Editorial

Scientific Conferences for Medical Students: Why do We Need more Spaces for Students to Enhance Research?

Amy Phelan¹, Prakash Gupta², Mihnea-Alexandru Găman³, Juan C. Puyana⁴, Francisco J. Bonilla-Escobar⁵

doi: http://dx.doi.org/10.5195/ijms.2023.2274

Volume 11, Number 3: 166-170

Keywords: Medical student; Conference; Congress; Meeting; Oral presentation; Abstracts; Medical education; Research; Medical research; Physician-scientists; MBBS; MD; MD-PhD; MD student; DO student; DO; MBBS student; MD-MSc student; MD-PhD student; Editorial; Opinion; Medicine (Source: MeSH-NLM).

The central role that clinical and translational research contributes to the advancement of medical treatment and enhancement of patient care places sustained research interests at the forefront of many physicians continued professional development.¹ Consequently, many medical students endeavour to begin their research careers in congruence with their studies at medical school. Early and active engagement in research can develop scientific writing technique, enhance skill such as data analysis, and provide mentorship opportunities, often fostering a life-long specialist research interest in medical students. Despite this, many barriers to involvement, publication and dissemination of medical student-led research remain, hindering access and participation.²

A previous editorial spoke to the barriers to conducting research at a student level and the consequences of such including lack of funding opportunities, lake of well-established research programmes, and a lack of mentorship available. In addition, the editorial posed many practical solutions to issues raised, such as the creation of dedicated platforms for medical students to share research activities such as symposiums, poster sessions and conferences.³ Furthermore, it is established in the literature that both certifications of participation and awards at conferences prove to be motivating factors for student participation and engagement in research. Thus, increased assurance to obtain such opportunities, in the form of student research-specific conferences, may act as an incentive.⁴

There are few research conferences dedicated entirely to medical student research. Prior to the inception of such events, some of which are listed in Table 1, the only methods of research dissemination for medical students were speciality-specific national and international conferences, where medical students had to complete against highly qualified physician scientists, with illustrious careers in their specific field, for exposure of their work at such conferences. The disparity in research experience between the two cohorts often leaves medical student research side-lined and shut out of such events.⁵

Legend:

Academic conferences are essential to the growth of new scholars as medical students. Attending these events, according to research, is a learning process in which participants increase their knowledge, study skills, networking abilities, and professional connections.^6–8 Particularly doctoral students utilize seminars to acquire new information.⁹ The process of socialization during conference attendance consists of four stages: introduction to new rules and roles, increased focus on tasks and comprehension of career objectives, growing confidence, and finally internalization of their roles as researchers, leading to the formation of a professional identity.¹⁰

Scientists usually rely on the published papers of their peers to gather knowledge; however, publishing delays frequently render this information outdated or obsolete. To keep current, researchers rely on “not yet published” knowledge and informal contacts, particularly during conferences.¹¹ These conferences allow for the exchange of not only scientific knowledge but also social issues, career news, and other topics.^12,13 Unofficial encounters at conferences provide valuable resources to attendees' social networks. People benefit from partnerships that supply nonredundant knowledge, according to social network theory. The possibility of obtaining such data is contingent on scientists bridging gaps in diverse networks. Redundancy is caused by strong links within the same group or structural equivalence with similar contacts. The diversity of conference attendees influences the potential of collecting nonredundant information. International conferences draw a wider spectrum of groups than smaller, more homogeneous national conferences, increasing the chance of such access.^14,15

Researchers can benefit both personally and collectively from attending conferences. Personal growth, like a conference-inspired, single-authored work, is an example of an individual effect. Collective effects are the result of interactions between multiple people, which can lead to both formal and informal networks of cooperation and friendship. These sweeping impacts are consistent with the sociological idea of communal outcomes coming from people's individual choices. Researchers attend conferences to network and advance their careers, especially when jobs, funding, and connections are on the line.^16–18 Collective effects happen because of the social interactions that these contacts create. These interactions can then lead to the creation of structures, organizations, and research partnerships. Lack of effective communication and strong ties, on the other hand, can hinder collaboration and the overall productivity of conferences. This is because conferences offer a social setting that is not usually found in academia. Because of this, conferences are likely to have effects on both individuals and groups.^19,20

