Medical Science Educator © IAMSE 2013 Volume 23(1S) 119 MEDICAL SCIENCE EDUCATOR The Journal of the International Association of Medical Science Educators Med Sci Educ 2013; 23(1S): 119-121 MONOGRAPH Research as a Pedagogical Approach in Undergraduate Medical Education: An Experience Kulsoom Ghias, Ruqaiyyah Siddiqui & Rashida Ahmed Aga Khan University, Karachi, Pakistan Abstract The importance of health research training in medical education has been well-documented in the literature and is fully recognized at Aga Khan University Medical College (AKUMC). The goals and attributes of undergraduate medical education (UGME) at AKUMC emphasize the ability to become critical thinkers and conduct basic science research. In the UGME curriculum, research is a longitudinal theme throughout the five year program. AKUMC is one of few medical schools to have a designated research-based community health sciences (CHS) course in Year 4. However, to instill this capacity and interest in undergraduate students and to further systemize research training, a four week dedicated Introduction to Research module was recently introduced in Year 2. The aim of this innovative module was to give students the intellectual tools to investigate new problems and evaluate data critically, rather than solve the problem entirely. In keeping with the spiral nature of the curriculum, this module laid the foundation for research skills that are further expanded and utilized in a Year 4 CHS rotation. The Year 2 Research module is a curricular innovation that encourages analytical and creative thinking and promotes a research culture among students. It is a valuable addition to the undergraduate medical curriculum and along with the Year 4 CHS rotation, it serves to enhance knowledge, skills and attitudes that are now necessary for medical graduates. Why research in an undergraduate medical curriculum? Research is imperative to improve health care globally and providing adequate training to medical students to equip them with the knowledge, skills and attitude to conduct health sciences research is therefore necessary. 1-3 In addition to strengthening the research culture and productivity of an institution, training medical students to carry out research improves critical thinking skills and teamwork and is an early predictor of career achievement in academic medicine. 4-9 Research theme in undergraduate medical curriculum at Aga Khan University The importance of research training has long been recognized at Aga Khan University Medical College (AKUMC). Established in 1983, AKUMC is the first medical college in the private sector in Pakistan, and offers a five year undergraduate programme in medicine. It attracts the best high school graduates in Pakistan, with an admission ratio of 1:40 and ~100 students admitted per class. The goals of the Undergraduate Medical Education (UGME) curriculum state that graduates will be able to conduct research and pursue careers in clinical, community and basic sciences. The attributes of the graduates also require them to have the ability to conduct research in different domains. The curriculum is designed in a manner to achieve these goals. Since its inception, a mandatory community based research project was included in Year 5 as a component of Primary Health Care. In addition to this systemic and mandatory uniform experience, many students engaged in ongoing research projects, both with institutional faculty members and through placements with national and international research groups during non-curricular time, including vacations and holiday periods. In 2002, with the review and introduction of an innovative curriculum, the research component was retained and strengthened with students required to Corresponding author: Kulsoom Ghias, PhD, Department of Biological and Biomedical Sciences, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi 74800, Pakistan; Tel: +9221 34864464; E-mail: kulsoom.ghias@aku.edu