Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program

Abstract

Background Medical degree programs use scholarly activities to support development of basic research skills, critical evaluation of medical information and promotion of medical research. The University of Sydney Doctor of Medicine Program includes a compulsory research project. Medical student projects are supervised by academic staff and affiliates, including biomedical science researchers and clinician-academics. This study investigated research supervisors’ observations of the barriers to and enablers of successful medical student research projects. Methods Research supervisors (n = 130) completed an anonymous, online survey after the completion of the research project. Survey questions targeted the research supervisors’ perceptions of barriers to successful completion of projects and sources of support for their supervision of the student project. Data were analysed by descriptive statistics and using manifest content analysis. Further quantitative investigation was made by cross-tabulation according to prior research supervision experience. Results Research supervisors reported that students needed both generic skills (75%) and research-based skills (71%) to successfully complete the project. The major barrier to successful research projects was the lack of protected time for research activities (61%). The assessment schedule with compulsory progress milestones enabled project completion (75%), and improved scientific presentation (90%) and writing (93%) skills. Supervisors requested further support for their students for statistics (75%), scientific writing (51%), and funding for projects (52%). Prior research supervision experience influenced the responses. Compared to novice supervisors, highly experienced supervisors were significantly more likely to want students to be allocated dedicated time for the project (P < 0.01) and reported higher rates of access to expert assistance in scientific writing, preparing ethics applications and research methodology. Novice supervisors reported higher rates of unexpected project delays and data acquisition problems (P < 0.05). Co-supervision was favoured by experienced supervisors but rejected by novice supervisors. Conclusions Both generic and research-related skills were important for medical student research project success. Overall, protected research time, financial and other academic support were identified as factors that would improve the research project program. Prior research supervision experience influences perceptions of program barriers and enablers. These findings will inform future support needs for projects and research supervisor training for the research supervision role.

Rapid Rescoping and Adaptation: An Evaluation of the Impact of COVID-19 on Postgraduate Medical Student Research Projects

“…Improving digital literacy overall and specifically regarding online publicly available health-related datasets, online survey tools and interviewing options would assist. Improving student access to statistical analysis software and the training to use such tools would be beneficial [ 24 ]. Considering options for projects that can be conducted without an ethics committee review or specific support for preparing amendments to research ethics applications would also be useful, not only during pandemic conditions.…”

Attitude of Tabriz University of Medical Sciences students towards research

“…By creating such conditions, students of medical sciences can improve and utilize their research skills and knowledge, and make a positive impact on the medical eld and the society [19]. Many studies have explored how students feel about research and what factors and obstacles affect their research attitude [20][21][22][23][24]. They also identi ed the lack of education and participation in research activities as the main challenges for the students.…”

Investigating the evolution of undergraduate medical students’ perception and performance in relation to an innovative curriculum-based research module: A convergent mixed methods study launching the 8A-Model

“…Early research training, particularly as part of undergraduate medical education, has been proven to significantly affect physicians' career development [1][2][3][4][5] and professional identity [6][7][8]. There are several medical schools in the Middle East and North Africa region (MENA) that offer Bachelor of Medicine, Bachelor of Surgery (MBBS) programs.…”

“…It also enhanced scientific presentation and writing skills. Supervisors highlighted the need for additional support for their students in running statistics, scientific writing, and identifying funding opportunities [5].…”