Article type
Year
Abstract
Background: Different educational models by theorists take into account several elements of adult learning. In medical research training such models are seldom reported. Models by Kolb and Dunn & Dunn have proven to be successful in adult education. With reference to medical research training the application of these models may prove to be helpful.
Objectives: To assess the impact of various educational models on medical research training.
Methods: This is an ongoing meta-analysis of observational studies. Our inclusion criterion is original research from all years and languages. Only those articles which have full-text assess are included. A search strategy based on our inclusion criteria was developed. To-date, ten databases have been searched. Data is being extracted using MeSH and key words, 'medical’, 'research’, 'education’, 'teaching’ and 'educational models'. The retrieved articles are being reviewed and tabulated using a standardized form. The form includes: study description, rationale for selection, coding details, assessment of confounders, study quality and heterogeneity. The description of statistical methods, tables and figures are also being assessed.
Results: We are currently in the process of identifying and screening the articles according to our inclusion criteria. So far 50,000 titles, from ten major databases, have been reviewed. Five met our inclusion criteria. We are searching further. We are removing the duplicate records and abstract-only articles. The full-text articles not fulfilling our inclusion criteria will be excluded and the reasons for their exclusion will be noted.
Conclusions: As this is still an ongoing project we cannot make a final conclusion. However, the team’s current observation is that a minimal amount of original work is reported in online databases. Original research projects which involve medical research teaching use ad-hoc methods instead of standardized models. This may result in a future development of educational model for medical research training.
Objectives: To assess the impact of various educational models on medical research training.
Methods: This is an ongoing meta-analysis of observational studies. Our inclusion criterion is original research from all years and languages. Only those articles which have full-text assess are included. A search strategy based on our inclusion criteria was developed. To-date, ten databases have been searched. Data is being extracted using MeSH and key words, 'medical’, 'research’, 'education’, 'teaching’ and 'educational models'. The retrieved articles are being reviewed and tabulated using a standardized form. The form includes: study description, rationale for selection, coding details, assessment of confounders, study quality and heterogeneity. The description of statistical methods, tables and figures are also being assessed.
Results: We are currently in the process of identifying and screening the articles according to our inclusion criteria. So far 50,000 titles, from ten major databases, have been reviewed. Five met our inclusion criteria. We are searching further. We are removing the duplicate records and abstract-only articles. The full-text articles not fulfilling our inclusion criteria will be excluded and the reasons for their exclusion will be noted.
Conclusions: As this is still an ongoing project we cannot make a final conclusion. However, the team’s current observation is that a minimal amount of original work is reported in online databases. Original research projects which involve medical research teaching use ad-hoc methods instead of standardized models. This may result in a future development of educational model for medical research training.