Can You Review Peer Reviewed Articles as a Medical Student

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• Published: 19 July 2019

Publication in a medical student journal predicts short- and long-term bookish success: a matched-cohort study

• Cameron I. Wells² &
• Tim J. Wilkinson^three

BMC Medical Education volume 19, Article number:271 (2019) Cite this article

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Abstract

Background

Medical pupil journals play a critical role in promoting academic inquiry and publishing amid medical students, only their touch on on students' future academic achievements has not been examined. We aimed to evaluate the short- and long-term furnishings of publication in the New Zealand Medical Student Periodical (NZMSJ) through examining rates of post-graduation publication, completion of higher academic degrees, and pursuing an academic career.

Methods

Educatee-authored original enquiry publications in the NZMSJ during the menstruum 2004–2011 were retrospectively identified. Gender-, university- and graduation year-matched controls were identified from publicly available databases in a 2:1 ratio (two controls for each student authors). Date of graduation, current clinical scope of practice, completion of higher academic degrees, and attainment of an academic position for both groups were obtained from Google searches, New Zealand graduate databases, online lists of registered doctors in New Zealand and Commonwealth of australia, and writer affiliation data from published articles. Pre- and mail-graduation PubMed®-indexed publications were identified using standardised search criteria.

Results

Fifty publications authored by 49 unique students were identified. The median follow-up menstruum after graduation was seven.0 years (range 2–12 years). Compared with controls, student-authors were significantly more likely to publish in PubMed®-indexed journals (OR 3.09, p = 0.001), obtain a PhD (OR 9.21, p = 0.004) or any higher caste (OR ii.63, p = 0.007), and reach bookish positions (OR ii.xc, p = 0.047) following graduation.

Conclusion

Publication in a medical student periodical is associated with future bookish accomplishment and contributes to develop a clinical academic workforce. Future work should aim to explore motivators and barriers associated with these findings.

Peer Review reports

Background

Participation in research activities during medical school is associated with afterwards bookish success [1]. Early on exposure to enquiry enhances medical students' research-related cognition and skills, stimulates their involvement in future interest in enquiry, and is associated with improved short- and long-term scientific productivity [1]. Multiple research training opportunities are bachelor to medical students effectually the world, and a big proportion of medical students are interested in research careers [i, two].

However, inexperienced medical students often face several barriers to publication in mainstream medical or scientific journals [3]. Unfortunately, this may discourage students from disseminating their research findings and considering a time to come career in academic medicine. To support students facing these challenges and foster the development of academic skills, more than xx medical pupil journals (MSJs) have been established across the globe [4]. The main objective of MSJs is to promote and value academic research and publishing amongst medical students [2, 4]. MSJs provide a pupil-friendly surround where students tin submit their work, develop research-related skills, and familiarise themselves with the peer-review process [two]. Still, concerns often raised regarding the presumed low quality of published articles in MSJs; a contempo analysis found most MSJs to have opaque peer-review policies and practices [v].

Despite the perceived importance of MSJs, their impact on time to come scholarly activities of medical students has not been evaluated [2, six]. Furthermore, it is not known whether medical students who published original inquiry manufactures in MSJs continue to be academically productive (e.g. completing college academic degrees and obtaining bookish positions) later on graduation [2].

Many inter-related factors may contribute to long-term bookish success, including early positive exposures to the publishing and peer-review process, development of key academic skills while still a medical student, inspiration to pursue a clinical academic career, and cocky-selection of students already interested in research. Essential bookish skills such as manuscript writing and disquisitional review are generally acquired through authentic experiential learning, and early exposure of medical students to the publishing process through MSJs may foster the development of these skills and contribute to the long-term success of aspiring clinical academics. The 'student-friendly environment' of MSJs may also support medical students during their early research careers and enable them to build confidence as they progress to larger and college-touch projects.

The New Zealand Medical Student Periodical (NZMSJ) is a student-run medical journal that publishes original (include inquiry papers, review articles, and example reports) and non-original (feature/perspective manufactures, book/media reviews, and conference reports) contributions written by medical students from New Zealand. The journal employs a double-blind peer-review process undertaken past a combination of student and expert reviewers. The journal is indexed in Google Scholar, and has published over 300 manufactures since its launch in 2003 [6].

