Exploring Fairness in Scholarly Development: Are We Creating Knowledge Storing Zombies or Curious, Creative and Critical Healthcare Professionals?

Charlotte R den Bakker,1 Arnout Jan de Beaufort,1 Friedo W Dekker,1,2 Belinda WC Ommering3 1Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, the Netherlands; 2Department of Clinical Epidemiology, Leiden University Medical Center, Leiden, the Netherlands; 3Research Centre for Learning and Innovation, Research Group on Research Competence, HU University of Applied Sciences Utrecht, Utrecht, the NetherlandsCorrespondence: Charlotte R den Bakker, Leiden University Medical Center, Center for Innovation in Medical Education, Hippocratespad 23, Zone V7-P, PO Box 9600, Leiden, 2333 ZD, the Netherlands, Tel + 31 71 52 998820, Email [email protected]: Scholarly doctors require research knowledge and skills (Ausbildung), as well as an academic mindset, which includes curiosity, creativity, and critical thinking (Bildung). However, in contrast to knowledge and skills, summative assessment of the development of an academic mindset is not so easy in an objective and so-called ‘fair’ way. As a result, in practice, assessing knowledge and skills tends to dominate in scholarly development. In this perspective, we explore the issues that arise when we give priority to objective assessment of knowledge and skills in scholarly development to safeguard fairness and, consequently, standardize educational procedures and learning pathways. We argue that eventually this approach may even result in hampered development of a true academic mindset and can be considered unfair rather than fair. To solve this, perhaps we should go back to the core business of the university and in the tradition of founder of the modern university Von Humboldt focus on shaping an academic mindset (Bildung). To rebalance Ausbildung and Bildung in academic education, we should go beyond the assumption that objectivity is a prerequisite for achieving fairness in assessment. Shifting the focus from pure objectivity to both objectivity and subjectivity in assessment as well as learning pathways can assist in protecting fairness and, as a result, bring back Bildung to medical education to ensure future doctors to be true scholars.Keywords: scholars, research training, Bildun

Future physician-scientists: could we catch them young? Factors influencing intrinsic and extrinsic motivation for research among first-year medical students

The medical field is currently facing a physician-scientist shortage. One possible solution is to direct medical students towards a research oriented career. To do so, knowledge is needed on how to motivate medical students to do research. Therefore, this study examines motivation for research and identifies factors influencing intrinsic and extrinsic motivation for research among first-year medical students.\nFirst-year medical students were surveyed at the beginning of their bachelor's program in 2016. On a 7-point Likert scale, students reported their motivation for research, self-efficacy, perceptions of research, curiosity, and need for challenge. Regression analyses were used to examine the influence of these factors on students' motivation for research.\nOut of 316 approached students, 315 participated (99.7%). On average, students scored 5.49 on intrinsic, and 5.66 on extrinsic motivation for research. All factors measured influenced intrinsic and extrinsic motivation for research significantly and positively, also after adjusting for gender and age. Cumulative regression showed that these factors explained 39.6% of the variance in intrinsic, and 14% in extrinsic motivation for research.\nAll factors play an important role in intrinsic and, to a lesser extent, extrinsic motivation for research. First-year medical students' motivation for research could be enhanced by stimulating positive self-efficacy beliefs, positive perceptions of research, and curiosity. Also, it is important to fulfil students' needs for challenge by stimulating them to actively conduct research. Thus, to catch students young and cultivate physician-scientists, students should be stimulated to engage in research from the beginning of medical training.\nINTRODUCTION\nMETHODS\nRESULTS\nDISCUSSIONMerit, Expertise and Measuremen