What Do Medical Students Understand By Research And Research Skills? Identifying Research Opportunities Within Undergraduate Projects

TLDR

Undergraduate research exposure is linked to higher recruitment into academic medicine, better employability, and greater postgraduate research productivity, yet uptake remains disappointing and student perceptions of research opportunities are poorly understood. This study aims to explore undergraduate participation in research, the recognition of such opportunities, and the development of associated research skills. A mixed‑method design was employed, combining student focus groups, study groups, and documentary analysis across five UK medical schools. Analysis of 905 projects revealed that only 52 % offered opportunities to develop at least one research skill and a mere 13 % covered all four key skill areas, while 17 % lacked sufficient detail; students and researchers initially showed little consensus on skill identification, but guidance markedly improved agreement, underscoring that undergraduates recognize the benefits of research experience yet require clearer training and transparency to realize skill development.

Abstract

Background: Undergraduate research exposure leads to increased recruitment into academic medicine, enhanced employability and improved postgraduate research productivity. Uptake of undergraduate research opportunities is reported to be disappointing, and little is known about how students perceive research.Aim: To investigate opportunities for undergraduate participation in research, recognition of such opportunities, and associated skills development.Method: A mixed method approach, incorporating student focus and study groups, and documentary analysis at five UK medical schools.Results: Undergraduates recognised the benefits of acquiring research skills, but identified practical difficulties and disadvantages of participating. Analysis of 905 projects in four main research skill areas – (1) research methods; (2) information gathering; (3) critical analysis and review; (4) data processing – indicated 52% of projects provided opportunities for students to develop one or more skills, only 13% offered development in all areas. In 17%, project descriptions provided insufficient information to determine opportunities.Supplied with information from a representative sample of projects (n = 80), there was little consensus in identifying skills among students or between students and researchers. Consensus improved dramatically following guidance on how to identify skills.Conclusions: Undergraduates recognise the benefits of research experience but need a realistic understanding of the research process. Opportunities for research skill development may not be obvious. Undergraduates require training to recognise the skills required for research and enhanced transparency in potential project outcomes.