Student Engagement in Medical Research Curriculum Development Strategies: A Comprehensive Approach Utilizing Mixed-Methods Study and SWOT-TOWS-AHP Analysis

Barriers to undergraduate medical students' research engagement in Pakistan: a qualitative exploration

BACKGROUND

Engaging in research is a critical component of medical education, fostering critical thinking and evidence-based practices. Despite its importance, undergraduate medical students in Pakistan face significant barriers to research engagement. This study explores the challenges hindering their participation in research activities.

METHODS

A qualitative research design was employed, utilizing semi-structured interviews with 45 undergraduate medical and dental students from a public medical university in Pakistan. Participants were purposefully selected to provide diverse perspectives. Data were analyzed thematically to identify recurring barriers and challenges.

RESULTS

Four key themes emerged: (1) Time constraints, as academic workloads and clinical rotations left limited time for research; (2) Lack of extrinsic motivation, knowledge, and research ability, including insufficient training and limited institutional incentives; (3) Inadequate financial assistance and poor maintenance of research facilities, with students highlighting a lack of funding and outdated infrastructure; and (4) Lack of support from research mentors and training, emphasizing the need for effective mentorship and structured research programs. These barriers collectively hinder students' ability to engage meaningfully in research.

CONCLUSIONS

The study highlights the urgent need for systemic reforms in medical education, including integrating research training into curricula, improving mentorship programs, providing financial and infrastructural support, and incentivizing research participation. Addressing these challenges can foster a culture of inquiry, empowering students to contribute to advancements in medical science.

Project-Based Approach as Methodology to Improve Academic Performance of Medical School Students Within the Research Line Teaching Course: A Quasi-Experimental Study

Background and Aims

Traditional teaching methods in medical education often fail to engage students or foster critical research skills required for evidence-based medicine. Project-based learning (PBL) is widely recognized for promoting active learning and improving academic performance, although its application in research-focused medical courses remains underexplored, especially in low-resource settings. This study aimed to evaluate the effectiveness of PBL in enhancing academic performance and originality compared to traditional literature review-based assessments.

Methods

A quasi-experimental study was conducted between March 11, 2024 and May 31, 2024, with 179 twelfth-semester medical students divided into two groups: the experimental group (PBL approach, n = 108) and the control group (literature review-based approach, n = 71). Students in the PBL group completed the full research cycle, including topic selection, data collection, analysis, research paper formulation, while the control group focused on synthesizing existing literature. Academic performance (course grades) and originality (Turnitin similarity percentage) were measured. Data were analyzed using descriptive statistics and independent samples t-tests, with a significance threshold of p < 0.01.

Results

The PBL group demonstrated significantly higher academic performance (mean: 82.5, median: 85) compared to the control group (mean: 66.5, median: 63.75; t(177) = -20.53, p < 0.01). Similarly, originality improved significantly in the PBL group, with lower similarity scores (mean: 4.17%, median: 4.5%) than the control group (mean: 12.62%, median: 13%, t(177) = 13.74, p < 0.01). Variability in academic performance was slightly higher in the PBL group (standard deviation: 5.80 vs. 4.81), reflecting the individualized nature of PBL.

Conclusion

This study confirms that PBL significantly enhances academic performance and fosters originality among medical students, particularly in research-focused courses. The findings underscore the potential of PBL as a transformative approach to medical education, addressing gaps in traditional methods while aligning with global trends in evidence-based practice and academic integrity. PBL is recommended as an adaptable and effective strategy, especially in resource-limited educational settings.