A decline in the number of physicians actively participating in research has been widely reported in the literature, leading to many postulating the increased role of medical student research, including student-led research conferences, as a solution to safeguarding the future of academic medicine.²¹ It has been documented those students that are involved in, and published research as medical students are three times more likely to continue to publish after graduation when compared to their counterparts that did not participate in research while studying.²² With this in mind, it is evident that medical student-specific research conferences can, and will, play a vital role in ensuring the continued prosperity of the role of the physician scientist and academic medicine as a whole.

The success of the International Journal of Medical Students (IJMS) publications and subsequence research conference serves to highlight the vital role of student-led research and the need for increased avenues for its dissemination. It is evident that there is both a need and an appetite for an increase in opportunity for medical student-specific research conferences. Initiatives, such as the World Conference of Medical Student Research (WCMSR), have begun to dismantle barriers to these opportunities. An increase in both quantity and frequency of such events will continue to close the gap between medical students and access to such opportunities.

On 7th October 2023, the IJMS will host the 2023 WCMSR, a virtual research conference which will provide a platform for medical students and recent medical graduates (up to three-years post-graduation) to disseminate their own research on an international stage. This is the second such conference of its kind, following the success of the first WCMSR on 12th November 2022. The first conference featured 40 abstracts, including original research articles and case reports, from 30 different countries across the globe.²³ The audience can participate voting for their favorite presentation and raise their questions, opinions, and comments to improve discussions and create potential collaborations. The conference will be transmitted live on YouTube® and you can register, attend or review it here: https://www.youtube.com/watch?v=LqO3DfVDvxg.

This issue of the IJMS underscores the vitality of medical student-led research through a range of articles. This includes four original articles, one short communication, two case reports, two reviews, one letter to the editor, two editorials and two experiences.

The IJMS had the honor of featuring another editorial written by editors of leading scientific journals from around the globe, putting their voice together to call for action on humanity issues. The fourth of its kind to feature in our journal, this article discusses the role of healthcare workers in reducing the risk of nuclear war, citing the International Physicians for the Prevention of Nuclear War, conceived in the 1980s, as a starting point for actionable change on such an issue by physicians.²⁴ This follows previous editorials by the group that addressed other humanitarian issues, namely climate change and its impact on health. They highlight the need to limit global temperatures and restore biodiversity and implored urgent change following the COP27 Climate Change Conference.^25–27

In their short communication, Lin et al., explored potential lifestyle risk factors for burnout during medical school. Reporting that over half of medical students experience burnout, the study found lack of sleep and poor support system as dominant risk factors. Furthermore, it revealed that medical students suffering from burning reported poorer mental health and reduced life satisfaction. In the context of medical student research as an extra-curricular commitment, this article highlights a need to ensure that appropriate resources are available to for medical students taking on additional research commitments to prevent burnout and facilitate sustained research participation while at medical school.²⁸

One case report featured in this edition focused on a rare neurological condition, Moersch-Woltman Syndrome and the establishment of anti-GAD antibodies to aid in its diagnosis.²⁹ In the second case report, Wilcox et al., describe the usefulness of early point of care ultrasound training in medical school in a student-run free clinic. The case reported in the article strongly supports their arguments for enhanced point of care ultrasound teaching to be incorporated in medical school curriculums.³⁰

One review in this edition presents a systematic review of pseudo-chilblains in confirmed cases of COVID-19.³¹ The second focuses on medical students' perspective of the operating theatre as a place of learning, exploring negative and demotivating experiences that discourage medical students from operating room attendance.

