How to measure success: The impact of scholarly concentrations on students-a literature review

Academic Medicine

Volumn 85, Issue 3, 2010, Pages 438-452

  Bierer, S Beth ^a   Chen, Huiju Carrie ^b  

^a CASE WESTERN RESERVE UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77649195723     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/ACM.0b013e3181cccbd4     Document Type: Article

References (62)

1. Martin JB. Report of the Ad Hoc Committee of Deans: Educating Doctors to Provide High Quality Medical Care: A Vision for Medical Education in the United States. Washington, DC: Association of American Medical Colleges; 2004.
2. Ebbert A Jr. A retrospective evaluation of research in the medical curriculum. J Med Educ. 1960;35:637-643.
3. Fisher WR. Medical student research: A program of self education. J Med Educ. 1981; 56:904-908.
4. Frieden C, Fox BJ. Career choices of graduates from Washington University's Medical Scientist Training Program. Acad Med. 1991;66:162-164.
5. Schwartz P, Gaulton GN. Addressing the needs of basic and clinical research: Analysis of graduates of the University of Pennsylvania MD-PhD program. JAMA. 1999;281: 96-97, 99.
6. DeHaven MJ, Chen L. Teaching medical students research while reaching the underserved. Fam Med. 2005;37:315-317.
7. Harris R, Kinsinger LS, Tolleson-Rinehart S, Viera AJ, Dent G. The MD-MPH program at the University of North Carolina at Chapel Hill. Acad Med. 2008;83:371-377.
8. Shafer A. Stanford University School of Medicine, Arts and Humanities Medical Scholars Program. Acad Med. 2003;78:1059-1060.
9. Zorzi A, Rourke J, Kennard M, Peterson M, Miller K. Combined research and clinical learning make rural summer studentship program a successful model. Rural Remote Health. 2005;5:401.
10. Kanter SL, Wimmers PF, Levine AS. In-depth learning: One school's initiatives to foster integration of ethics, values, and the human dimensions of medicine. Acad Med. 2007;82: 405-409.
11. Rickards E, Borkan J, Gruppuso P. Educating the next generation of leaders in medicine: The scholarly concentrations program at the Warren Alpert Medical School of Brown University. Med Health R I. 2007;90:275-276, 280-282.
12. Gallin EK, LeBlancq SM; Clinical Research Fellowship Program Leaders. Launching a new fellowship for medical students: The first years of the Doris Duke clinical research fellowship program. J Investig Med. 2005;53: 73-81.
13. Harden RM, Grant J, Buckley G, Hart IR. Best evidence medical education. Adv Health Sci Educ Theory Pract. 2000;5:71-90.
14. Kirkpatrick DL, Kirkpatrick JD. Evaluating Training Programs: The Four Levels. San Francisco, Calif: Berrett-Koehler Publishers Inc.; 2006.
15. BEME. Starting a review. Available at: http:// www.bemecollaboration.org/ beme/pages/ start.html. Accessed November 11, 2009.
16. Abelmann WH, Nave BD, Wilkerson L. Generation of physician-scientists manpower: A follow-up study of the first 294 graduates of the Harvard-MIT Program of Health Sciences and Technology. J Investig Med. 1997;45:272-275.
17. Chauvin SW, Rodenhauser P, Bowdish BE, Shenoi S. Double duty: Students' perceptions of Tulane's MD-MPH dual degree program. Teach Learn Med. 2000;12:221-230.
18. McClellan DA, Talalay P. M.D.-Ph.D. training at the John Hopkins University School of Medicine, 1962-1991. Acad Med. 1992;67:36-41.
19. Rosenberg SN. A survey of physicians who studied public health during medical school. Am J Prev Med. 1998;14:184-188.
20. Blazer D, Bradford W, Reilly C. Duke's 3rd year: A 35-year retrospective. Teach Learn Med. 2001;13:192-198.
21. Grochowski C, Halperin EC, Buckley EG. A curricular model for the training of physician scientists: The evolution of the Duke University School of Medicine curriculum. Acad Med. 2007;82:375-382.
22. Harasym PH, Mandin H, Sokol PA, Lorscheider FL. Development of a research elective program for first- and second-year medical students. Teach Learn Med. 1992;4: 173-179.
23. Ogunyemi D, Bazargan M, Norris K, et al. The development of a mandatory medical thesis in an urban medical school. Teach Learn Med. 2005;17:363-369.
24. Jacobs CD, Cross PC. The value of medical student research: The experience at Stanford University School of Medicine. Med Educ. 1995;29:342-346.
25. Stellman JM, Cohen S, Rosenfield A. Evaluation of a one-year masters of public health program for medical students between their third and fourth years. Acad Med. 2008; 83:365-370.
26. Zier K, Friedman E, Smith L. Supportive programs increase medical students' research interest and productivity. J Investig Med. 2006;54:201-207.
27. Wilkerson L, Abelmann WH. Producing physician-scientists: A survey of graduates from the Harvard-MIT Program in Health Sciences and Technology. Acad Med. 1993;68: 214-218.
28. Smith FG, Haraysm PH, Mandin H, Lorscheider FL. Development and evaluation of a research project program for medical students at the University of Calgary Faculty of Medicine. Acad Med. 2001;76:189-194.
29. Houlden RL, Raja JB, Collier CP, Clark AF, Waugh JM. Medical students' perceptions of an undergraduate research elective. Med Teach. 2004;26:659-661.
30. Solomon SS, Tom SC, Pichert J, Wasserman D, Powers AC. Impact of medical student research in the development of physician- scientists. J Investig Med. 2003;51:149-156.
