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Implementation of a longitudinal mentored scholarly project: An approach at two medical schools

Boninger, M and Troen, P and Green, E and Borkan, J and Lance-Jones, C and Humphrey, A and Gruppuso, P and Kant, P and McGee, J and Willochell, M and Schor, N and Kanter, SL and Levine, AS (2010) Implementation of a longitudinal mentored scholarly project: An approach at two medical schools. Academic Medicine, 85 (3). 429 - 437. ISSN 1040-2446

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Abstract

An increasing number of medical schools have implemented or are considering implementing scholarly activity programs as part of their undergraduate medical curricula. The goal of these programs is to foster students' analytical skills, enhance their self-directed learning and their oral and written communication skills, and ultimately to train better physicians. In this article, the authors describe the approach to implementing scholarly activities at a school that requires this activity and at a school where it is elective. Both programs have dealt with significant challenges including orienting students to a complex activity that is fundamentally different than traditional medical school courses and clerkships, helping both students and their mentors understand how to "stay on track" and complete work, especially during the third and fourth years, and educating students and mentors about the responsible conduct of research, especially involving human participants. Both schools have found the implementation process to be evolutionary, requiring experience before faculty could significantly improve processes. A required scholarly activity has highlighted the need for information technology (IT) support, including Web-based document storage and student updates, as well as automatic e-mails alerting supervisory individuals to student activity. Directors of the elective program have found difficulty with both ensuring uniform outcomes across different areas of study and leadership changes in a process that has been largely student-driven. Both programs have found that teamwork, regular meetings, and close communication have helped with implementation. Schools considering the establishment of a scholarly activity should consider these factors when designing programs. © 2010 Association of American Medical Colleges.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Boninger, Mboninger@pitt.eduBONINGER
Troen, P
Green, E
Borkan, J
Lance-Jones, C
Humphrey, A
Gruppuso, P
Kant, P
McGee, J
Willochell, M
Schor, N
Kanter, SL
Levine, AS
Centers: Other Centers, Institutes, Offices, or Units > Human Engineering Research Laboratories
Date: 1 January 2010
Date Type: Publication
Journal or Publication Title: Academic Medicine
Volume: 85
Number: 3
Page Range: 429 - 437
DOI or Unique Handle: 10.1097/acm.0b013e3181ccc96f
Schools and Programs: School of Health and Rehabilitation Sciences > Rehabilitation Science and Technology
Refereed: Yes
ISSN: 1040-2446
MeSH Headings: Biomedical Research--education; Education, Medical--standards; Mentors; Pennsylvania; Rhode Island; Schools, Medical
PubMed ID: 20182115
Date Deposited: 03 Oct 2012 20:56
Last Modified: 27 Jan 2019 02:55
URI: http://d-scholarship.pitt.edu/id/eprint/14710

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