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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.
Additional information
Notes on contributors
Deborah Murdoch-Eaton
D G MURDOCH-EATON, Leeds Institute of Medical Education, School of Medicine, University of Leeds, Leeds LS2 9NL. Professor of Medical Education. Chair of Northern Medical Schools SSC Consortium.
Sarah Drewery
S E DREWERY, Institute of Medical Education, School of Medicine, University of Leeds, Leeds LS2 9NL. SSC Administrator and researcher.
Sarah Elton
SARAH ELTON, Hull York Medical School, University of Hull, Cottingham Road, Hull, HU6 7RX, UK. Senior Lecturer in Anatomy; Phase I SSC Coordinator.
Catherine Emmerson
CM EMMERSON, The Medical School, Framlington Place, Newcastle. NE2 4HH. Clinician and SSC Convenor
Michelle Marshall
M MARSHALL, Academic Unit of Medical Education, University of Sheffield, 85 Wilkinson Street, Sheffield, S10 2GJ. Lecturer in Medical Education
John A Smith
J A SMITH, School of Medical Education, Liverpool, Ashton Street, Liverpool, L69 3GE, UK. Director of Medical Studies
Patsy Stark
PA STARK, Academic Unit of Medical Education, University of Sheffield, 85 Wilkinson Street, Sheffield, S10 2GJ. Professor of Medical Education
Sue Whittle
SR WHITTLE, Faculty of Biological Sciences, Garstang Building, University of Leeds, Leeds LS2 9JT. Lecturer