The aim of the present analysis was to evaluate the short- and long-term effects of publication in the NZMSJ on the scientific productivity of medical students, through examining the number of post-graduation publications in PubMed®-indexed journals, completion of higher bookish degrees, and attainment of faculty rank after graduation.

Methods

Information collection

All articles authored by medical students in the NZMSJ from 2004 to 2011 (Issues 1–xiv) were retrospectively identified and analysed. The latter cut-off was chosen to allow time for students to graduate from the medical program (six years duration). Original research contributions to the NZMSJ (research articles, reviews, and example reports) authored past New Zealand medical students were identified past a mitt search of the journal archives [7]. Other types of publications including editorials, feature/perspective articles, and book/media reviews were excluded from the analysis. Articles published by medical students from countries other than New Zealand were excluded. An article was considered to be educatee authored if the author biography clearly identified at least one pupil amongst the authors.

For each educatee author, the date of graduation from medical school was determined using publicly available New Zealand graduate databases [8, 9]. Gender-, university- and graduation year-matched controls were so identified from these databases in a 2:1 ratio (i.e. two controls for each student author) using a random number generator (Microsoft Excel for Mac, Version xv.41, Microsoft Corp., Redmond, WA, USA). Identified controls were manually cantankerous-checked against periodical archives to ensure these students had not published articles in the NZMSJ [seven].

PubMed®-indexed publications, for both cases and controls, before and after graduating from medical school were identified via searches conducted during the third week of October 2017 using student writer name(due south) and other identifiers such equally country affiliation (New Zealand). Information regarding current clinical scope of practice, completion of college academic degrees, and attainment of faculty rank were obtained from Google searches, New Zealand graduate qualification databases [8, ix], online lists of registered doctors in New Zealand and Australia [10, eleven], and author affiliation information from published articles.

Outcomes

The primary outcome was the number of PubMed®-indexed publications after graduation. Secondary outcomes were ane) attainment of university faculty positions, and 2) completion of college bookish degrees. Higher degrees were defined as whatever postgraduate degree obtained during (i.e. intercalated) or following medical school, and included Doctor of Philosophy (PhD), Masters, and Honours (east.thousand. Bachelor of Medical Science with Honours, BMedSc (Hons)) degrees, besides every bit postgraduate diplomas (PGDip) and certificates (PGCert). Data were primarily stratified according to pupil publication in the NZMSJ, though sub-analyses were also conducted stratifying individuals past gender.

Statistical analysis

Nerveless information were entered into a pre-designed Excel spreadsheet. Descriptive statistics were used to summarise results. All continuous variables were adamant to have non-parametric distributions using the Shapiro-Wilk test. Continuous variables were compared using the Mann-Whitney U examination. Univariate odds ratios (OR) and associated 95% confidence intervals (CI) were calculated for each issue using conditional logistic regression. Multivariable analysis was performed to control for confounding relationships between publication, attainment of higher degrees and faculty positions. A p-value <0.05 was considered statistically meaning. Statistical analysis was performed using R (Version 3.5.ii).

Results

NZMSJ educatee-authored publications

A full of 50 NZMSJ publications were identified (26 literature reviews, 22 original research articles, and two case reports), authored by 49 unique student authors. An additional seven articles were excluded from analysis as they were authored by overseas students.

Accounting for authors who published more than than one article, at that place were 67 unique authors in total (49 students and 18 non-students). Well-nigh all articles (n = 49, 98%) had only 1 pupil co-author, while only one article was authored by multiple students. Of the 49 unique student authors, 35 (71.4%) students entered the medical programme without a prior degree, 19 (38.8%) were female, and 30 (61.2%) were male. The majority of articles (67.3%) were authored by students in the second half of their degree (4th to sixth year medical students). The median follow-up period after graduation was 7.0 years (range ii–12 years).

PubMed®-indexed publications

Tabular array i details the short- and long-term outcomes associated with student publication in the NZMSJ. One-3rd (32.7%) of NZMSJ authors identified had also co-authored at least i PubMed®-indexed publication prior to graduation (median 0 articles, range 0–23), compared with simply 8.2% of students who had not published in the NZMSJ (Univariate OR five.38, 95% CI ii.12–13.69, p < 0.001). NZMSJ authors besides published a greater number of articles prior to graduation (median 0, mean 1.43, range 0–23 vs. median 0, mean 0.sixteen, range 0–4, p = 0.01).

