Abstract
This study used variables proposed in social cognitive career theory (SCCT) to focus the evaluation of a research curriculum at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University (CCLCM). Eight cohorts of CCLCM medical students completed a web-based version of the six-scale Clinical Research Appraisal Inventory-Short Form (CRAI-SF) items at matriculation (n = 128) or graduation (n = 111) during 2009–2013. Parametric statistics were used to compare CRAI-SF scales to domains proposed in SCCT: trainees’ characteristics (gender, training level, advanced degree), career interests, career intentions (medical specialty), and performance (peer-reviewed publications and required thesis topic). A number of lessons emerged in using theory to frame the evaluation of a complex educational program. Graduates rated their research self-efficacy significantly higher on all six CRAI-SF scales with large effect sizes (>.90) on five scales (Conceptualizing a Study, Study Design and Analysis, Responsible Research Conduct, Collaborating with Others, and Reporting a Study). Women and men did not have significantly different scores on CRAI-SF scales (p > .05), suggesting that the research program provides adequate supports for women students. Most thesis projects addressed clinical (36.9 %, n = 41) or translational (34.2 %, n = 38) research topics. The CRAI-SF discriminated between medical school matriculates and graduates, suggesting that research self-efficacy increases with mastery experiences. No significant relationships occurred between CRAI-SF scores and graduates’ thesis topics or chosen clinical specialty. Correlations demonstrated significant relationships between graduates’ perceptions of research self-efficacy and their interest in clinical research careers.
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Acknowledgments
The authors thank Marlene Englander, Cleveland Clinic, Cleveland, Ohio, for collecting and compiling student publication data; Clemencia Colmenares, Ph.D., Cleveland Clinic, Cleveland, Ohio, for confirming the classification of CCLCM graduates’ research thesis topics; and Lori Bakken, Ph.D., University of Wisconsin, Madison, Wisconsin, for granting permission to use the CRAI-SF for this investigation.
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Bierer, S.B., Prayson, R.A. & Dannefer, E.F. Association of research self-efficacy with medical student career interests, specialization, and scholarship: a case study. Adv in Health Sci Educ 20, 339–354 (2015). https://doi.org/10.1007/s10459-014-9531-7
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DOI: https://doi.org/10.1007/s10459-014-9531-7