TY - JOUR
T1 - A medical student scholarly concentrations program
T2 - scholarly self-efficacy and impact on future research activities
AU - DiBiase, Rebecca M.
AU - Beach, Mary Catherine
AU - Carrese, Joseph A.
AU - Haythornthwaite, Jennifer A.
AU - Wheelan, Sarah J.
AU - Atkinson, Meredith A.
AU - Geller, Gail
AU - Gebo, Kelly A.
AU - Greene, Jeremy A.
AU - Sozio, Stephen M.
N1 - Funding Information:
MCB is supported by grant number K24 DA037804 from the National Institutes of Health. RAD was supported by grant number TL1 TR003100 from the National Institutes of Health.
Funding Information:
This work was supported by the National Institutes of Health [K24 DA037804 and TL1 TR003100]. The authors would like to thank the students at Johns Hopkins University School of Medicine for their engagement in this course. The authors would also like to acknowledge other faculty leaders and administrative support for this course at Johns Hopkins University School of Medicine: Eric Bass, MD, MPH; David Friedman, MD, PhD; Randall Packard, PhD; Michele Massa, BS; Carly Wasserman, MAT; and Jill Rice, MS.
Publisher Copyright:
© 2020, © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020/1/1
Y1 - 2020/1/1
N2 - 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: 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: 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: 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: 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.
AB - 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: 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: 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: 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: 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.
KW - Self-efficacy
KW - scholarly concentrations program
KW - scholarship
KW - undergraduate medical education
UR - http://www.scopus.com/inward/record.url?scp=85087320918&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85087320918&partnerID=8YFLogxK
U2 - 10.1080/10872981.2020.1786210
DO - 10.1080/10872981.2020.1786210
M3 - Article
C2 - 32589550
AN - SCOPUS:85087320918
SN - 1087-2981
VL - 25
JO - Medical education online
JF - Medical education online
IS - 1
M1 - 1786210
ER -