In contrast, it shows that positive surgical experience serves as a motivating factor for a future surgical career. It could be postulated that a similar experience in medical student research could have the same impact on future research careers, emphasizing the importance of positive research involvement during medical school to ensure continued participation in research once a practicing physician.³²

One of the experiences examines the impact of an electronic system at a student-run free clinical on maximizing efficiency of patient assistance program applications. This article further underscores the value that medical student-led programs can have in a clinical setting, as discussed in Wilcox et al.,'s case report.³³ The second experience explored bias among medical teams as experienced by Asian medical students in the United States and call for actions to tackle bias in the medical field.³⁴

In their letter to the editor, Zolo emphasized the role of medical students and surgical trainees in the advancement of global surgical research in low- and middle-income countries, once again supporting several points made both in this editorial and through other articles featured in this edition of the journal.³⁵

In their original research article, Thibaut et al., explore the opposing role of HLA-DQB1*0301 in bullous pemphigoid and pemphigus vulgaris through a meta-analysis.³⁶ Khuluf et al., report findings regarding the hepatotoxic effects of Doxorubcin on female rats.³⁷ Wei Wei Kong et al., describe a cross-sectional study looking at student perspectives on e-learning a year into the COVID-19 pandemic that forces most educational activities online. They report a negative impact on performance satisfaction and a perceived reduction in practical skills in medical students in Malaysia.³⁸ Finally, Osei-Hunoir and Vorona's article provides insight into the role and impact of dyslexia awareness workshops in medical school curriculum. They suggest that such workshops enhance medical student knowledge on the condition and provide students with the confidence to support peers with dyslexia.³⁹

Acknowledgments

None.

Conflict of Interest Statement & Funding

The Authors have no funding, financial relationships or conflicts of interest to disclose. Dr. Juan C. Puyana work is partially funded by the National Institute of Health (NIH) of the United States with the grant UH3HL151595. The opinions expressed in this article are the author's own and do not reflect the view of the National Institutes of Health, the Department of Health and Human Services, or the United States government.

References

1. Dev AT, Kauf TL, Zekry A, et al. Factors influencing the participation of gastroenterologists and hepatologists in clinical research. BMC Health Serv Res. 2008;8:208

2. Nikkar-Esfahani A, Jamjoom AA, Fitzgerald JE. Extracurricular participation in research and audit by medical students: opportunities, obstacles, motivation and outcomes. Med Teach. 2012;34(5):e317–24.

3. Nawaz, I., Thomas, J. A., Gupta, P., Shellah, D., Găman, M.-A., Puyana, J. C., & Bonilla-Escobar, F. J. Should a Scientific Publication be a Prerequisite to Graduate from Medical School?. Int J Med Stud. 2023;11(2):102–6.

4. Siemens, D.R., Punnen, S., Wong, J. et al. A survey on the attitudes towards research in medical school. BMC Med Educ. 2010;10:4.

5. Alhabib RK, Alhusseini N, Aboalsamh AG, Adi G, Ismail A, Hajja A, Alammari D, Khalil Z, Alharbi MA, Albahiti SK. Motivators and barriers to research participation among medical students in Saudi Arabia. PLoS One. 2023;18(4):e0284990.

6. Chapman, D. D. et al. Crossing Scholarly Divides: Barriers and Bridges for Doctoral Students Attending Scholarly Conferences. New Horiz Adult Educ Human. 2009;23: 6–24.

7. Ghosh, R., and Githens, R. P. Application of Social Network Theory: Doctoral Students' Experiences in Conferences. New Horiz Adult Educ Human. 2009;23:25–8.

8. Cherrstrom, C. A. Making Connections: Attending Professional Conferences. Adult Learning. 2012;23:148–52.

9. Kuzhabekova, A., and Temerbayeva, A. The Role of Conferences in Doctoral Student Socialization. Stud Grad Postdr Educ. 2019;9:181–96.

10. Weidman, J. C., Twale, D. J., and Stein, E. L. Socialization of Graduate and Professional Students in Higher Education: A Perilous Passage?', ASHE-ERIC Higher Education Report, San Francisco: Jossey-Bass. 2001;28(3):138

11. Gläser, J. (2006), Wissenschaftliche Produktionsgemeinschaften. Die Soziale Ordnung der Forschung. Frankfurt am Main/New York: Campus Verlag.

