Posters
Presenting Author Academic/Professional Position
Medical Student
Academic Level (Author 1)
Medical Student
Academic Level (Author 2)
Medical Student
Academic Level (Author 3)
Medical Student
Academic Level (Author 4)
Medical Student
Academic Level (Author 5)
Medical Student
Presentation Type
Poster
Discipline Track
Other
Medical Education
Abstract Type
Research/Clinical
Abstract
Background: Less than 7% of medical students publish research articles. Factors contributing to delays in student engagement include perceived time limitations, lack of enthusiasm, poor facilities, and insufficient supervisory support. Although project-based programs can improve research abilities, they frequently do not correspond with the program's goals, pedagogical approaches, and assessment standards and, worse, are not linked with other teaching modules. There is scarce evaluation of longitudinal research integrated programs' effects on pre-clerkship students and faculty motivation, willingness, and skills. We designed a pre-clerkship longitudinal research module integrated with the concurrent modules to enhance scores on attitudes toward research (R-ATR), cognition (BCRS), self-efficacy, and competency. These variables will be analyzed with later performance in clerkship development.
Methods: This study includes 59 medical students in their first and second years of the Research Module (AY 2024-2025). Data will be collected at the beginning and end of each semester, including scores on R-ATR, BCRS, self-efficacy, and competency using the Kirkpatrick model. Students and teachers will evaluate mentors, resources, and guidance provided. Academic grades throughout the Research Module and concomitant modules will be dependent variables. Comparisons will be made with the previous three cohorts of pre-clerkship students.
Results: Longitudinal analysis will assess changes in R-ATR, BCRS, self-efficacy, and competency scores. Latent strata of academic trajectories over two years will be correlated with the initial scores on R-ATR, BCRS, self-efficacy, and competency to determine their predictive value for academic performance. The Kirkpatrick Model will be used to evaluate the effectiveness of the pre-clerkship longitudinal research module: 1) Reaction: Feedback from students and teachers on their satisfaction with the mentors, resources, and guidance provided during the research module. 2) Learning: The changes in attitudes toward research (R-ATR), cognition (BCRS), self-efficacy, and competency. 3) Behavior: The module's influence on students’ academic trajectories and the application of research skills in later stages of medical education will be evaluated. 4) Results: Initial scores on R-ATR, BCRS, self-efficacy, and competency will be correlated with academic performance in clerkship development.
Conclusions: Most published studies on research courses rely primarily on reaction through surveys. Using the Kirkpatrick Model we comprehensively and uniquely evaluate the longitudinal research module's effectiveness, from immediate reactions to long-term outcomes. Integrating longitudinal research modules with other areas, for example, anatomy, physiology, and embryology, can help students understand applying research principles. This study's scope demonstrates that academic performance could increase if we add the longitudinal research component linked with the current modules in pre-clerkship. The scores' predictive capability can facilitate targeted interventions to support student success in medical research education.
Recommended Citation
Murambadoro, Anesu K.; Garcia Valdez, Kevin; Harris, Chloe; Maddox, Meyer; Martin, Blake; Mourao, Nina; Arellano Villanueva, Elias; Lopez-Alvarenga, Juan C.; Chang, Chelsea; Tapia, Beatriz; Baker, Kelsey; and Gadad, Bharathi S., "Evaluating Longitudinal Research Modules: Enhancing Pre-Clerkship Medical Students' Research Skills and Performance" (2025). Research Symposium. 15.
https://scholarworks.utrgv.edu/somrs/2025/posters/15
Included in
Evaluating Longitudinal Research Modules: Enhancing Pre-Clerkship Medical Students' Research Skills and Performance
Background: Less than 7% of medical students publish research articles. Factors contributing to delays in student engagement include perceived time limitations, lack of enthusiasm, poor facilities, and insufficient supervisory support. Although project-based programs can improve research abilities, they frequently do not correspond with the program's goals, pedagogical approaches, and assessment standards and, worse, are not linked with other teaching modules. There is scarce evaluation of longitudinal research integrated programs' effects on pre-clerkship students and faculty motivation, willingness, and skills. We designed a pre-clerkship longitudinal research module integrated with the concurrent modules to enhance scores on attitudes toward research (R-ATR), cognition (BCRS), self-efficacy, and competency. These variables will be analyzed with later performance in clerkship development.
Methods: This study includes 59 medical students in their first and second years of the Research Module (AY 2024-2025). Data will be collected at the beginning and end of each semester, including scores on R-ATR, BCRS, self-efficacy, and competency using the Kirkpatrick model. Students and teachers will evaluate mentors, resources, and guidance provided. Academic grades throughout the Research Module and concomitant modules will be dependent variables. Comparisons will be made with the previous three cohorts of pre-clerkship students.
Results: Longitudinal analysis will assess changes in R-ATR, BCRS, self-efficacy, and competency scores. Latent strata of academic trajectories over two years will be correlated with the initial scores on R-ATR, BCRS, self-efficacy, and competency to determine their predictive value for academic performance. The Kirkpatrick Model will be used to evaluate the effectiveness of the pre-clerkship longitudinal research module: 1) Reaction: Feedback from students and teachers on their satisfaction with the mentors, resources, and guidance provided during the research module. 2) Learning: The changes in attitudes toward research (R-ATR), cognition (BCRS), self-efficacy, and competency. 3) Behavior: The module's influence on students’ academic trajectories and the application of research skills in later stages of medical education will be evaluated. 4) Results: Initial scores on R-ATR, BCRS, self-efficacy, and competency will be correlated with academic performance in clerkship development.
Conclusions: Most published studies on research courses rely primarily on reaction through surveys. Using the Kirkpatrick Model we comprehensively and uniquely evaluate the longitudinal research module's effectiveness, from immediate reactions to long-term outcomes. Integrating longitudinal research modules with other areas, for example, anatomy, physiology, and embryology, can help students understand applying research principles. This study's scope demonstrates that academic performance could increase if we add the longitudinal research component linked with the current modules in pre-clerkship. The scores' predictive capability can facilitate targeted interventions to support student success in medical research education.
