title: Investigating the impact of a research-based integrated curriculum on self-perceived research experiences of medical students in community placements: a pre- and post-test analysis of three student cohorts.
abstract: BACKGROUND
  To build research capacity among graduating medical students, the teaching of research and critical analysis was integrated into the University of Wollongong (UoW) new, graduate-entry medical curriculum. This study examined whether the self-perceived research experiences of medical students, and consequent research capability, were influenced by exposure to this innovative research and critical analysis curriculum, which incorporated a 12-month community-based research project, and associated assessment tasks.
  
  
  METHODS
  The first three medical students cohorts (N = 221) completed a self-assessment of their research experiences in ten areas of research activity. Their responses were collected: before and after they undertook an individual community-based research project within a 12-month regional/rural clinical placement. The research areas investigated by the self-assessment tool were: (i) defining a research question/idea; (ii) writing a research protocol; (iii) finding relevant literature; (iv) critically reviewing the literature; (v) using quantitative research methods; (vi) using qualitative research methods; (vii) analysing and interpreting results; (viii) writing and presenting a research report; (ix) publishing results; and (x) applying for research funding.
  
  
  RESULTS
  Participation rates of 94% (207/221) pre-placement and 99% (219/221) post-placement were achieved from the three student cohorts. Following the successful completion of the research projects and their assessment tasks, the median responses were significantly higher (p < 0.05) in nine of the ten research areas. The only area of research for which there was no increase recorded for any one of the three cohorts, or overall, was (x) applying for research funding. This activity was not a component of the UoW research and critical analysis curriculum and the item was included as a test of internal validity. Significant gains were also seen between cohorts in some key research areas.
  
  
  CONCLUSIONS
  Improved research capability among medical students was evidenced by increased scores in various areas of research experience in the context of successful completion of relevant assessment tasks. The results suggest that research capability of medical students can be positively influenced by the provision of a research-based integrated medical curriculum and further consolidated by authentic learning experiences, gained through conducting 'hands-on' research projects, under the supervision and mentoring of research-qualified academics.
authors.affiliation: Graduate School of Medicine, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia. jmullan@uow.edu.au.
authors.forename: Judy R
authors.initials: JR
authors.lastname: Mullan
authors.forename: Kathryn M
authors.initials: KM
authors.lastname: Weston
authors.forename: Warren C
authors.initials: WC
authors.lastname: Rich
authors.forename: Peter L
authors.initials: PL
authors.lastname: McLennan
mesh_terms: D001315:Australia; D035843:Biomedical Research / Q000193:education* / Q000458:organization & administration; D003479:Curriculum; D004501:Education, Medical / Q000379:methods / Q000458:organization & administration; D006801:Humans; D012577:Schools, Medical / Q000458:organization & administration; D013337:Students, Medical / Q000523:psychology
references.citation: BMC Med Educ. 2009 Jun 05;9:28
references.pmid: 19500358
references.citation: Aust Health Rev. 2005 Feb;29(1):6-11
references.pmid: 15683349
references.citation: Lancet. 1984 Jun 16;1(8390):1311-5
references.pmid: 6145023
references.citation: Aust J Prim Health. 2011;17(1):114-21
references.pmid: 21616035
references.citation: JAMA. 2006 Sep 6;296(9):1094-102
references.pmid: 16954489
references.citation: Acad Med. 2001 Feb;76(2):189-94
references.pmid: 11158845
references.citation: Acad Med. 2010 Mar;85(3):409-18
references.pmid: 20182113
references.citation: Med Teach. 2011;33(1):e1-8
references.pmid: 21182368
references.citation: Acad Med. 2010 Mar;85(3):405-8
references.pmid: 20182112
references.citation: Med Educ. 2010 May;44(5):496-7
references.pmid: 20374470
references.citation: Aust Fam Physician. 2003 Dec;32(12):1038-40, 1043
references.pmid: 14708158
references.citation: Teach Learn Med. 2008 Apr-Jun;20(2):180-5
references.pmid: 18444207
references.citation: BMC Fam Pract. 2005 Oct 27;6:44
references.pmid: 16253133
references.citation: GMS Z Med Ausbild. 2014 May 15;31(2):Doc15
references.pmid: 24872850
references.citation: BMC Fam Pract. 2006 Feb 09;7:8
references.pmid: 16466583
references.citation: Med Teach. 2013 Jul;35(7):549-54
references.pmid: 23496123
references.citation: Med Teach. 2012;34(2):161-4
references.pmid: 22288996
references.citation: Med Teach. 2012;34(10):813-20
references.pmid: 23043517
references.citation: Fam Pract. 2008 Apr;25(2):119-26
references.pmid: 18304969
references.citation: Aust Fam Physician. 2002 Dec;31(12):1139-42
references.pmid: 12516520
references.citation: Acad Med. 2010 Feb;85(2):220-7
references.pmid: 20107346
references.citation: Adv Health Sci Educ Theory Pract. 2008 Nov;13(4):463-8
references.pmid: 17279434
references.citation: Med Educ Online. 2010 Sep 10;15:
references.pmid: 20844608
references.citation: BMC Med Educ. 2009 Jul 16;9:45
references.pmid: 19607675
references.citation: Med Teach. 2013;35(1):27-31
references.pmid: 23121246
references.citation: Med Teach. 2013;35(3):201-8
references.pmid: 23464896
references.citation: Med Educ. 2011 Jan;45(1):60-8
references.pmid: 21155869
references.citation: Aust J Rural Health. 2000 Oct;8(5):249-53
references.pmid: 11894254
references.citation: Am J Occup Ther. 2006 Mar-Apr;60(2):165-76
references.pmid: 16596920