Skip to main content
SpringerLink
Log in

Teaching to Develop Scientific Engagement in Medical Students

  • Chapter
  • First Online:
An Introduction to Medical Teaching

Abstract

Scientific engagement refers to an attitude of the individual towards science and a specific way of thinking. This chapter emphasizes the importance of scientific engagement in medical students and provides some suggestions for how you, the teacher, can stimulate that engagement. It is important that we train scientifically minded students who are capable of performing research in a clinical research environment as well as capable of understanding, appraising and applying the research of others into their future health care position.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 99.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Bahner I, Somboonwit C, Pross S, Collins RJ, Saporta S (2012) Teaching science through biomedical research in an elective curriculum. Med Sci Educ 22(3S):143–146

    Article  Google Scholar 

  • de Oliveira NA, Luz MR, Saraiva RM, Alves LA (2011) Student views of research training programmes in medical schools. Med Educ 45(7):748–755

    Article  PubMed  Google Scholar 

  • Dekker FW (2011) Science education in medical curriculum: teaching science or training scientists? Med Sci Educ 21(3S):258–260

    Article  Google Scholar 

  • Dekker FW, de Craen AJM (2009) On pens and presents: a teaching experiment to assess the influence of pharmaceutical industry promotional activities on medical students. J Int Assoc Med Sci Educ 19:142–144

    Google Scholar 

  • Dyche L, Epstein RM (2011) Curiosity and medical education. Med Educ 45:663–668

    Article  PubMed  Google Scholar 

  • Dyrbye LN, Davidson LW, Cook DA (2008) Publications and presentations resulting from required research by students at mayo medical school, 1976–2003. Acad Med 83(6):604–610

    Article  PubMed  Google Scholar 

  • Griffin MF, Hindocha S (2011) Publication practices of medical students at British medical schools: experience, attitudes and barriers to publish. Med Teach 33(1):e1–e8

    Article  CAS  PubMed  Google Scholar 

  • Gruis NA, Langenhoff JM (2013) Increasing first year Student’s attitude and understanding towards biomedical research. Med Sci Educ 23(1S):148–153

    Article  Google Scholar 

  • Healey M (2005) Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning. In: Barnett R (ed) Reshaping the university: new relationships between research, scholarship and teaching. McGraw Hill/Open University Press, Maidenhead/New York, pp 67–78

    Google Scholar 

  • Houlden RL, Raja JB, Collier CP, Clark AF, Waugh JM (2004) Medical students’ perceptions of an undergraduate research elective. Med Teach 26:659–661

    Article  PubMed  Google Scholar 

  • Jacobs CD, Cross PC (1995) The value of medical student research: the experience at Stanford University School of medicine. Med Educ 29(5):342–346

    Article  CAS  PubMed  Google Scholar 

  • Jenkins A, Breen R, Lindsay R (2003) Reshaping teaching in higher education: linking teaching with research. Kogan Page Limited, London

    Google Scholar 

  • Laidlaw A, Aiton J, Struthers J, Guild S (2012) Developing research skills in medical students: AMEE guide No. 69. Med Teach 34:754–771

    Article  Google Scholar 

  • Lambert DR, Lurie SJ, Lyness JM, Ward DS (2010) Standardizing and personalizing science in medical education. Acad Med 85:356–362

    Article  PubMed  Google Scholar 

  • Lawson Mclean A, Saunders C, Palani Velu P, Iredale J, Hor K, Russel CD (2013) Twelve tips for teachers to encourage student engagement in academic medicine. Med Teach 35:549–554

    Article  PubMed  Google Scholar 

  • Ludmerer K (2010) Understanding the Flexner report. Acad Med 85(2):193–196

    Article  PubMed  Google Scholar 

  • Rabinowitz D, Reis S, van Raalte R, Alroy G, Ber R (2004) Development of a physician attributes database as a resource for medical education, professionalism and student evaluation. Med Teach 26(2):160–165

    Article  PubMed  Google Scholar 

  • Regehr G, Norman GR (1996) Issues in cognitive psychology: implications for professional education. Acad Med 71:988–1001