12. Reychava, I., and Te'eni, D. Knowledge Exchange in the Shrines of Knowledge: The “How's” and “Where's” of Knowledge Sharing Processes. Comput Educ. 2009;53(4):1266–77.

13. Storme, T. et al. Mobility and Professional Networks in Academia: An Exploration of the Obligations of Presence. Mobilities. 2017;12(3):405–24.

14. Grannovetter, M. The Strength of Weak Ties. Am J Sociol. 1973;78:1360–80.

15. Burt, R. S. (1992), Structural Holes. The Social Structure of Competition. Cambridge: Harvard University Press.

16. Lazarsfeld, P. F., and Menzel, H. On the Relation between Individual and Collective Properties. in Etzioni A. (ed.), Complex Organizations. A Sociological Reader. 1961:421–40.

17. Jasso, G. (2009) ‘Linking Individuals and Societies’, The Journal of Mathematical Sociology. 2009;34:1–51.

18. Coleman, J. S. (1990), Foundations of Social Theory Cambridge: Belknap Press.

19. Whitley, R. (1984), The Intellectual and Social Organizations of the Sciences. Oxford: Clarendon Press.

20. Blau, P. M. (2006 [1964]), Exchange and Power in Social Life, 10th edn. New Brunswick: Transaction Publishers.

21. Funston G. The promotion of academic medicine through student-led initiatives. Int J Med Educ. 2015;6:155–7.

22. Alghamdi KM, Moussa NA, Alessa DS, Alothimeen N, Al-Saud AS. Perceptions, attitudes and practices toward research among senior medical students. Saudi Pharm J. 2024;22(2):113–7.

23. Shah P, Mercalli C, Mujanovic A, Kipkorir V, Egan C, Dhali A, et al. Role of Medical Students in Disseminating Scientific Knowledge-The First IJMS WCMSR. Int J Med Stud. 2022;10(Suppl 1):S151–4.

24. Abbasi K, Ali P, Barbour V, Bibbins-Domingo K, Olde Rikkert MGM, Gong P, et al. Reducing the Risks of Nuclear War—the Role of Health Professionals. Int J Med Stud. 2023;11(3):171–3.

25. Atwoli L, Baqui AH, Benfield T, Bosurgi R, Godlee F, Hancocks S, et al. Call for Emergency Action to Limit Global Temperature Increases, Restore Biodiversity, and Protect Health. Wealthy Nations Must Do Much More, Much Faster. Int J Med Students. 2021;9(3):189–91.

26. Laybourn-Langton L, Smith R. COP26 and Health: Some Progress, But Too Slow and Not Enough. The Health Community Must Step Up Its Efforts to Hold Countries Accountable for Reducing Greenhouse Emissions and Promoting Adaptation. Int J Med Students. 2021;9(4):255–6

27. Erhabor GE, Gbakima AA, Haileamlak A, Kayembe Ntumba JM, Kigera J, Mash B, et al. COP27 Climate Change Conference: Urgent Action Needed for Africa and The World. Int J Med Stud. 2022;10(4):344–46.

28. Lin R, Woolery-Lloyd H, Young B, Kenya S. From Student to Physician: Determining Which Lifestyle Behaviors May Be Risk Factors for Burnout at a South Florida Medical School. Int J Med Stud. 2023;11(3):206–11.

29. Pitliya A. A Rare Case Report of Neurological Condition: Moersch-Woltman Syndrome with Positive Anti-GAD Antibodies. Int J Med Stud. 2023;11(3):233–36.

30. Wilcox J, Lawson B, Gauger A. Early Point of Care Ultrasound Training in Medical Education, Making the Case with a Case Report. Int J Med Stud. 2022;11(3):229–32.

31. Hayles S, Williams K, Thomas N, Morgan J, Braham D, Williams MG, et al. Pseudo-Chilblains in Adult Patients with Confirmed COVID-19: A Systematic Review. Int J Med Stud. 2023;11(3):220–28.

