Number
205
Name
Offering student training and research opportunities with publicly available databases
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Christopher Fink, DO, Jerry M. Wallace Campbell University School of Osteopathic Medicine
Bonnie Brenseke, DVM, PhD, DACVP, Jerry M. Wallace Campbell University School of Osteopathic Medicine
Godwin Dogbey, PhD, Jerry M. Wallace Campbell University School of Osteopathic Medicine
Presentation Topic(s)
Curriculum
Description
Purpose
In 2022, the USMLE Step 1 and COMLEX-USA Level 1 transitioned to pass/fail
scored exams from numerically scored exams, eliminating a key criterion in
selecting medical students for residency positions. This has resulted in
other criteria, including research, being used to match students to residency
positions. To meet the need for student research, we have developed a
training course teaching students to use publicly available databases to
create and complete a research project.
Methods
This training comprises a two-semester course within our Master of Science
in Biomedical Sciences (MSBS) program for the past two years. Led by course
directors with backgrounds in clinical sciences, biomedical sciences and
biostatistics, students use publicly available databases through the Centers
for Disease Control (CDC) National Center for Health Statistics (NCHS). In
the first semester, students create a research question and develop a
research proposal comprising a literature review, hypothesis, objectives,
relevant variables and plan for statistical analysis. In the second semester,
students conduct their proposed research plan and create a research report,
oral presentation, and poster with the option of presenting at a local
symposium.
Results
To date, 28 students have completed this course, 18 of whom presented the
posters of their completed research at a local symposium. Students are
exposed to the advantages and challenges of using secondary databases for
research/scholarly work. Challenges included lack of data availability for
specific research questions, skill gaps in data analysis, and communication
issues. Iterative changes have been made to the course to address the
challenges and improve the course each year.
Conclusion
We present a framework for organizing and conducting a research-focused
training course suitable for integration into medical education. This type of
course would enable medical schools to provide opportunities to increase
students’ competitiveness in obtaining residency positions in the changing
medical education landscape.
In 2022, the USMLE Step 1 and COMLEX-USA Level 1 transitioned to pass/fail
scored exams from numerically scored exams, eliminating a key criterion in
selecting medical students for residency positions. This has resulted in
other criteria, including research, being used to match students to residency
positions. To meet the need for student research, we have developed a
training course teaching students to use publicly available databases to
create and complete a research project.
Methods
This training comprises a two-semester course within our Master of Science
in Biomedical Sciences (MSBS) program for the past two years. Led by course
directors with backgrounds in clinical sciences, biomedical sciences and
biostatistics, students use publicly available databases through the Centers
for Disease Control (CDC) National Center for Health Statistics (NCHS). In
the first semester, students create a research question and develop a
research proposal comprising a literature review, hypothesis, objectives,
relevant variables and plan for statistical analysis. In the second semester,
students conduct their proposed research plan and create a research report,
oral presentation, and poster with the option of presenting at a local
symposium.
Results
To date, 28 students have completed this course, 18 of whom presented the
posters of their completed research at a local symposium. Students are
exposed to the advantages and challenges of using secondary databases for
research/scholarly work. Challenges included lack of data availability for
specific research questions, skill gaps in data analysis, and communication
issues. Iterative changes have been made to the course to address the
challenges and improve the course each year.
Conclusion
We present a framework for organizing and conducting a research-focused
training course suitable for integration into medical education. This type of
course would enable medical schools to provide opportunities to increase
students’ competitiveness in obtaining residency positions in the changing
medical education landscape.