    Article  CAS  PubMed  Google Scholar 

  • Reinders JJ, Kropmans TJ, Cohen-Schotanus J (2005) Extracurricular research experience of medical students and their scientific output after graduation. Med Educ 39:237

    Article  PubMed  Google Scholar 

  • Scientific Foundations for Future Physicians (2009) AAMC-HHMI report, Washington DC, USA

    Google Scholar 

  • Supplement on Student Research Projects (2013) Med Sci Educ 23(1S)

    Google Scholar 

  • Van Eyk HJ, Hooiveld MHW, van Leeuwen TN, van der Wurff BLJ, de Craen AJM, Dekker FW (2010) Scientific output of Dutch medical students. Med Teach 32:231–235

    Article  PubMed  Google Scholar 

  • Van Schravendijk C, März R, Garcia-Seoane J (2013) Exploring the integration of the biomedical research component in undergraduate medical education. Med Teach 35:e1243–e1251

    Article  PubMed  Google Scholar 

  • Vandiver DM, Walsh JA (2010) Assessing autonomous learning in research methods courses: implementing the student-driven research project. Act Learn High Educ 11:31–42

    Article  Google Scholar 

  • Vereijken MWC, Kruidering-Hall M, de Jong PGM, de Beaufort AJ, Dekker FW (2013) Scientific education early in the curriculum using a constructivist approach on learning. PME. doi:10.1007/s40037-013-0072-1

    PubMed Central  PubMed  Google Scholar 

Further Reading

  • Cruser A, Dubin B, Brown SK, Bakken LL, Licciardone JC, Podawiltz AL, Bulik RJ (2009) Biomedical research competencies for osteopathic medical students. Osteopath Med Prim Care 3:10

    Article  PubMed Central  PubMed  Google Scholar 

  • Dekker FW, Halbesma N, Zeestraten EA, Vogelpoel EM, Blees MT, de Jong PGM (2009) Scientific training in the Leiden medical school preclinical curriculum to prepare students for their research projects. J Int Assoc Med Sci Educ 19(2S):2–6

    Google Scholar 

  • des Cruser A, Brown SK, Ingram JR, Papa F, Podawiltz AL, Lee D, Knox V (2012) Practitioner research literacy skills in undergraduate medical education: thinking globally, acting locally. Med Sci Educ 22(3):162–184

    Article  Google Scholar 

  • MacDougall M, Riley SC (2010) Initiating undergraduate medical students into communities of research practise: what do supervisors recommend? BMC Med Educ 10:83

    Article  PubMed Central  PubMed  Google Scholar 

  • Patrıcio M, Harden RM (2010) The bologna process – a global vision for the future of medical education. Med Teach 32:305–315

    Article  PubMed  Google Scholar 

  • Simons M, Elen J (2007) The research teaching nexus and education through research: an exploration of ambivalences. Stud High 32:617–631

    Article  Google Scholar 

  • Solomon SS, Tom SC, Pichert J, Wasserman D, Powers AC (2003) Impact of medical student research in the development of physician-scientists. J Invest Med 51(3):149–156

    Google Scholar 

  • Supplement on Core-Competencies in Scientific Research for Undergraduate Medical Education (2012) Med Sci Educ 22(3S)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Leiden University Medical Center, Leiden, The Netherlands

    Peter G. M. de Jong Ph.D.

  2. Georgetown University Medical Center, Washington, DC, USA

    Aviad Haramati Ph.D.

Authors
  1. Peter G. M. de Jong Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Aviad Haramati Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Peter G. M. de Jong Ph.D. .

Editor information

Editors and Affiliations

  1. Office of Medical Education, Creighton University School of Medicine, Omaha, Nebraska, USA

    Kathryn N. Huggett

  2. Office of Medical Education, University of Vermont College of Medicine, Burlington, Vermont, USA

    William B. Jeffries

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

de Jong, P.G.M., Haramati, A. (2014). Teaching to Develop Scientific Engagement in Medical Students. In: Huggett, K., Jeffries, W. (eds) An Introduction to Medical Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9066-6_11

Download citation

Publish with us

Policies and ethics

Search

Navigation