How to Publish Review Articles as a Med Student

• Research article
• Open Access
• Published: 19 July 2019

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

• Cameron I. Wells² &
• Tim J. Wilkinson³

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

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Abstract

Background

Medical educatee journals play a critical function in promoting bookish research and publishing amongst medical students, only their impact on students' hereafter bookish achievements has non been examined. We aimed to evaluate the curt- and long-term effects of publication in the New Zealand Medical Pupil Journal (NZMSJ) through examining rates of post-graduation publication, completion of higher bookish degrees, and pursuing an academic career.

Methods

Student-authored original enquiry publications in the NZMSJ during the period 2004–2011 were retrospectively identified. Gender-, university- and graduation year-matched controls were identified from publicly available databases in a 2:i ratio (ii controls for each pupil authors). Engagement 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 author affiliation information from published articles. Pre- and mail-graduation PubMed®-indexed publications were identified using standardised search criteria.

Results

Fifty publications authored past 49 unique students were identified. The median follow-up period afterward graduation was 7.0 years (range 2–12 years). Compared with controls, educatee-authors were significantly more likely to publish in PubMed®-indexed journals (OR three.09, p = 0.001), obtain a PhD (OR 9.21, p = 0.004) or any higher caste (OR 2.63, p = 0.007), and attain academic positions (OR 2.90, p = 0.047) post-obit graduation.

Decision

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

Peer Review reports

Groundwork

Participation in research activities during medical school is associated with later academic success [one]. Early exposure to research enhances medical students' research-related knowledge and skills, stimulates their involvement in future involvement in inquiry, and is associated with improved brusk- and long-term scientific productivity [i]. Multiple inquiry training opportunities are available to medical students around the world, and a large proportion of medical students are interested in research careers [1, two].

However, inexperienced medical students oftentimes face several barriers to publication in mainstream medical or scientific journals [three]. Unfortunately, this may discourage students from disseminating their research findings and because a future career in academic medicine. To back up students facing these challenges and foster the development of academic skills, more than twenty medical student journals (MSJs) have been established across the earth [4]. The primary objective of MSJs is to promote and value academic inquiry and publishing amid medical students [two, 4]. MSJs provide a pupil-friendly environment where students tin can submit their piece of work, develop research-related skills, and familiarise themselves with the peer-review procedure [2]. However, concerns often raised regarding the presumed low quality of published articles in MSJs; a recent assay found most MSJs to take opaque peer-review policies and practices [v].

Despite the perceived importance of MSJs, their affect on future scholarly activities of medical students has not been evaluated [two, 6]. Furthermore, it is non known whether medical students who published original research manufactures in MSJs keep to be academically productive (e.thousand. completing higher academic degrees and obtaining academic positions) afterward graduation [2].

Many inter-related factors may contribute to long-term academic success, including early positive exposures to the publishing and peer-review process, development of primal academic skills while withal a medical student, inspiration to pursue a clinical bookish career, and cocky-selection of students already interested in inquiry. Essential bookish skills such as manuscript writing and critical 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 'pupil-friendly environment' of MSJs may also back up medical students during their early research careers and enable them to build confidence as they progress to larger and higher-bear on projects.

The New Zealand Medical Pupil Journal (NZMSJ) is a student-run medical journal that publishes original (include inquiry papers, review articles, and case reports) and non-original (characteristic/perspective articles, volume/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 educatee and proficient reviewers. The journal is indexed in Google Scholar, and has published over 300 articles 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 academic degrees, and attainment of kinesthesia rank after graduation.

Methods

Data drove

All articles authored by medical students in the NZMSJ from 2004 to 2011 (Issues 1–14) were retrospectively identified and analysed. The latter cut-off was chosen to allow time for students to graduate from the medical programme (vi years duration). Original enquiry contributions to the NZMSJ (inquiry manufactures, reviews, and case reports) authored by New Zealand medical students were identified past a hand search of the periodical athenaeum [seven]. Other types of publications including editorials, characteristic/perspective manufactures, and book/media reviews were excluded from the analysis. Articles published by medical students from countries other than New Zealand were excluded. An commodity was considered to be student authored if the author biography conspicuously identified at least i student amidst the authors.

For each student author, the appointment of graduation from medical school was determined using publicly available New Zealand graduate databases [8, 9]. Gender-, university- and graduation year-matched controls were then identified from these databases in a 2:ane 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 cross-checked against journal athenaeum to ensure these students had non published manufactures in the NZMSJ [7].

