Short-Term Training with Basic Science Research Literature Advances Medical Students' Skills for Adaptive Expertise

Area of Science:

• Medical Education
• Translational Research
• Adaptive Expertise

Background:

• Physicians require adaptive expertise to navigate evolving healthcare.
• Medical students need adaptive self-regulated learning skills to integrate emerging research into patient care.
• The Medical Student Grand Rounds (MSGR) course was developed to address this need.

Purpose of the Study:

• To describe the methodology and outcomes of the MSGR course.
• To assess the development of self-regulated learning and critical appraisal skills in pre-clerkship medical students.
• To evaluate the course's effectiveness in preparing students for lifelong learning and adaptive expertise.

Main Methods:

• Engaged pre-clerkship students in self-regulated learning using translational basic research literature.
• Mentored students in searching databases, selecting topics, outlining research, preparing presentations, and attending grand rounds.
• Students completed eight milestones, including literature review, abstract writing, and oral presentation.

Main Results:

• Students demonstrated proficiency in interpreting research articles, preparing presentations, and understanding the link between basic research and clinical applications.
• Self-assessments indicated progress in finding, interpreting, and presenting scientific information.
• Milestones improved time management and provided a structured approach to presenting research.

Conclusions:

• The MSGR course equips students with critical thinking and self-regulated learning skills essential for adaptive expertise.
• The course fosters a foundation for lifelong learning and the ability to synthesize research for patient care.
• The master adaptive learner cycle provides a framework for understanding student learning experiences in the MSGR program.