| Titre : | SCIENTIFIC RESEARCH PRODUCTIVITY OF FINAL-YEAR MOROCCAN MEDICAL STUDENTS AND GRADUATES: INSIGHTS FROM A NATIONAL INVESTIGATION AND EVALUATION OF A PILOT MENTORSHIP PROGRAM (SCOD) | | Type de document : | thèse | | Auteurs : | CHAOUI GHITA, Auteur | | Année de publication : | 2024 | | Langues : | Anglais (eng) | | Mots-clés : | Scientific productivity Research self-efficacy Academic mentorship Medical education Morocco. Scientific productivity Research self-efficacy Academic mentorship Medical education Morocco الكفاءة الذاتية في البحث الإرشاد الأكاديمي التعليم الطبي طلاب الطب المغربيون التدريب على البحث برنامج
الإرشاد SCOD الإنتاجية العلمية | | Résumé : | This study evaluates the research self-efficacy, experiences, and scientific productivity of final-year Moroccan medical students and graduates, along with the impact of the Student Centered mentOring proDuction (SCOD) mentorship program. Despite the mandatory inclusion of a thesis in the Moroccan medical curriculum, our findings reveal significant gaps in students' practical research skills and productivity. These gaps stem from limited research training and inadequate mentorship, which hinder the translation of positive attitudes towards research into effective knowledge application.
Our cross-sectional survey, conducted with 670 respondents from eight Moroccan medical schools, assessed research self-efficacy, training, experiences, and perceptions. The study found that 71.2% of participants report not receiving research training during their education, resulting in low research self-efficacy scores. Additionally, qualitative data indicated numerous barriers to effective research, including lack of mentorship and support.
The SCOD mentorship program, implemented at the National Institute of Oncology in Rabat, aimed to address these challenges by providing structured, hands-on research training and mentorship program developed following the ADDIE model. Our evaluation of the SCOD program demonstrated a significant positive impact on the scientific productivity and research skills of its participants. Bibliometric analysis revealed an increase in publications and citations among mentees, and the Mentorship Competency Assessment indicated high satisfaction levels.
The results suggest that incorporating structured and effective academic mentorship within the medical curriculum can enhance students' research skills, and overall outcome their thesis projects. These insights are crucial for guiding educational reforms and improving the research capabilities of future medical professionals in Morocco.
In conclusion, the SCOD mentorship program exemplifies the potential benefits of structured mentorship in medical education, providing a model for similar initiatives aimed at bridging the research training gap in low- and middle-income countries. | | Numéro (Thèse ou Mémoire) : | M2632024 | | Président : | Brahim LEKEHAL | | Directeur : | Amine SOUADKA | | Juge : | Redouane ABOUQAL | | Juge : | Laila HESSISSEN | | Juge : | Saber BOUTAYEB |
SCIENTIFIC RESEARCH PRODUCTIVITY OF FINAL-YEAR MOROCCAN MEDICAL STUDENTS AND GRADUATES: INSIGHTS FROM A NATIONAL INVESTIGATION AND EVALUATION OF A PILOT MENTORSHIP PROGRAM (SCOD) [thèse] / CHAOUI GHITA, Auteur . - 2024. Langues : Anglais ( eng) | Mots-clés : | Scientific productivity Research self-efficacy Academic mentorship Medical education Morocco. Scientific productivity Research self-efficacy Academic mentorship Medical education Morocco الكفاءة الذاتية في البحث الإرشاد الأكاديمي التعليم الطبي طلاب الطب المغربيون التدريب على البحث برنامج
الإرشاد SCOD الإنتاجية العلمية | | Résumé : | This study evaluates the research self-efficacy, experiences, and scientific productivity of final-year Moroccan medical students and graduates, along with the impact of the Student Centered mentOring proDuction (SCOD) mentorship program. Despite the mandatory inclusion of a thesis in the Moroccan medical curriculum, our findings reveal significant gaps in students' practical research skills and productivity. These gaps stem from limited research training and inadequate mentorship, which hinder the translation of positive attitudes towards research into effective knowledge application.
Our cross-sectional survey, conducted with 670 respondents from eight Moroccan medical schools, assessed research self-efficacy, training, experiences, and perceptions. The study found that 71.2% of participants report not receiving research training during their education, resulting in low research self-efficacy scores. Additionally, qualitative data indicated numerous barriers to effective research, including lack of mentorship and support.
The SCOD mentorship program, implemented at the National Institute of Oncology in Rabat, aimed to address these challenges by providing structured, hands-on research training and mentorship program developed following the ADDIE model. Our evaluation of the SCOD program demonstrated a significant positive impact on the scientific productivity and research skills of its participants. Bibliometric analysis revealed an increase in publications and citations among mentees, and the Mentorship Competency Assessment indicated high satisfaction levels.
The results suggest that incorporating structured and effective academic mentorship within the medical curriculum can enhance students' research skills, and overall outcome their thesis projects. These insights are crucial for guiding educational reforms and improving the research capabilities of future medical professionals in Morocco.
In conclusion, the SCOD mentorship program exemplifies the potential benefits of structured mentorship in medical education, providing a model for similar initiatives aimed at bridging the research training gap in low- and middle-income countries. | | Numéro (Thèse ou Mémoire) : | M2632024 | | Président : | Brahim LEKEHAL | | Directeur : | Amine SOUADKA | | Juge : | Redouane ABOUQAL | | Juge : | Laila HESSISSEN | | Juge : | Saber BOUTAYEB |
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