PubMed®-indexed publications, for both cases and controls, before and after graduating from medical schoolhouse were identified via searches conducted during the tertiary calendar week of Oct 2017 using pupil author proper noun(s) and other identifiers such as country affiliation (New Zealand). Data regarding current clinical scope of practice, completion of higher academic degrees, and attainment of faculty rank were obtained from Google searches, New Zealand graduate qualification databases [8, nine], online lists of registered doctors in New Zealand and Australia [10, eleven], and author amalgamation information from published articles.

Outcomes

The primary outcome was the number of PubMed®-indexed publications after graduation. Secondary outcomes were 1) attainment of university faculty positions, and 2) completion of higher academic degrees. Higher degrees were defined equally whatever postgraduate degree obtained during (i.eastward. intercalated) or following medical school, and included Doctor of Philosophy (PhD), Masters, and Honours (e.g. Bachelor of Medical Science with Honours, BMedSc (Hons)) degrees, as well as postgraduate diplomas (PGDip) and certificates (PGCert). Data were primarily stratified according to educatee publication in the NZMSJ, though sub-analyses were also conducted stratifying individuals by gender.

Statistical analysis

Collected data were entered into a pre-designed Excel spreadsheet. Descriptive statistics were used to summarise results. All continuous variables were determined to have not-parametric distributions using the Shapiro-Wilk examination. Continuous variables were compared using the Mann-Whitney U test. Univariate odds ratios (OR) and associated 95% confidence intervals (CI) were calculated for each outcome using conditional logistic regression. Multivariable assay was performed to control for confounding relationships between publication, attainment of college degrees and faculty positions. A p-value <0.05 was considered statistically significant. Statistical assay was performed using R (Version three.five.ii).

Results

NZMSJ student-authored publications

A total of 50 NZMSJ publications were identified (26 literature reviews, 22 original inquiry articles, and two example reports), authored by 49 unique student authors. An additional vii articles were excluded from analysis as they were authored past overseas students.

Accounting for authors who published more than than one article, there were 67 unique authors in total (49 students and xviii non-students). Almost all manufactures (n = 49, 98%) had just one student co-author, while but i commodity was authored past multiple students. Of the 49 unique student authors, 35 (71.4%) students entered the medical programme without a prior caste, nineteen (38.eight%) were female, and 30 (61.2%) were male. The majority of articles (67.3%) were authored past students in the 2nd half of their caste (fourth to sixth yr medical students). The median follow-upward flow after graduation was 7.0 years (range ii–12 years).

PubMed®-indexed publications

Table one details the brusk- and long-term outcomes associated with student publication in the NZMSJ. I-third (32.vii%) of NZMSJ authors identified had also co-authored at least one PubMed®-indexed publication prior to graduation (median 0 articles, range 0–23), compared with but 8.2% of students who had not published in the NZMSJ (Univariate OR v.38, 95% CI 2.12–xiii.69, p < 0.001). NZMSJ authors also 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–iv, p = 0.01).

Tabular array 1 Brusk- and long-term outcomes associated with pupil publication in the NZMSJ

Full size tabular array

Following graduation, this increased to 61.2% of NZMSJ authors versus 33.7% of controls (Univariate OR three.09, 95% CI 1.52–vi.26, p = 0.001). A similar human relationship in the number of mail service-graduation publications was as well establish (median 1, mean five.45, range 0–73 vs. median 0, mean 1.55, range 0–31, p < 0.001).

Just fourteen NZMSJ authors (28.6%) had no pre- or post-graduation publications, compared with 57 (58.two%) of controls (Univariate OR 0.28, 95% CI 0.thirteen–0.58, p < 0.001), while eight NZMSJ authors (sixteen.3%) had ten or more total publications, compared with 5 (v.1%) controls (Univariate OR iii.60, 95% CI 1.xi–xi.sixty, p = 0.03).

For the overall cohort, gender was not significantly associated with pre-graduation publication rates (18.9% males vs. 12.three% females, Univariate OR one.66, 95% CI 0.60–4.28, p = 0.30). All the same, males had a greater number of post-graduation publications compared to female person authors (median 1, mean four.28, range 0–73 vs. median 0, mean 0.lx, range 0–10, p < 0.001), and were significantly more likely to publish post-graduation (50.0% vs. 31.vi%, Univariate OR ii.16, 95% CI 1.08–iv.31, p = 0.03).