Table 1 Short- and long-term outcomes associated with educatee publication in the NZMSJ

Total size table

Following graduation, this increased to 61.2% of NZMSJ authors versus 33.vii% of controls (Univariate OR 3.09, 95% CI 1.52–6.26, p = 0.001). A similar relationship in the number of post-graduation publications was also establish (median 1, hateful 5.45, range 0–73 vs. median 0, mean one.55, range 0–31, p < 0.001).

Only xiv NZMSJ authors (28.6%) had no pre- or post-graduation publications, compared with 57 (58.2%) of controls (Univariate OR 0.28, 95% CI 0.13–0.58, p < 0.001), while 8 NZMSJ authors (16.3%) had ten or more total publications, compared with five (5.1%) controls (Univariate OR 3.60, 95% CI 1.11–11.sixty, p = 0.03).

For the overall cohort, gender was non significantly associated with pre-graduation publication rates (18.9% males vs. 12.iii% females, Univariate OR i.66, 95% CI 0.60–4.28, p = 0.30). Even so, males had a greater number of post-graduation publications compared to female authors (median 1, mean 4.28, range 0–73 vs. median 0, mean 0.threescore, range 0–10, p < 0.001), and were significantly more likely to publish mail service-graduation (50.0% vs. 31.vi%, Univariate OR ii.16, 95% CI 1.08–four.31, p = 0.03).

Other postgraduate activities

At the fourth dimension of data collection, xix (38.8%) educatee authors had attained vocational registration in different clinical areas, 26 (53.1%) were residents/trainees in specialty training programmes, and 4 (viii.2%) had ceased to practice medicine. Of the 98 controls, there were 44 specialists (44.9%), 46 trainees (47.0%), and viii (8.2%) were no longer practicing medicine.

Higher degrees

Compared with controls, NZMSJ authors were significantly more probable to obtain whatsoever college degree (55.1% (n = 27) vs. 31.6% (n = 31), Univariate OR two.63, 95% CI 1.30–v.32, p = 0.007), including PhD (16.3% vs. ii.0%, Univariate OR 9.21, 95% one.88–45.05, p = 0.004) following graduation. Of the 49 student authors, 16.iii% (n = eight) had completed a PhD, 4.1% (n = ii) had completed a Master'southward caste, iv.1% (north = 2) had completed a BMedSc (Hons), 34.7% (n = 17) had completed a PGDip, and 4.1% (north = ii) had completed a PGCert, while only 22 individuals (44.9%) did not have a college postal service-graduate degree (percentages practice not add together to 100% due to individuals attaining multiple degrees).

Of the 98 controls, 2.0% (northward = 2) had completed a PhD, 4.1% (n = 4) had completed a Main's degree, 1% (n = 1) had completed a BMedSc (Hons), 21.4% (n = 21) had a PGDip, 7.1% (n = 7) had a PGCert, while 68.iv% (n = 67) had no college qualifications.

Faculty positions

Publication in the NZMSJ was significantly associated with college attainment of academic faculty positions (Univariate OR 2.90, 95% CI 1.01–eight.30, p = 0.047). Of the NZMSJ authors, nine individuals (18.iv%) had attained a faculty position; one professor, ane associate professor, four honorary/senior lecturers, and three junior academic staff. Vii controls (seven.1%) attained a faculty role; none held professorial positions, while there were four honorary/senior lecturers, and three inferior academic staff.

Multivariable analysis

A multivariable provisional logistic regression model was constructed to adjust for the misreckoning effect of college degree and faculty position attainment on post-graduate publication rates (north = 147) (Table 2). This identified that mail service-graduate publication was independently predicted past student publication in the NZMSJ (OR 2.64, 95% CI 1.23–5.68, p = 0.01), when adjusted for these factors. As expected, faculty appointment (OR 22.22, 95% CI 2.80–176.18, p = 0.003) was also highly predictive of publication, however attainment of a higher degree appeared to have no outcome on post-graduation publication. All individuals who had completed a PhD had published at least one post-graduation commodity.

