Biomedical research competencies for osteopathic medical students.
Biomedical research competencies for osteopathic medical students.
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DOI：
10.1186/1750-4732-3-10
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发表时间：
2009-10-13
期刊：
影响因子：
--
通讯作者：
Bulik, Robert J
中科院分区：
文献类型：
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作者：
Cruser, des Anges;Dubin, Bruce;Bulik, Robert J
背景技术背景：如果没有系统地接触生物医学研究概念或应用，骨科医学生可能普遍准备不足，以有效地消费和有效地应用研究和循证医学信息在病人护理。学术文献表明，尽管越来越多的人期望医学住院医师在研究生培训专业进行研究，但他们通常对研究概念的理解有限。在国家补充和替代医学中心的资助下，以及骨病传统基金会的资助下，北德克萨斯大学健康科学中心（UNTHSC）正在将研究教育纳入整骨疗法医学院课程。这一研究教育项目的第一阶段涉及对学生对目标研究概念的理解进行基线评估。本文报告的评估结果，并讨论了研究教育的影响，在medical school.METHODS：使用一套新的研究能力的文献支持，需要了解研究信息，我们创建了一个问卷来衡量学生的信心和理解选定的研究概念。三个入学的医学院班级完成了在线问卷。使用方差分析和t检验分析数据的组间差异。相关系数计算的信心和应用的理解措施。我们进行了主成分因素分析的信心项目，并采用多元回归分析，探讨如何信心可能与应用understanding.Results：总传入496，第一，第二年的医学生，354（71.4%）完成了问卷。新生在理解研究概念的能力上比一年级或二年级的学生表现出更大的信心（F = 7.198，df = 2351，P = 0.001）。因素分析的信心项目产生概念上连贯的分组。回归分析证实了信心和被称为知识的应用理解之间的关系。信心分数是很重要的解释变异的知识得分的responders.CONCLUSION：医学生的研究概念的理解有限，可能难以理解的医学文献。评估医学生的信心，理解和客观衡量的能力，解释基本的研究概念，可以用来将基于能力的研究材料纳入现有的课程。
BACKGROUND: Without systematic exposure to biomedical research concepts or applications, osteopathic medical students may be generally under-prepared to efficiently consume and effectively apply research and evidence-based medicine information in patient care. The academic literature suggests that although medical residents are increasingly expected to conduct research in their post graduate training specialties, they generally have limited understanding of research concepts.With grant support from the National Center for Complementary and Alternative Medicine, and a grant from the Osteopathic Heritage Foundation, the University of North Texas Health Science Center (UNTHSC) is incorporating research education in the osteopathic medical school curriculum. The first phase of this research education project involved a baseline assessment of students' understanding of targeted research concepts. This paper reports the results of that assessment and discusses implications for research education during medical school.METHODS: Using a novel set of research competencies supported by the literature as needed for understanding research information, we created a questionnaire to measure students' confidence and understanding of selected research concepts. Three matriculating medical school classes completed the on-line questionnaire. Data were analyzed for differences between groups using analysis of variance and t-tests. Correlation coefficients were computed for the confidence and applied understanding measures. We performed a principle component factor analysis of the confidence items, and used multiple regression analyses to explore how confidence might be related to the applied understanding.RESULTS: Of 496 total incoming, first, and second year medical students, 354 (71.4%) completed the questionnaire. Incoming students expressed significantly more confidence than first or second year students (F = 7.198, df = 2, 351, P = 0.001) in their ability to understand the research concepts. Factor analyses of the confidence items yielded conceptually coherent groupings. Regression analysis confirmed a relationship between confidence and applied understanding referred to as knowledge. Confidence scores were important in explaining variability in knowledge scores of the respondents.CONCLUSION: Medical students with limited understanding of research concepts may struggle to understand the medical literature. Assessing medical students' confidence to understand and objectively measured ability to interpret basic research concepts can be used to incorporate competency based research material into the existing curriculum.