Other postgraduate activities

At the time of data drove, nineteen (38.8%) student authors had attained vocational registration in dissimilar clinical areas, 26 (53.1%) were residents/trainees in specialty training programmes, and 4 (8.2%) had ceased to exercise medicine. Of the 98 controls, there were 44 specialists (44.9%), 46 trainees (47.0%), and 8 (8.ii%) were no longer practicing medicine.

Higher degrees

Compared with controls, NZMSJ authors were significantly more likely to obtain whatever higher caste (55.i% (northward = 27) vs. 31.6% (n = 31), Univariate OR two.63, 95% CI 1.30–five.32, p = 0.007), including PhD (xvi.iii% vs. 2.0%, Univariate OR 9.21, 95% 1.88–45.05, p = 0.004) post-obit graduation. Of the 49 student authors, 16.iii% (northward = 8) had completed a PhD, 4.one% (due north = two) had completed a Master's degree, 4.1% (northward = 2) had completed a BMedSc (Hons), 34.7% (north = 17) had completed a PGDip, and four.1% (n = ii) had completed a PGCert, while merely 22 individuals (44.9%) did non take a higher post-graduate caste (percentages do not add to 100% due to individuals attaining multiple degrees).

Of the 98 controls, ii.0% (northward = 2) had completed a PhD, 4.1% (n = 4) had completed a Chief'south degree, 1% (n = 1) had completed a BMedSc (Hons), 21.four% (due north = 21) had a PGDip, seven.1% (n = 7) had a PGCert, while 68.iv% (n = 67) had no higher qualifications.

Faculty positions

Publication in the NZMSJ was significantly associated with higher attainment of academic faculty positions (Univariate OR 2.90, 95% CI i.01–8.30, p = 0.047). Of the NZMSJ authors, nine individuals (eighteen.4%) had attained a faculty position; one professor, one associate professor, four honorary/senior lecturers, and three junior academic staff. 7 controls (7.1%) attained a faculty role; none held professorial positions, while at that place were 4 honorary/senior lecturers, and three junior bookish staff.

Multivariable analysis

A multivariable conditional logistic regression model was synthetic to adjust for the confounding issue of higher degree and kinesthesia position attainment on post-graduate publication rates (due north = 147) (Table 2). This identified that mail-graduate publication was independently predicted past pupil publication in the NZMSJ (OR 2.64, 95% CI 1.23–v.68, p = 0.01), when adapted for these factors. Every bit expected, kinesthesia appointment (OR 22.22, 95% CI 2.lxxx–176.18, p = 0.003) was also highly predictive of publication, however attainment of a higher caste appeared to take no event on postal service-graduation publication. All individuals who had completed a PhD had published at to the lowest degree one mail service-graduation article.

Table 2 Regression assay results predicting post-graduation publication (n = 147)

Full size tabular array

Discussion

To our knowledge, this is the first study to assess the short- and long-term impact of publication in a MSJ equally medical student on time to come academic achievement. Findings from this study reveal that educatee publication in the NZMSJ is associated with college rates of PubMed®-indexed publications, increased completion of higher academic degrees, and increased rates of appointment to kinesthesia positions mail service-graduation.

The clinical academic workforce (individuals with training in both medicine and research) plays a critical role in bridging the gap betwixt biomedical inquiry and clinical exercise [2]. However, recent reports from different countries indicate that the number of clinical academics has decreased or stagnated over the by few decades [1, 2, 12,thirteen,xiv]. In improver to the several educational programmes and measures introduced by medical schools, findings from this study support the role of MSJs in developing academic skills among medical students and cultivating future clinical academics.

Multiple studies have shown medical student participation in research is associated with long term success in academia, including peer-reviewed publications, grants, and attainment of faculty positions [1, 15,16,17]. Indeed, a recent meta-assay by Amgad et al. identified that students who participated in research during medical school were twice every bit likely to publish following graduation, and were over half dozen times more likely to pursue an academic career [1]. The present assay adds to this body of work, and is the first to demonstrate that publication in a MSJ as a medical educatee is associated with both curt- and long-term academic success.

