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Integrating a Longitudinal Course on the Principles of Research in an Outcomes-Based Undergraduate Medical Education
Paul Farand1, Tim Dubé2, Marco Zaccagnini3
1Department of Medicine at Université de Sherbrooke, Sherbrooke, Québec, Canada.
Background And Need For Innovation:
Teaching and learning approaches can support medical students in developing the research skills necessary to be adept consumers of scientific research. Despite various influencing factors, existing literature on effective strategies in undergraduate medical education remains limited.
Goal Of Innovation:
Using a spiraled curriculum, we created and evaluated a longitudinal course to enhance medical students' research abilities.
Steps Taken For Development And Implementation Of Innovation:
During a recent curriculum renewal at one medical school, a three-year longitudinal course on the principles of research was developed and implemented. The innovation of this course includes the sequential nature and deliberate redundancy of curriculum content, how new knowledge is linked to prior learning, and the progressive level of difficulty in knowledge application and skill development.
Evaluation Of Innovation:
The authors analysed faculty members' and students' satisfaction and their perceptions of each session of the course using program evaluation data collected between 2019 and 2021. Both faculty members and students recognized the benefits of revisiting concepts and highlighted learning outcomes like improved synthesis of information, explaining findings to patients, and enhanced critical thinking.
Critical Reflection:
The adoption of a spiraled curriculum in undergraduate medical education offers a systematic approach for developing students' research skills. The positive reception of this innovation underscores its potential to help future health professionals form a professional identity as adept researchers. However, its implications demand careful consideration and ongoing evaluation to ensure that the desired outcomes are sustained.
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