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Table of Contents
LETTER TO THE EDITOR
Year : 2020  |  Volume : 8  |  Issue : 1  |  Page : 35-36

Training undergraduate medical students on research methodology in the competency-based curriculum


1 Vice-Principal Curriculum, Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram, Tamil Nadu, India

Date of Submission09-Nov-2019
Date of Decision11-Nov-2019
Date of Acceptance12-Nov-2019
Date of Web Publication14-Jan-2020

Correspondence Address:
Saurabh RamBihariLal Shrivastava
Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Tiruporur – Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram - 603 108, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/AJIM.AJIM_73_19

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How to cite this article:
Shrivastava SR, Shrivastava PS. Training undergraduate medical students on research methodology in the competency-based curriculum. APIK J Int Med 2020;8:35-6

How to cite this URL:
Shrivastava SR, Shrivastava PS. Training undergraduate medical students on research methodology in the competency-based curriculum. APIK J Int Med [serial online] 2020 [cited 2020 Jan 21];8:35-6. Available from: http://www.ajim.in/text.asp?2020/8/1/35/275986



Sir,

Evidence-based clinical practice has been identified as the need of the hour, and thus research becomes a crucial component in the life of a medical professional. Most of the regulatory bodies across the world have identified that a medical graduate has to fulfill the role of a lifelong learner, and this essentially requires inclination and involvement toward research. Acknowledging the fact that the field of medicine is evolving each day owing to the findings of various researches, it becomes extremely important for a medical student to not only know them for a better patient care, but also to take an evidence-based decision about which of the research findings needs to be believed.[1]

Even though the component of formal teaching of research was missing in the traditional curriculum, the recently proposed and implemented competency-based curriculum advocates for the development of research capacity among all medical students.[1] Emphasis has been given to sow the seeds of research in the foundation course itself, which is expected to motivate the students to pursue research. In fact, it has been proposed that students exposed to research in the earlier stage, not only develop critical thinking, problem-solving, and good analyzing skills, but also opt for research-related career and eventually contribute to a better scientific outcome. These skills even aid them in better patient care, and hence teaching of research needs to be done in the medical curriculum.[1],[2]

One of the better ways to orient students to research is via spreading research in the entire curriculum across all professional years, with exposure to quantitative and qualitative research methods, including sampling methods can be planned in the 1st year. In the 2nd year, a research methodology workshop could be organized addressing all the important facets of research. In the 3rd year, students can be motivated to do small research projects on the common health problems in the region and understand the analysis and interpretation of the study findings. Without making it mandatory, students in the last 2 professional years could be encouraged to participate in various internal/external student enrichment programs.[1],[2]

The research methodology workshop should essentially cover the need for research and the steps involved, formulation of research question and objectives using standard approach, literature search, explanations about different components of methodology (viz., study sample, design, method of sampling, and sample size), ethics in research, orientation about questionnaire, developing a questionnaire using a Google Form, framing a research proposal, representation of results, and data analysis using statistical tests and their interpretation.[3],[4],[5] Further, students have to be sensitized about drafting a research paper using the IMRAD format, citation of references using software, plagiarism, and selection of an appropriate journal.[5] In addition, students can be oriented about the do's and don'ts while making a podium or a poster presentation.

Medical students should always be encouraged to pursue research projects, including short-term student projects sponsored by the funding agencies. The faculty members have to play an instrumental role in mentoring the students and helping them to understand the intricacies involved in the research.[3] In fact, in the newly adopted curriculum, research methodology can be selected as one of the elective courses and the opportunity can be formally utilized for teaching research methodology to the students. All the learning can be evaluated using problem-based learning exercises or other tools, and it will guide the progress of the students.

In conclusion, research is an essential component of medical teaching as it acts as a tool for building knowledge and for facilitating learning. Thus, research has to be made an integral part of the medical curriculum to help students acquire analytical and critical thinking skills.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Patra S, Khan AM. Development and implementation of a competency-based module for teaching research methodology to medical undergraduates. J Educ Health Promot 2019;8:164.  Back to cited text no. 1
    
2.
McKelvie S, Standing LG. Teaching psychology research methodology across the curriculum to promote undergraduate publication: An eight-course structure and two helpful practices. Front Psychol 2018;9:2295.  Back to cited text no. 2
    
3.
Shrivastava SR, Shrivastava PS. Faculty development programs in medical education: Need and points to ponder for its successful organization. MAMC J Med Sci 2019;5:41-2.  Back to cited text no. 3
  [Full text]  
4.
Gogtay NJ. Research methodology workshops: A small step towards practice of evidence-based medicine. Perspect Clin Res 2018;9:59-60.  Back to cited text no. 4
[PUBMED]  [Full text]  
5.
Shrivastava SR, Shrivastava PS. Strategies to deal with publication misconduct among medical students and teaching faculty: An Indian perspective. Indian J Occup Environ Med 2019;23:97-8.  Back to cited text no. 5
[PUBMED]  [Full text]  




 

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