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Background <p>As medical education evolves from traditional knowledge dissemination to evidence-based practice, problem-solving, and lifelong learning, developing research literacy among students has become essential. This study investigates medical undergraduates’ research participation, challenges encountered, and attitudes toward research, aiming to inform curricular reforms that foster research-competent healthcare professionals.</p> Methods <p>A cross-sectional study was conducted using stratified random sampling to recruit full-time undergraduates across majors and academic years at Guangzhou Medical University (GMU). A validated self-administered questionnaire assessing extracurricular research engagement was distributed, yielding 410 valid responses. Data were analyzed using SPSS 25.0, with descriptive statistics and correlation tests applied.</p> Results <p>Students predominantly identified mentors through proactive engagement (55.1%) and faculty referral (42.4%), yet mentoring was infrequent, with only 35.6% receiving guidance biweekly. Significant discrepancies were reported between expected and actual guidance in topic selection, study design and data analysis. While 80.7% expressed satisfaction with institutional research training systems, demand for practical courses, particularly academic writing (64.4%) and clinical case discussions (58.8%), remained high. Self-evaluation indicated post-training improvements in statistical analysis and writing skills. Ranking of laboratory abilities showed strengths in experimental design and operational skills, with lower scores in aseptic techniques and normative laboratory habits.</p> Conclusions <p>Students' positive attitudes toward research reflect the effectiveness of recent educational reforms. However, disparities in participation linked to academic progression and program structure highlight systemic inequities in resource allocation. To address these gaps, we recommend prioritizing mentor training, enhancing time management, expanding funding opportunities, and fostering interdisciplinary collaboration. Implementing structured mentor-student pairing systems may further enhance equitable access to research experiences.</p>

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An investigative study on enhancing the competence of medical students via participation in extracurricular research activities

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月22日

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  • Yumei Luo,
  • Zhaozhen Zhang,
  • Xitu Luo,
  • Hua Zhou,
  • Shaoying Li,
  • Jiajia Xian,
  • Qing Li,
  • Hong He,
  • Detu Zhu

摘要

Background

As medical education evolves from traditional knowledge dissemination to evidence-based practice, problem-solving, and lifelong learning, developing research literacy among students has become essential. This study investigates medical undergraduates’ research participation, challenges encountered, and attitudes toward research, aiming to inform curricular reforms that foster research-competent healthcare professionals.

Methods

A cross-sectional study was conducted using stratified random sampling to recruit full-time undergraduates across majors and academic years at Guangzhou Medical University (GMU). A validated self-administered questionnaire assessing extracurricular research engagement was distributed, yielding 410 valid responses. Data were analyzed using SPSS 25.0, with descriptive statistics and correlation tests applied.

Results

Students predominantly identified mentors through proactive engagement (55.1%) and faculty referral (42.4%), yet mentoring was infrequent, with only 35.6% receiving guidance biweekly. Significant discrepancies were reported between expected and actual guidance in topic selection, study design and data analysis. While 80.7% expressed satisfaction with institutional research training systems, demand for practical courses, particularly academic writing (64.4%) and clinical case discussions (58.8%), remained high. Self-evaluation indicated post-training improvements in statistical analysis and writing skills. Ranking of laboratory abilities showed strengths in experimental design and operational skills, with lower scores in aseptic techniques and normative laboratory habits.

Conclusions

Students' positive attitudes toward research reflect the effectiveness of recent educational reforms. However, disparities in participation linked to academic progression and program structure highlight systemic inequities in resource allocation. To address these gaps, we recommend prioritizing mentor training, enhancing time management, expanding funding opportunities, and fostering interdisciplinary collaboration. Implementing structured mentor-student pairing systems may further enhance equitable access to research experiences.