32. Mallia TA, Cuschieri S. Walking the Walk: A Review of Medical Students' Perspective of a Surgical Theatre as the New Classroom]. Int J Med Stud. 2023;11(3):212–19.

33. Liu-Zarzuela JA, Nguyen CT, Johnson DB. Decreasing Medication Delays: Maximizing the Efficiency of Patient Assistance Program Applications Through an Electronic System at a Student-Run Free Clinic. Int J Med Stud. 2023;11(3):240–2.

34. Ke J, Zhang E, Lee K, Shih H, Hur C. Addressing Bias among Medical Care Teams on the Wards: A Perspective from Asian Medical Students in the United States. Int J Med Stud. 2023;11(3):237–9.

35. Zolo Y. Global Surgery Research: An Overview and the Role of Medical Students and Surgical Trainees in Advancing Global Surgery Research in LMICs. Int J Med Stud. 2023;11(3):243–45.

36. Thibaut D, Witcher R, Barnes B, Schroeder KT. HLA-DQB1*0301 in Bullous Pemphigoid and Pemphigus Vulgaris: A Meta-Analysis. Int J Med Stud. 2023;10(3):199–205.

37. Nurani K, Pulei A, Olabu B, Munguti J, Chaudhry T, Kipkorir V. Stereological Estimation and Zonal Distribution of the Hepatotoxic Effects of Doxorubicin on the Female Albino Rat (Rattus Norvegicus). Int J Med Stud. 2023;11(3):184–90.

38. Kong SWW, Yong JL, Cheong SPY, Ong ELC. Student Perspectives on E-Learning in a Malaysian Medical College One Year into the COVID-19 Pandemic: A Cross-Sectional Study. Int J Med Stud. 2023;11(3):174–83.

39. Osei-Junior M. Vorona M. The Role and Impact of Dyslexia Awareness Workshops in the Medical Curriculum. Int J Med Stud. 2023;11(3):191–8.

Amy Phelan, 1 Medical Student, University College Dublin, Ireland.

Prakash Gupta, 2 MD, Virgen Milagrosa University Foundation College of Medicine, Philippines.

Mihnea-Alexandru Găman, 3 MD, PhD(c), Faculty of Medicine, “Carol Davila” University of Medicine andPharmacy, 050474 Bucharest, Romania & Department of Hematology, Center of Hematology and Bone Marrow Transplantation, Fundeni Clinical Institute, 022328 Bucharest, Romania. Scientific Editor, IJMS.

Juan C. Puyana, 4 MD, FACS, School of Medicine, Department of Surgery, Professor of Surgery, Critical Care Medicine, and Clinical Translational Science, Director for Global Health-Surgery, University of Pittsburgh, Pittsburgh, PA, United States. Editorial Board Member, IJMS.

Francisco J. Bonilla-Escobar, 5 MD, MSc, PhD(c), Department of Ophtalmology; Institute for Clinical Research Education (ICRE), University of Pittsburgh, Pittsburgh, PA, United States. Fundación Somos Ciencia al Servicio de la Comunidad, Fundación SCISCO/Science to Serve the Community Foundation, SCISCO Foundation, Cali Colombia. Grupo de investigaciónen Visión y Salud Ocular, VISOC, Universidad del Valle, Cali, Colombia. Editor in Chief, IJMS.

Correspondence: Francisco J. Bonilla-Escobar. Address: 1400 Locust St Suite 5000, Pittsburgh, PA 15219, United States. Email: editor.in.chief@ijms.info

Cite as Phelan A, Gupta P, Găman MA, Puyana JC, Bonilla-Escobar FJ. Scientific Conferences for Medical Students: Why do We Need more Spaces for Students to Enhance Research?. Int J Med Stud. 2023 Jul-Sep;11(3):166-70.

Copyright © 2023 Amy Phelan, Prakash Gupta, Mihnea-Alexandru Găman, Juan C. Puyana, Francisco J. Bonilla-Escobar

This work is licensed under a Creative Commons Attribution 4.0 International License.

International Journal of Medical Students, VOLUME 11, NUMBER 3, September 2023