when they were successful, they provided insights into the nature of biomedical knowledge and how such knowledge is gained. In this session we will consider how the knowledge and skills associated with research can be gained in the emerging educational environment.

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Research Perceptions in Osteopathic Medical Education

Presenter: Grace Brannan

Evidence-based medical practice demands that physicians acquire proficiency in research methods.

In this session we will discuss research perceptions of osteopathic medical students, interns, and residents.

Topics highlighted in this session will be:

  1. Development of a research perception tool.
  2. Key domains identified as influencing research perceptions.
  3. Impact of perceptions study in curriculum and experiences in research education at our institution.

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bulletDownload the Presentation Handout Here

bulletWatch the Presentation Archive Here






Curriculum Design to Promote Research Literacy

Presenter: Heather Zwickey

The cornerstone of evidence based medicine (EBM) training is student research literacy. In this foundational step, students learn to become consumers of research with a broad understanding of how to access, evaluate, and communicate about research literature with fellow practitioners and patients. As students' progress to become evidence informed clinicians, they learn to weigh and apply research in their clinical practice. Recognizing the value of research literacy in medical curriculum, the National Institutes of Health (NIH) funded several institutions to develop a curriculum that promoted research literacy and EBM.

Competency based educational strategies guides EBM curriculum development. This webinar will review the competencies and teaching strategies developed and implemented to enhance research literacy at the National College of Natural Medicine, as well as other institutions funded by the NIH to develop research curriculum. These strategies involved development of learning objectives to guide both curriculum development and assessment, examples of faculty driven learning activities, and longitudinal curricula initiatives to encourage skill reinforcement. Classroom and clinical teaching strategies, instructional methods, and pedagogical approaches will be shared. Institutional challenges encountered and lessons learned in implementing the programs will also be discussed.

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The Medical Graduate as Scientist and Scholar: A UK Perspective

Presenter: Shelby S. Webster

In the United Kingdom, declining research and academic activity amongst clinicians has been highlighted by the Walport report in 2005. Since then, several strategies have been implemented at different stages of clinical training and career progression in order to address this. Furthermore, the main regulator for medical training in the United Kingdom, the General Medical Council, has emphasised learning outcomes for the UK medical graduate relating to scientific and academic excellence.

This session will have three main themes.

Firstly, it will present the challenges confronted by curriculum designers at undergraduate level of meeting academic research and scientific outcomes in the United Kingdom. Secondly, it will outline the different pathways available for medical students and junior doctors in the United Kingdom to acquire research skills and aptitude. These pathways include elective modules called student selected components; and integrated academic degrees.

Thirdly, the session will describe how curricula can be successfully developed to incorporate research skills training using Harden's 10 step approach. This helpful framework deconstructs the main considerations of curricular development including mapping of content to aims and objectives, faculty and student communication and the adoption of appropriate teaching strategies.


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bulletDownload the First Presentation Handout Here

bulletDownload the Second Presentation Handout Here

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Teaching Scientific Research Skills in an Elective Curriculum: Obstacles, Opportunities and Outcomes

Presenter: Ingrid Bahner

This presentation will highlight our experiences teaching scientific research skills within the elective Scholarly Concentration in Biomedical Research at the USF Morsani College of Medicine. This Scholarly Concentration is part of our overarching Scholarly Concentration Program, an elective opportunity for our students to develop an independent scholarly product. The presentation will start with a brief program description and then focuses on the goals of the Biomedical Research Concentration regarding teaching scientific research skills. We will stress the specific challenges we have encountered developing this concentration and our experiences trying to address them, describing in some detail some of the more recently implemented measures. One of the major challenges to be discussed is achieving sustained student commitment to the concentration throughout all four years of medical school. In this regard we will discuss our new senior student mentorship program. We will further discuss how this elective inquiry-based curriculum influences the required core pre-clerkship curriculum The presentation will conclude with preliminary data attempting to measure the impact of this scientific-inquiry based curriculum on continued scholarship in the practice of medicine.


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bulletDownload the Presentation Handout Here

bulletWatch the Presentation Here





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