Tabular array 2 Regression analysis results predicting postal service-graduation publication (due north = 147)

Full size table

Discussion

To our knowledge, this is the first study to appraise the short- and long-term impact of publication in a MSJ as medical student on future academic achievement. Findings from this study reveal that student publication in the NZMSJ is associated with higher rates of PubMed®-indexed publications, increased completion of higher bookish degrees, and increased rates of appointment to kinesthesia positions post-graduation.

The clinical bookish workforce (individuals with training in both medicine and research) plays a critical function in bridging the gap betwixt biomedical research and clinical practice [2]. However, contempo reports from dissimilar countries indicate that the number of clinical academics has decreased or stagnated over the past few decades [1, 2, 12,13,fourteen]. In addition to the several educational programmes and measures introduced by medical schools, findings from this report back up the role of MSJs in developing bookish skills amidst medical students and cultivating future clinical academics.

Multiple studies have shown medical student participation in inquiry is associated with long term success in academia, including peer-reviewed publications, grants, and attainment of faculty positions [one, 15,16,17]. Indeed, a recent meta-analysis by Amgad et al. identified that students who participated in enquiry during medical schoolhouse were twice as likely to publish following graduation, and were over 6 times more likely to pursue an academic career [1]. The nowadays analysis adds to this torso of work, and is the beginning to demonstrate that publication in a MSJ as a medical educatee is associated with both short- and long-term academic success.

Previous inquiry has demonstrated that medical students across the earth are interested in conducting research, and in pursuing academic careers [1, 18]. Furthermore, their piece of work oft results in a publishable product, with approximately xxx% of medical educatee enquiry resulting in a publication in the mainstream medical literature [i, nineteen, 20]. Notwithstanding, in that location is a considerable mismatch between the proportion of students' reporting an interest in research and their actual participation in research, which have been reported equally approximately 70 and xxx% respectively [one]. Fifty-fifty for students who do participate in research, up to 70% of this piece of work remains unpublished [1, 19, 20], representing an opportunity for interventions such as MSJs to support students to publish their work and develop their bookish skills. Previous analyses have shown that a minority of educatee research publications (< 5%) are in MSJs compared to the mainstream literature [nineteen, 20]. Surveys take identified that students often have a positive attitude towards publishing, only run into several barriers, including perceived lack of research opportunities, non existence supported to publish by their supervisors, not having the confidence or skills to write a paper, as well every bit time and financial constraints [2, xviii, 21]. In improver to these common barriers, fear of rejection past journals is likewise a unremarkably cited reason by researchers for not publishing their work [22].

While publication in mainstream peer-reviewed journals is more often than not regarded every bit a key indicator of individual and institutional inquiry productivity [ane], MSJs have an important role in supporting students to publish their work and developing future clinical academics. The supportive educatee-friendly environment of MSJs likely encourages students to prepare and submit work that would otherwise not be published [3]. MSJs thus provide an of import opportunity for students to accomplish and develop bookish enquiry skills at an early phase in their career, increasing the likelihood of subsequent research participation and pursuit of academic careers. However, other factors are besides important in the development of academic clinicians; including clearly divers academic training pathways [thirteen, 14, 23], and mentorship by senior researchers in supporting students [24].

Considerable attention has been given to the gender gap in academic medicine, with numerous published studies showing females are less likely to hold senior academic positions [12, 25], publish in mainstream medical journals [26], and to be appointed as editorial staff of journals [27, 28]. But nether forty% of NZMSJ student authors in this analysis were female, however nosotros take recently shown that this gap has narrowed when including more current data [6]. Pre-graduation publication rates were not significantly influenced by gender, only assay of post-publication graduation rates showed that males were significantly more than probable to publish in PubMed®-indexed journals. These findings propose that the gender gap in academic medicine develops and/or widens following graduation from medical school. Therefore, targeted strategies to address this gap may be most effective if introduced during medical school, or early following graduation, though this remains an area for future research.