31. Rhyne RL. A scholarly research requirement for medical students: The ultimate problembased learning experience. Acad Med. 2000; 75:523-524.
32. Wagner RF Jr, Lewis SA. Teaching medical students dermatology research skills: Six years of experience with the University of Texas Medical Branch dermatology non-degree research honors program, 2001-2006. Dermatol Online J. 2006;12:20.
33. Gonzales AO, Westfall J, Barley GE. Promoting medical student involvement in primary care research. Fam Med. 1998;30: 113-116.
34. Rosenblatt RA, Desnick L, Corrigan C, Keerbs A. The evolution of a required research program for medical students at the University of Washington School of Medicine. Acad Med. 2006;81:877-881.
35. Segal S, Lloyd T, Houts PS, Stillman P, Jungas RL, Greer RB 3rd. The association between students' research involvement in medical school and their postgraduate medical activities. Acad Med. 1990;65:530-533.
36. Elwood JM, Pearson JC, Madeley RJ, et al. Research in epidemiology and community health in the medical curriculum: Students' opinions of the Nottingham experience. J Epidemiol Community Health. 1986;40: 232-235.
37. Bradford WD, Anthony D, Chu CT, Pizzo SV. Career characteristics of graduates of a medical scientist training program, 1970- 1990. Acad Med. 1996;71:484-487.
38. Boyer MH. A decade's experience at Tufts with a four-year combined curriculum in medicine and public health. Acad Med. 1997; 72:269-725.
39. Shapiro J, Coggan P, Rube A, Morohasi D, Fitzpatrick C, Danque F. The process of faculty-mentored student research in family medicine: Motives and lessons. Fam Med. 1994;26:283-289.
40. Reinders JJ, Kropmans TJ, Cohen-Schotanus J. Extracurricular research experience of medical students and their scientific output after graduation. Med Educ. 2005;39:237.
41. Chongsiriwatana KM, Phelan ST, Skipper BJ, Rhyne RL, Rayburn WF. Required research by medical students and their choice of a women's health care residency. Am J Obstet Gynecol. 2005;192:1478-1480.
42. Watt CD, Greeley SW, Shea JA, Ahn J. Educational views and attitudes, and career goals of MD-PhD students at the University of Pennsylvania School of Medicine. Acad Med. 2005;80:193-198.
43. Frishman WH. Student research projects and theses: Should they be a requirement for medical school graduation? Heart Dis. 2001;3: 140-144.
44. Remes V, Helenius I, Sinisaari I. Research and medical students. Med Teach. 2000;22:164-167.
45. Legardeur B, Lopez A, Johnson WD. Evaluation of short research experiences in cancer. J Cancer Educ. 1993;8:265-268.
46. McPherson JR, Mitchell MM. Experience with providing research opportunities for medical students. J Med Educ. 1984;59:865-868.
47. Shea JA, Arnold L, Mann KV. A RIME perspective on the quality and relevance of current and future medical education research. Acad Med. 2004;79:931-938.
48. Shea JA. Mind the gap: Some reasons why medical education research is different from health services research. Med Educ. 2001;35: 319-320.
49. Prystowsky JB, Bordage G. An outcomes research perspective on medical education: The predominance of trainee assessment and satisfaction. Med Educ. 2001;35:331-336.
50. Chen FM, Burstin H, Huntington J. The importance of clinical outcomes in medical education. Med Educ. 2005;39:350-351.
51. W.K. Kellogg Foundation Logic Model Guide. Available at: http://www.wkkf.org/ Pubs/Tools/Evaluation/Pub3669.pdf. Accessed November 11, 2009.
52. Frechtling JA. Logic Modeling Methods in Program Evaluation. San Francisco, Calif: Jossey-Bass; 2007.
53. Epstein RM. Assessment in medical education. N Engl J Med. 2007;356:387-396.
54. Carracio C, Wolfsthal SD, Englander R, Ferentz K, Martin C. Shifting paradigms: From Flexner to competencies. Acad Med. 2002;77:361-367.
55. Ben-David MF. The role of assessment in expanding professional horizons. Med Teach. 2000;22:472-477.
56. Caelleigh AS. Expanding of informed consent at university medical centers to include trainees as subjects of social-science research: Implications for science educators. Sci Editor. 2002;25:79-85.
57. Roberts LW, Geppert C, Connor R, Nguyen K, Warner TD. An invitation to medical educators to focus on ethical and policy issues in research and scholarly practice. Acad Med. 2001;76:876-885.
58. Henry RC, Wright DE. When do medical students become human subjects of research? The case of program evaluation. Acad Med. 2001;76:871-875.
59. Kanter SL. Ethical approval for studies involving human participants: Academic Medicine's new policy. Acad Med. 2009;84: 149-150.
60. United States Department of Health and Human Services. Basic HHS Policy for Protection of Human Research Subjects. Available at: http://www.hhs.gov/ ohrp/ humansubjects/guidance/45cfr46.htm# 46.101. Accessed November 11, 2009.
61. Cook DA, Bordage G, Schmidt HG. Description, justification, and clarification: A framework for classifying the purposes of research in medical education. Med Educ. 2008;42:128-133.
62. Baaken LL, Byars-Winston A, Wang MF. Viewing clinical research career development through the lens of cognitive theory. Adv Health Sci Educ Theory Pract. 2006;11:91-110.