Assessing Comfort in Conducting Research Among Medical Students Interested in Dermatology

Main Article Content

Carmen Carlos
Christen Brown
Erika Elliott
Andrea Murina

Keywords

medical student education

Abstract

Introduction: Participation in research has become increasingly popular amongst US medical students hoping to match into dermatology residency. While medical students have increasingly high research output by the time of graduation, the preparedness of medical students for independent research is unknown.


Methods: An anonymous survey was distributed to 137 dermatology interest groups across the country. The survey contained 21 multiple choice and free text questions that assessed students’ research experiences and self-assessed competency in key research components. Fifty-seven students participated.


Results: Students were most comfortable with creating posters for presenting research, writing an abstract and reviewing charts to gather pertinent data for research projects. Students reported a below-average comfort level with data analysis. Medical students who participated in more than eight research experiences and those who perform epidemiological research or commentaries have greater confidence in their ability to conduct research. 


Conclusion: Experience in research is associated with the ability to conduct research independently, but there is significant variance in the comfortability to perform essential research-related tasks.

References

1. “Functions and Structure of a Medical School.” LCME, Association of American Medical Colleges and American Medical Association. lcme.org/publications/. Published March 2020. Accessed July 2020.

2. Laidlaw A, Aiton J, Struthers J, Guild S. Developing research skills in medical students: AMEE Guide No. 69. Med Teach. 2012;34(9):754-771.

3. Kanna B, Deng C, Erickson SN, Valerio JA, Dimitrov V, Soni A. The research rotation: Competency-based structured and novel approach to research training of internal medicine residents. BMC Med Educ. 2006;6.

4. Ianni PA, Samuels EM, Eakin BL, Perorazio TE, Ellingrod VL. Assessments of Research Competencies for Clinical Investigators: A Systematic Review. Eval Health Prof. December 23, 2019:016327871989639.

5. Adkison LR, Glaros AG. Assessing Research Competency in a Medical School Environment. Med Sci Educ. 2012;22(3):139-142.

6. Sonstein SA, Li R, Jones CT, Silva H, Daemen E. Moving from Compliance to Competency: A Harmonized Core Competency Framework for the Clinical Research Professional.

7. Yoon HB, Park DJ, Shin J-S, Ahn C. Developing a core competency model for translational medicine curriculum. Korean J Med Educ. 2018;30(3):243-256.

8. Dilmore TC, Moore DW, Bjork Z. Developing a Competency-Based Educational Structure within Clinical and Translational Science. Clin Transl Sci. 2013;6(2):98-102.

9. Bordage G. Conceptual frameworks to illuminate and magnify. Med Educ. 2009;43(4):312-319.

10. Kruger J, Dunning D. Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. J Pers Soc Psychol. 1999;77(6):1121-1134.

11. Epstein RM, Siegel DJ, Silberman J. Self-monitoring in clinical practice: A challenge for medical educators. J Contin Educ Health Prof. 2008;28(1):5-13.

12. Characteristics of U.S. MD Seniors Who Matched to Their Preferred Specialty in the 2020 Main Residency Match (Vol. 2, p. 36). Washington, D.C. 2020. National Resident Matching Program.

13. Reck SJ, Stratman EJ, Vogel C, Mukesh BN. Assessment of residents’ loss of interest in academic careers and identification of correctable factors. Arch Dermatol. 2006;142(7):855-858.

Most read articles by the same author(s)