Enhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: A student-centred approach

Cross-sectional Survey of Medical student perceptions of And desires for Research and Training pathways (SMART): an analysis of prospective cohort study of UK medical students

OBJECTIVE

Clinician-scientists are critical to medical innovation and research. However, the number of clinician scientists in the UK has been declining steadily over the last decade. One of the cited reasons is poor student recruitment to academic training pathways. The SMART study aims to assess current student perceptions on research and identify key factors influencing whether a student is interested in research.

DESIGN

We conducted a cross-sectional survey study between January and May 2022.

SETTING

This was a multi-centre national study with data collected across 40 universities offering medical courses in the UK.

PARTICIPANTS

Participants were UK medical students enrolled in medicine for 21/22 academic year.

MAIN OUTCOME AND MEASURE

The main outcomes were related to participant perceptions on research and whether they were interested in engaging with research in their future career. These measures were correlated with demographic and non-demographic details using regression analyses.

RESULTS

One thousand seven hundred seventy-four individuals participated in the SMART survey from 40 medical schools. Nearly half the participants felt there were barriers preventing them from doing research (46.67%) and almost three-quarters felt it was at least somewhat difficult to combine research with medical school (73.49%). Of the options available, most commonly students did not want to pursue an academic career (43.11%) or training pathway (42.49%). However, most participants felt it was useful to do research at medical school (59.54%) and were also interested in doing more research in the future (69.16%). Regression analysis identified many factors influencing student's perceptions of research including year of study, gender, socioeconomic status, family background, research exposure at medical school, ethnicity, and country of pre-university education.

CONCLUSIONS

The SMART study is the first of its kind in the UK, shedding light on medical student perceptions. While some express strong interest in academic careers, a larger proportion show a broader interest in research. Demographic factors like gender, parental occupation, and socioeconomic status play a role. Further exploration is needed for specific groups to address barriers, promote research, and boost academic pathway recruitment.

Real-life research projects improve student engagement and provide reliable data for academics

Student engagement can have a positive influence on student success. Many methods exist for fostering engagement but tend to be generic and require tailoring to specific contexts, subjects, and students. In the case of undergraduate science students, practical classes are a popular tool for increasing engagement. However, despite strong potential for improvement via links with "real life" research projects (RLRPs), few academic staff incorporate research participation with teaching activities. This is potentially due to poor time availability and low opinions of students' ability to collect reliable data. This study aims to examine whether involvement with RLRPs can generate reliable scientific data and also act as a motivational tool for engaging tertiary science students. A preexisting core activity for first-year biology and marine biology students was modified to include a short RLRP component. Student-based data collection and a questionnaire about experiences were used to examine the reliability of student-collected data and student perceptions of RLRPs. Results indicated that error rate in student-collected data was minimal. Irrespective of participating in a "normal" practical class or a class with a RLRP component, students collected equally accurate data. However, when the topic aligned specifically with their degree subject, student accuracy was higher. All students surveyed reported high motivation with the idea of RLRP participation, placing high importance on this from an educational and employability perspective. Yet, students were not confident about participating in RLRPs until they had engaged with one, suggesting that introducing such projects into taught sessions early-on may encourage students to seek further opportunities in the future. In conclusion, incorporating RLRPs into the curriculum of undergraduate science courses has considerable potential benefits for both students and academic staff.