Findings from this report need to be considered in light of certain limitations. The retrospective design of the written report does limit data on other important variables including NZMSJ student authors' participation in research activities during medical school and interest in inquiry as a future career [29]. Furthermore, the use of a single MSJ, the NZMSJ, which predominately caters for medical students from New Zealand does limit the generalizability of the findings to other cohorts/MSJs. Despite the comprehensive search strategy which utilised multiple databases and online registries, it is possible that some data (east.g. completion of higher academic degrees and PubMed-indexed publications) were missed which may have affected the results of the report. The associations detected in this study may not necessarily exist causal. The analysis included a relatively small, self-selected cohort of students who published in the NZMSJ. For example, students who are already interested in academic careers are more likely to be involved in research and motivated to publish their findings than their peers. This and other unmeasured potentially confounding variables could explain the associations observed in this study. Furthermore, students may have published in other international MSJs not included in this analysis, though based on the feel of the authors, this is extremely rare and unlikely to have influenced the results.

Time to come work should consider prospective assessment of students' perceptions of MSJs, and their perceived touch on on interest in research and academic careers. Prospectively measuring and controlling for the motivations of students to pursue bookish careers may as well exist of value. Furthermore, several other MSJs be effectually the world [4], and the findings of this study represent merely a pocket-size cohort of authors from one MSJ in a unmarried country. Replication of these findings in other contained cohorts is needed to validate and confirm the findings of the present study.

Conclusion

Publication in a MSJ as a medical educatee is associated with increased publication in the mainstream medical literature pre- and mail-graduation, increased completion of higher degrees, and higher attainment of academic kinesthesia positions. These results propose a novel strategy to further develop the clinical academic workforce; MSJs have an important part in developing academic skills amongst medical students and cultivating future clinical academics. Medical schools and funders of bookish enquiry should support the development and maintenance of MSJs financially and intellectually. Targeted interventions to reduce the gender gap in mail service-graduation publication rates may exist most effective if introduced at the medical schoolhouse level. Future work should aim to explore barriers and motivating factors.

Availability of data and materials

Subsets of data are bachelor from the corresponding author on reasonable asking.

Abbreviations

BMedSc (Hons):

Available of Medical Science with Honours

MSJ:

Medical educatee journal

NZMSJ:

New Zealand Medical Student Journal

PGCert:

Postgraduate certificates

PGDip:

Postgraduate diplomas

PhD:

Physician of Philosophy

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Funding

The study received no financial assistance.

Author information

Affiliations

1. Section of General Medicine, Christchurch Hospital, Canterbury District Health Board, 2 Riccarton Artery, Christchurch, 8011,, New Zealand

   Ibrahim S. Al-Busaidi

2. Section of Orthopaedics, Auckland Commune Health Board, Auckland, New Zealand

   Cameron I. Wells

3. Department of Medicine, Christchurch Schoolhouse of Medicine, Academy of Otago, Christchurch, New Zealand

   Ibrahim S. Al-Busaidi & Tim J. Wilkinson

Contributions

ISA conceived the idea, initiated and designed the study. ISA and CIW performed data collection. CIW performed statistical analysis. ISA, CIW, and TJW contributed to the interpretation of the results and the writing of the manuscript. TJW provided intellectual input and contributed to editing the manuscript. All authors read and canonical the final manuscript.

Corresponding writer

Correspondence to Ibrahim S. Al-Busaidi.

Ethics declarations

Ethics approval and consent to participate

This study used publicly available datasets, hence consent from individuals was non required. Thus, ethics approval was not required.

Consent for publication

The study contains no data that identifies individuals so consent for publication is not applicable.

Competing interests

The authors (ISA, CIW, TJW) declare that they have no competing interests. CIW was the Deputy Editor of the New Zealand Medical Educatee Journal at the time of the study. TJW is a section editor for BMC Medical Didactics but had not role in the review or editorial decisions for this newspaper.

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Al-Busaidi, I.S., Wells, C.I. & Wilkinson, T.J. Publication in a medical student journal predicts curt- and long-term academic success: a matched-cohort study. BMC Med Educ 19, 271 (2019). https://doi.org/x.1186/s12909-019-1704-x

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• Received: 15 February 2018

• Accepted: 11 July 2019

• Published: xix July 2019

• DOI : https://doi.org/10.1186/s12909-019-1704-ten

Keywords

• Academic medicine
• Medical student
• Medical pupil journal
• Undergraduate research

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