Previous research has demonstrated that medical students across the globe are interested in conducting inquiry, and in pursuing academic careers [one, xviii]. Furthermore, their work frequently results in a publishable product, with approximately 30% of medical student research resulting in a publication in the mainstream medical literature [ane, xix, 20]. However, there is a considerable mismatch between the proportion of students' reporting an involvement in research and their actual participation in research, which accept been reported as approximately 70 and 30% respectively [1]. Fifty-fifty for students who do participate in enquiry, 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 piece of work and develop their academic skills. Previous analyses have shown that a minority of educatee research publications (< 5%) are in MSJs compared to the mainstream literature [19, 20]. Surveys accept identified that students often have a positive attitude towards publishing, but encounter several barriers, including perceived lack of inquiry opportunities, not being supported to publish past their supervisors, non having the confidence or skills to write a paper, likewise as time and fiscal constraints [2, 18, 21]. In addition to these common barriers, fear of rejection past journals is also a commonly cited reason by researchers for not publishing their work [22].

While publication in mainstream peer-reviewed journals is generally regarded as a key indicator of individual and institutional research productivity [1], MSJs have an of import office in supporting students to publish their work and developing future clinical academics. The supportive pupil-friendly environment of MSJs likely encourages students to prepare and submit work that would otherwise non be published [3]. MSJs thus provide an important opportunity for students to attain and develop bookish enquiry skills at an early on stage in their career, increasing the likelihood of subsequent research participation and pursuit of academic careers. However, other factors are also of import in the development of academic clinicians; including clearly divers academic training pathways [13, 14, 23], and mentorship past senior researchers in supporting students [24].

Considerable attending has been given to the gender gap in academic medicine, with numerous published studies showing females are less probable to agree senior bookish positions [12, 25], publish in mainstream medical journals [26], and to be appointed as editorial staff of journals [27, 28]. Just under 40% of NZMSJ student authors in this analysis were female person, however we accept recently shown that this gap has narrowed when including more current data [6]. Pre-graduation publication rates were not significantly influenced by gender, only analysis of post-publication graduation rates showed that males were significantly more likely to publish in PubMed®-indexed journals. These findings suggest that the gender gap in bookish medicine develops and/or widens following graduation from medical school. Therefore, targeted strategies to address this gap may be almost constructive if introduced during medical school, or early following graduation, though this remains an area for future research.

Findings from this study demand to be considered in low-cal of sure limitations. The retrospective design of the report does limit information on other important variables including NZMSJ student authors' participation in research activities during medical school and interest in research equally 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 (e.g. completion of college academic degrees and PubMed-indexed publications) were missed which may have affected the results of the study. The associations detected in this study may not necessarily be causal. The analysis included a relatively modest, self-selected accomplice of students who published in the NZMSJ. For instance, students who are already interested in academic careers are more than likely to exist involved in research and motivated to publish their findings than their peers. This and other unmeasured potentially misreckoning variables could explain the associations observed in this study. Furthermore, students may have published in other international MSJs not included in this assay, though based on the experience of the authors, this is extremely rare and unlikely to have influenced the results.

Future work should consider prospective assessment of students' perceptions of MSJs, and their perceived impact on interest in research and bookish careers. Prospectively measuring and controlling for the motivations of students to pursue academic careers may likewise be of value. Furthermore, several other MSJs exist around the world [iv], and the findings of this study stand for only a small cohort of authors from one MSJ in a single country. Replication of these findings in other independent cohorts is needed to validate and confirm the findings of the present study.

Conclusion

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

Availability of data and materials

Subsets of data are available from the respective author on reasonable request.

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:

Md of Philosophy

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Funding

The study received no fiscal assistance.

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Affiliations

1. Department of Full general Medicine, Christchurch Infirmary, Canterbury Commune Health Board, two Riccarton Avenue, Christchurch, 8011,, New Zealand

   Ibrahim S. Al-Busaidi

2. Department of Orthopaedics, Auckland District Health Board, Auckland, New Zealand

   Cameron I. Wells

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

   Ibrahim Due south. 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 approved the terminal manuscript.

Corresponding author

Correspondence to Ibrahim Due south. Al-Busaidi.

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Ethics approval and consent to participate

This study used publicly bachelor datasets, hence consent from individuals was not required. Thus, ideals blessing was not required.

Consent for publication

The study contains no information that identifies individuals so consent for publication is not applicative.

Competing interests

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

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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 written report. BMC Med Educ 19, 271 (2019). https://doi.org/ten.1186/s12909-019-1704-x

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• Received: 15 February 2018

• Accepted: xi July 2019

• Published: xix July 2019

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

Keywords

• Academic medicine
• Medical student
• Medical educatee periodical
• Undergraduate research

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