CONTRIBUTIONS OF THE SCHOLARLY CONCENTRATION IN BIOMEDICAL RESEARCH TO SCIENTIFIC COMPETENCE Ingrid Bahner PhD IAMSE 2013

The Scholarly Concentrations Program at the USF MCOM  Health Disparities  Health Systems Engineering  International Medicine  Innovation, Entrepreneurship & Business in Medicine  Law and Medicine  Medicine and Gender  Medical Education  Medical Humanities  Public Health  Biomedical Research

The biomedical research scholarly concentration (rSC): Objectives and Goals  The objectives of the Research Scholarly Concentration are to provide a curriculum for scientific training and to aid with the research experience with the long-term goal to foster the students’ competency to practice science based medicine.

rSC: Goals and Objectives cont’d  Specifically, the Research Scholarly Concentration program will:  provide the students with a supportive frame work for identifying research interests and aid in finding a research mentor with whom to develop a hypothesis.  identify funding agencies to which students may apply and to facilitate competitive research proposals.

rSC: Goals and Objectives cont’d  provide a curriculum that will teach tools for conducting research  provide a forum to develop scientific thinking and presentation skills.  facilitate recognition at the time of graduation

rSC: Does the research experience contribute to scientific competence?  Count the number of publications?

rSC: Publications

rSC: Does the research experience contribute to scientific competence?  Students in the rSC classes of have universally acknowledged growth as a scholar  Does the “acknowledgment of growth as a scholar” constitute scientific competence and does it affect the practice of medicine?  Exit survey of the graduating class 2013  53% response rate

“Programs appreciated my interest in research above and beyond completing a research project which is the norm for students at other institutions. “

“I was interested in research before the scholarly concentration. The SC didn't change what I wanted in a residency, but it gave me the tools to do it well.”

“Yes, I have come to decide I need to contribute to my field, and research can be a wa to do that”

“I have a taste for research and would like I be a mentor “

Conclusion  Program evaluations by the rSC classes as well as the exit survey of the class of 2013 indicate strongly that the majority of rSC students developed the scientific habits of mind for life-long learning.

Acknowledgement  Dawn Schocken PhD  Charurut Somboonwit MD  Roberta J. Collins BS  Susan H. Pross PhD