A medical student scholarly concentrations program: scholarly self-efficacy and impact on future research activities.

Achievement Biomedical Research / education Career Choice Education, Medical, Undergraduate Fellowships and Scholarships Female Humans Male Mentors Physicians Schools, Medical Self Efficacy Students, Medical
Self-efficacy scholarly concentrations program scholarship undergraduate medical education

Journal

Medical education online
ISSN: 1087-2981
Titre abrégé: Med Educ Online
Pays: United States
ID NLM: 9806550

Informations de publication

Date de publication:
Dec 2020
Historique:
entrez: 27 6 2020
pubmed: 27 6 2020
medline: 15 12 2020
Statut: ppublish

Résumé

The Scholarly Concentrations program was established at Johns Hopkins University School of Medicine in 2009 with the aim of instilling passion for scholarship. Our study aimed to determine whether the Scholarly Concentrations program achieves positive changes in medical student self-efficacy in conducting research and, if so, whether this results in future career aspirations toward scholarship. We used the Clinical Research Appraisal Inventory-Short Form (CRAI-SF) to assess changes in self-efficacy among students completing the Scholarly Concentrations program between 2014 and 2017. We calculated composite mean scores of six domains. We included outcomes on whether students published a manuscript, overall program perceptions, and likelihood of future research careers. We analyzed relationships between CRAI-SF scores and outcomes using paired t-tests and multivariable-adjusted logistic regression. A total of 419 students completed the Scholarly Concentrations program. All 6 CRAI domain scores showed significant improvements in self-efficacy between the pre-Scholarly Concentrations and post-Scholarly Concentrations ratings (range of changes 0.76-1.39, p < 0.05 for all). We found significant associations between post-Scholarly Concentrations self-efficacy ratings and course satisfaction (adjusted OR 1.57 [95% CI 1.20, 2.07]) and mentor satisfaction (OR 1.46 [1.15, 1.86]), as well as students' intent to conduct future research (OR 1.46 [1.15, 1.86]). These results were robust to sensitivity analyses, and pronounced in the group of students without prior research experience. Our findings suggest that a Scholarly Concentrations program is associated with an increased self-efficacy for research, and these changes in self-efficacy are associated with higher satisfaction in the scholarly experience and increased likelihood of pursuing scholarly work. Other medical schools could use such a tool of self-efficacy to both investigate the overall Scholarly Concentrations experience and understand factors that may increase interest in future physician-scientist pathways.

Sections du résumé

BACKGROUND BACKGROUND
The Scholarly Concentrations program was established at Johns Hopkins University School of Medicine in 2009 with the aim of instilling passion for scholarship.
OBJECTIVE OBJECTIVE
Our study aimed to determine whether the Scholarly Concentrations program achieves positive changes in medical student self-efficacy in conducting research and, if so, whether this results in future career aspirations toward scholarship.
DESIGN METHODS
We used the Clinical Research Appraisal Inventory-Short Form (CRAI-SF) to assess changes in self-efficacy among students completing the Scholarly Concentrations program between 2014 and 2017. We calculated composite mean scores of six domains. We included outcomes on whether students published a manuscript, overall program perceptions, and likelihood of future research careers. We analyzed relationships between CRAI-SF scores and outcomes using paired t-tests and multivariable-adjusted logistic regression.
RESULTS RESULTS
A total of 419 students completed the Scholarly Concentrations program. All 6 CRAI domain scores showed significant improvements in self-efficacy between the pre-Scholarly Concentrations and post-Scholarly Concentrations ratings (range of changes 0.76-1.39, p < 0.05 for all). We found significant associations between post-Scholarly Concentrations self-efficacy ratings and course satisfaction (adjusted OR 1.57 [95% CI 1.20, 2.07]) and mentor satisfaction (OR 1.46 [1.15, 1.86]), as well as students' intent to conduct future research (OR 1.46 [1.15, 1.86]). These results were robust to sensitivity analyses, and pronounced in the group of students without prior research experience.
CONCLUSIONS CONCLUSIONS
Our findings suggest that a Scholarly Concentrations program is associated with an increased self-efficacy for research, and these changes in self-efficacy are associated with higher satisfaction in the scholarly experience and increased likelihood of pursuing scholarly work. Other medical schools could use such a tool of self-efficacy to both investigate the overall Scholarly Concentrations experience and understand factors that may increase interest in future physician-scientist pathways.

Identifiants

DOI: 10.1080/10872981.2020.1786210 PMID: 32589550 PMC: PMC7482758
pubmed: 32589550
doi: 10.1080/10872981.2020.1786210
pmc: PMC7482758
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

1786210

Subventions

Organisme : NIDA NIH HHS
ID : K24 DA037804
Pays : United States
Organisme : NCATS NIH HHS
ID : TL1 TR003100
Pays : United States

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Auteurs

Rebecca M DiBiase (RM)

Department of Medicine, McGaw Medical Center of Northwestern University , Chicago, IL, USA.
ORCID: 0000-0002-9733-0561

Mary Catherine Beach (MC)

Department of Medicine, Johns Hopkins University School of Medicine , Baltimore, MD, USA.
Welch Center for Prevention, Epidemiology, and Clinical Research, Johns Hopkins Medical Institutions , Baltimore, MD, USA.
Berman Institute of Bioethics, Johns Hopkins University , Baltimore, MD, USA.
Department of Health, Johns Hopkins Bloomberg School of Public Health , Baltimore, MD, USA.
ORCID: 0000-0002-1112-6309

Joseph A Carrese (JA)

Department of Medicine, Johns Hopkins University School of Medicine , Baltimore, MD, USA.
Berman Institute of Bioethics, Johns Hopkins University , Baltimore, MD, USA.
ORCID: 0000-0002-4917-3100

Jennifer A Haythornthwaite (JA)

Department of Psychiatry & Behavioral Sciences, Johns Hopkins University School of Medicine , Baltimore, MD, USA.
ORCID: 0000-0002-5924-7580

Sarah J Wheelan (SJ)

Department of Oncology, Johns Hopkins University School of Medicine , Baltimore, MD, USA.
Department of Molecular Biology and Genetics, Johns Hopkins University School of Medicine , Baltimore, MD, USA.
ORCID: 0000-0002-9002-0800

Meredith A Atkinson (MA)

Department of Pediatrics, Johns Hopkins University School of Medicine , Baltimore, MD, USA.
ORCID: 0000-0002-1836-860X

Gail Geller (G)

Department of Medicine, McGaw Medical Center of Northwestern University , Chicago, IL, USA.
Berman Institute of Bioethics, Johns Hopkins University , Baltimore, MD, USA.
ORCID: 0000-0003-4856-1942

Kelly A Gebo (KA)

Department of Medicine, Johns Hopkins University School of Medicine , Baltimore, MD, USA.
ORCID: 0000-0003-4010-398X

Jeremy A Greene (JA)

Department of Medicine, Johns Hopkins University School of Medicine , Baltimore, MD, USA.
Department of History of Medicine, Johns Hopkins University School of Medicine , Baltimore, MD, USA.
ORCID: 0000-0002-7705-9241

Stephen M Sozio (SM)

Department of Medicine, Johns Hopkins University School of Medicine , Baltimore, MD, USA.
Welch Center for Prevention, Epidemiology, and Clinical Research, Johns Hopkins Medical Institutions , Baltimore, MD, USA.
Department of Epidemiology, Johns Hopkins Bloomberg School of Public Health , Baltimore, MD, USA.
ORCID: 0000-0002-0099-0484

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