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Transforming a U.S. scholarly concentrations program internationally: lessons learned.

Stephen M Sozio1,2, Rümeyza Kazancıoğlu3, Fatih Küçükdurmaz4

  • 1Department of Medicine, Division of Nephrology, Johns Hopkins University School of Medicine, 301 Mason Lord Dr, Suite 2500, Baltimore, MD, 21224, USA. ssozio@jhmi.edu.

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Summary
This summary is machine-generated.

Scholarly Concentrations programs foster critical thinking in medical students. This initiative successfully adapted the Johns Hopkins model at Bezmiâlem University in Istanbul, demonstrating international applicability for academic medicine careers.

Keywords:
International educationMedical studentScholarly concentrations program

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Area of Science:

  • Medical Education
  • Academic Medicine
  • Global Health Initiatives

Background:

  • Scholarly Concentrations programs in U.S. medical schools aim to cultivate critical thinking and academic medicine careers.
  • These programs exhibit diverse goals, structures, and outcomes, with international adoption in its nascent stages.
  • The transformation of these programs internationally is an emerging area in medical education.

Purpose of the Study:

  • To describe the implementation of the Johns Hopkins School of Medicine Scholarly Concentrations program at Bezmiâlem Vakif University in Istanbul, Turkey.
  • To evaluate program characteristics, student engagement, and experiences in an international context.
  • To assess the feasibility of adapting a U.S.-based medical education program for global implementation.

Main Methods:

  • Implementation of a faculty-mentored Scholarly Concentrations program across six modules during preclinical years.
  • Program offered specializations in Basic Science, Clinical Science, Medical Ethics/Healing Arts, History of Medicine, and Public Health/Community Service.
  • Student outcomes assessed through abstract and project presentations, focusing on self-directed learning and scholarship.

Main Results:

  • The Bezmiâlem Scholarly Concentrations program, initiated in 2014, has nearly completed two student cohorts.
  • Bezmiâlem students, starting earlier and evaluated by test scores for residency, showed similar intellectual curiosity and project ownership (82% initiated or co-developed ideas) as Johns Hopkins students.
  • Bezmiâlem students were more inclined towards Clinical Science projects (p=0.009), with high satisfaction regarding project ownership (95% satisfied).

Conclusions:

  • Scholarly Concentrations programs are vital in U.S. medical schools and can be successfully implemented internationally.
  • The Johns Hopkins model was adapted at Bezmiâlem University, marking the first such program outside North America or the EU.
  • Successful international implementation requires careful consideration of context, logistics, student engagement, and outcomes, serving as a potential model for other institutions.