Scholarlink

Background <p>Research capability is a key graduate outcome in medical education, yet student experiences of mandatory research components remain underexplored. This study investigated medical students’ experiences of a compulsory research project within an Australian medical degree program, identifying enablers, barriers, and perceived outcomes.</p> Methods <p>A mixed-methods study was conducted using survey data from two student cohorts (2022 and 2023) following the completion of a 14-week research block. Quantitative data described participant characteristics, project types, and grades. Qualitative data, drawn from reflective “letters to successors”, were thematically analysed using iterative coding and external validation.</p> Results <p>A total of 410 responses were analysed (74% response rate). Five core themes were identified: collaborative learning and support, skills and knowledge development, positive and negative project outcomes, autonomy, and professional skill development. Positive experiences were linked to project alignment with student interests and accessible supervision. Barriers included limited supervisor availability, social isolation, and time constraints. Many students valued the opportunity to develop research and transferable skills, with some reporting intentions to publish their work.</p> Discussion <p>Student satisfaction was influenced by interest, support, and project relevance. Autonomy and skill development emerged as key enablers, while isolation and supervisor inaccessibility were common barriers. These findings highlight the importance of structured support, protected time, and student-centred project selection in enhancing engagement and ensuring high-quality, equitable research education in medical programmes.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

A Qualitative Analysis of Letters to Successors to Evaluate Medical Students’ Experience of a Mandatory Research Project

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月13日

查看全文
  • Declan Rosborough,
  • Rajneesh Kaur,
  • Joanne Hart

摘要

Background

Research capability is a key graduate outcome in medical education, yet student experiences of mandatory research components remain underexplored. This study investigated medical students’ experiences of a compulsory research project within an Australian medical degree program, identifying enablers, barriers, and perceived outcomes.

Methods

A mixed-methods study was conducted using survey data from two student cohorts (2022 and 2023) following the completion of a 14-week research block. Quantitative data described participant characteristics, project types, and grades. Qualitative data, drawn from reflective “letters to successors”, were thematically analysed using iterative coding and external validation.

Results

A total of 410 responses were analysed (74% response rate). Five core themes were identified: collaborative learning and support, skills and knowledge development, positive and negative project outcomes, autonomy, and professional skill development. Positive experiences were linked to project alignment with student interests and accessible supervision. Barriers included limited supervisor availability, social isolation, and time constraints. Many students valued the opportunity to develop research and transferable skills, with some reporting intentions to publish their work.

Discussion

Student satisfaction was influenced by interest, support, and project relevance. Autonomy and skill development emerged as key enablers, while isolation and supervisor inaccessibility were common barriers. These findings highlight the importance of structured support, protected time, and student-centred project selection in enhancing engagement and ensuring high-quality, equitable research education in medical programmes.