Evaluating the publication practices of medical students: A mixed-methods study

Abstract

Purpose

Engagement in research and publication helps medical students develop the skills to improve healthcare through evidence-based medicine. The qualitative evidence-base for the medical student experience of publishing is limited. This study aims to explore medical students’ publication practices and understand their experiences of research and publication.

Methods

The study is based on a mixed-methods convergent design. A survey questionnaire was distributed to medical students in UK medical schools by social media and email communication. We recruited volunteer participants through the survey and interviewed a sample whilst the survey was open. We purposively selected the sample to ensure representation from research-intensive and other universities.

Results

Survey results indicated that 21.3% (27/127) of respondents had a publication. The most common publication type was a conference abstract. The main motivation to publish was career progression and the main barriers were lack of opportunity or support to submit an article. There was no significant association between attending a research-intensive university and submitting an article. The interviews revealed that contributing to academic advancement was also a motivation to publish. Participants expressed receiving differing levels of support from supervisors and their institutions.

Conclusions

Data from the interviews suggested that the most commonly perceived barriers identified in the survey (lack of opportunity and support to conduct and publish research) may vary in prevalence between different medical schools. Further research is required to explore how different types of support offered by medical schools affect student engagement in publishing research.

Keywords:

• Medical
• student
• publication
• research

Acknowledgement

The authors acknowledge the assistance of Dr. Oliver Moore in developing the initial questionnaire and drafting the application for ethical approval.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

E. Onyango

Emmanuel Onyango, BSc (Hons), MBBCh, is a foundation year 1 doctor at North Middlesex University Hospital and a former medical student at Cardiff University. He achieved a First Class Honours in an Intercalated BSc in Medical Education.

J. Browne

Julie Browne, MA, SFHEA, FAcadMEd, is a Reader in Medical Education at Cardiff University, Co-Chair of Cardiff University Press Editorial Board, and Course Lead for the Intercalated BSc in Medical Education.

S. Fulchand

Shivali Fulchand, BSc (Hons), MBChB, is a consultant at ClearView Healthcare Partners, Associate Editor at BMJ Open, Co-founder at The British Student Doctor Journal, Trustee at The Foundation for Medical Publishing and Honorary Lecturer at Cardiff University.

J. Kilgour

James Kilgour, BSc (Hons), MBBCh (Hons), MAcadMEd, is a dermatology resident at Stanford University. He co-founded The British Student Doctor Journal in 2017 and serves as a trustee for The Foundation for Medical Publishing. He has been recognised as an honorary lecturer at Cardiff University and awarded membership of the Academy of Medical Educators.