Research in Undergraduate Medical Education, Why, How, and How Much?
The application of knowledge in medicine requires sound, evidence-based justification for patient care.1 The rapid and unstoppable evolution of knowledge and ever-changing technologies have created a colossal challenge for medical professionals every day.2 The evidence comes from research, and re...
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Riphah International University, Islamabad
2025-03-01
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| Series: | Journal of Islamic International Medical College |
| Online Access: | https://journals.riphah.edu.pk/index.php/jiimc/article/view/2502 |
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| author | Azhar Rashid |
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| collection | DOAJ |
| description | The application of knowledge in medicine requires sound, evidence-based justification for patient care.1 The rapid and unstoppable evolution of knowledge and ever-changing technologies have created a colossal challenge for medical professionals every day.2
The evidence comes from research, and research in turn generates new evidence. It is imperative for the medical practitioner not only to understand research methodologies but also to critically evaluate the existing evidence to confirm its validity and to generate new insights.3 A study conducted in Germany involving 165 hospitals showed that the survival rate in research‐active hospitals is higher than in those that are not.4
The realization of the significance of this matter has led to the inclusion of the word ‘scholar’ in the definition of a ‘competent physician’.5 The Association of Medical Education in Europe (AMEE) includes student research as a component in its Award for Excellence in Medical Education in the category of ‘Student Engagement’.6 Many medical schools have now started teaching research in their undergraduate programs, and it is an integral part of their curriculum in an environment where there is already a dearth of clinical scientists.7
Many medical institutions have been imparting education in research for a long time. In the USA, 83.9% of students are engaged in research, while in China and Brazil the figures are 55.1% and 44%, respectively.6 However, there is a gross difference between high-income countries and low–middle-income countries (LMICs). The USA has 3867 researchers per million, whereas Colombia and Venezuela have 190 and 200 per million researchers, respectively. 3 Publications also increase at the student level when research is taught.7 Research indicates that individuals who begin publishing earlier in the day produce 1.7 times more publications than those who start later.
There are still few learning opportunities, especially in LMICs. The dearth of clinical scientists indicates that, to ensure patient safety, early research training should be made mandatory for all medical schools.
Apart from early adoption of evidence-based practice and research publication, there are many other advantages to engaging in research. For example, increased publications can facilitate entry into preferred residency programs and may enhance the likelihood of completing Masters and Doctorate degrees in a shorter time frame.3 Communication skills, teamwork, and leadership abilities are enhanced. 8 Self-efficacy, critical thinking, and reflective skills improve further.4 .................................... |
| format | Article |
| id | doaj-art-7b066f1505dd4d46ae3c4ce8ab1ca064 |
| institution | OA Journals |
| issn | 1815-4018 2410-5422 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Riphah International University, Islamabad |
| record_format | Article |
| series | Journal of Islamic International Medical College |
| spelling | doaj-art-7b066f1505dd4d46ae3c4ce8ab1ca0642025-08-20T02:16:22ZengRiphah International University, IslamabadJournal of Islamic International Medical College1815-40182410-54222025-03-01201122899Research in Undergraduate Medical Education, Why, How, and How Much?Azhar Rashid0https://orcid.org/0000-0003-1280-5036Dean Faculty of Health & Medical Sciences Principal Islamic International Medical College Riphah International University, IslamabadThe application of knowledge in medicine requires sound, evidence-based justification for patient care.1 The rapid and unstoppable evolution of knowledge and ever-changing technologies have created a colossal challenge for medical professionals every day.2 The evidence comes from research, and research in turn generates new evidence. It is imperative for the medical practitioner not only to understand research methodologies but also to critically evaluate the existing evidence to confirm its validity and to generate new insights.3 A study conducted in Germany involving 165 hospitals showed that the survival rate in research‐active hospitals is higher than in those that are not.4 The realization of the significance of this matter has led to the inclusion of the word ‘scholar’ in the definition of a ‘competent physician’.5 The Association of Medical Education in Europe (AMEE) includes student research as a component in its Award for Excellence in Medical Education in the category of ‘Student Engagement’.6 Many medical schools have now started teaching research in their undergraduate programs, and it is an integral part of their curriculum in an environment where there is already a dearth of clinical scientists.7 Many medical institutions have been imparting education in research for a long time. In the USA, 83.9% of students are engaged in research, while in China and Brazil the figures are 55.1% and 44%, respectively.6 However, there is a gross difference between high-income countries and low–middle-income countries (LMICs). The USA has 3867 researchers per million, whereas Colombia and Venezuela have 190 and 200 per million researchers, respectively. 3 Publications also increase at the student level when research is taught.7 Research indicates that individuals who begin publishing earlier in the day produce 1.7 times more publications than those who start later. There are still few learning opportunities, especially in LMICs. The dearth of clinical scientists indicates that, to ensure patient safety, early research training should be made mandatory for all medical schools. Apart from early adoption of evidence-based practice and research publication, there are many other advantages to engaging in research. For example, increased publications can facilitate entry into preferred residency programs and may enhance the likelihood of completing Masters and Doctorate degrees in a shorter time frame.3 Communication skills, teamwork, and leadership abilities are enhanced. 8 Self-efficacy, critical thinking, and reflective skills improve further.4 ....................................https://journals.riphah.edu.pk/index.php/jiimc/article/view/2502 |
| spellingShingle | Azhar Rashid Research in Undergraduate Medical Education, Why, How, and How Much? Journal of Islamic International Medical College |
| title | Research in Undergraduate Medical Education, Why, How, and How Much? |
| title_full | Research in Undergraduate Medical Education, Why, How, and How Much? |
| title_fullStr | Research in Undergraduate Medical Education, Why, How, and How Much? |
| title_full_unstemmed | Research in Undergraduate Medical Education, Why, How, and How Much? |
| title_short | Research in Undergraduate Medical Education, Why, How, and How Much? |
| title_sort | research in undergraduate medical education why how and how much |
| url | https://journals.riphah.edu.pk/index.php/jiimc/article/view/2502 |
| work_keys_str_mv | AT azharrashid researchinundergraduatemedicaleducationwhyhowandhowmuch |