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ORIGINAL ARTICLE
Year : 2017  |  Volume : 5  |  Issue : 3  |  Page : 129-134

Faculty perspective on competency-based research education: A multi-centre study from Saudi Arabia


Department of Medical Education, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia

Correspondence Address:
Muhammad Raihan Sajid
College of Medicine, Alfaisal University, Riyadh
Saudi Arabia
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DOI: 10.4103/jhs.JHS_145_16

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Introduction: Research is becoming indispensable in today's medical education and clinical practice. Engaging medical students in research activities and producing clinically competent and research-oriented medical students are essential demands of today's modern medicine. Incorporating research-based competencies and designing research-oriented medical curricula are challenging and need more attention, especially in developing countries. The aim of this study was to identify research competencies for medical students and the best instructional modality for their integration in the medical curricula. Methodology: A list of research competencies needed to be acquired by medical students during their undergraduate level have been proposed and classified under the following categories: general research skills, biostatistics, basic biomedical research and clinical research and epidemiology. The competencies were further reviewed by academicians of different fields. Afterwards, a questionnaire was prepared targeting researchers who have mentored undergraduate medical students in Riyadh, Saudi Arabia. Research mentors were asked to rate the importance of the competencies listed using a 5-point Likert scale and to determine how they should be delivered into the medical curricula. Results: Results showed that Likert scale mean score ranged from 3.44 to 4.71, illustrating mentors' agreement to the importance of the competencies listed. Around 52% and 58% of mentors choose 'compulsory component' in case of 'general research skills' and 'biostatistics', respectively. On the other hand, 75% and 66% of mentors choose 'non-compulsory component' in case of 'basic research' and 'clinical research and epidemiology', respectively. Conclusion: Standardisation of competencies might help to better integrate research competencies in medical curricula.


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