Intrinsic vs Extrinsic Motivation as Drivers for Early Engagement in Research by Medical Students

Attitudes toward and perceptions of barriers to research among medical students in the context of an educational and motivational strategy

BACKGROUND

Scientific research is a key component of medical education, fostering critical thinking and evidence-based practice. However, international studies have reported wide variability in medical students' attitudes toward research, shaped by institutional culture, exposure, and curricular design. In parallel, perceived barriers-such as academic overload, lack of mentorship, and insufficient training-are frequently cited as major obstacles that limit student involvement. Understanding students' predispositions and the barriers they face is essential for developing effective strategies, especially in educational contexts where research participation is limited. This study aimed to evaluate the situation at a private medical school in Ecuador.

OBJECTIVE

To evaluate medical students' attitudes toward and perceptions of barriers to research and to analyze changes in these variables following an educational and motivational intervention.

METHODS

A quasiexperimental study (without a control group) was conducted with 90 undergraduate medical students. The intervention consisted of educational and motivational audiovisual content delivered over one month. A validated questionnaire assessed students' attitudes and perceived barriers before and after the intervention. Descriptive statistics and a one-sample t-test were used to assess changes.

RESULTS

Prior to the intervention, the mean attitude score was 104.72, well above the scale midpoint (78), indicating a generally favorable predisposition. Most students (73.3%) scored above 75% of the maximum possible score in attitudes. For perceived barriers, the initial mean was 109.61, also above the scale midpoint (87), reflecting a high level of perceived obstacles. A total of 96.7% of students scored above 50%, with key concerns related to time constraints, lack of mentorship, and insufficient training in scientific writing and statistics. After the intervention, both the mean attitude score and the mean barrier score remained statistically unchanged.

CONCLUSIONS

Although the intervention produced a small increase in favorable attitudes, it did not reduce perceived barriers. These findings suggest that short, self-directed strategies are insufficient to address institutional challenges. More effective approaches may require long-term, interactive programs supported by curricular integration, structured mentorship, and institutional investment to foster meaningful research engagement among medical students.

TRIAL REGISTRATION

Not applicable.

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.

Qualitative comparative analysis of learning engagement among Chinese part-time master's students in nursing

BACKGROUND

Graduate nursing education plays an important role in the development of an innovative nation. Such education benefits the health of the community by cultivating competent and highly skilled nurses who can provide safe and quality nursing care. The number of students pursuing nursing degrees in China is insufficient, to meet the social demand for advanced practice nurses. The part-time Master of Nursing Specialist program for students offers flexible learning options for working nurses. However, the relatively low level of learning engagement exhibited by this group has raised concerns among policy-makers and nursing educators. An in-depth study of the factors affecting the learning engagement of part-time Master of Nursing Specialist postgraduates, especially with regard to their combined effect, is expected to provide a basis for improving the level of learning engagement among such students.

METHODS

This study used ability-motivation-opportunity-theory and fuzzy-set qualitative comparative analysis to analyze the relationships between five conditions (i.e., supportive campus environment, supportive work environment, student-faculty interaction, research motivation and time management ability) and learning engagement by reference to data collected from a sample of 225 part-time Master of Nursing Specialist students who were enrolled in China.

RESULTS

The fuzzy-set qualitative comparative analysis results indicated that individual examples of these antecedent conditions were insufficient to influence learning engagement. In contrast, three combinations of the five conditions led to high levels of learning engagement, and substitutability and complementarity were observed among the various elements in the configuration.

CONCLUSIONS

Research motivation, student-faculty interaction, a supportive work environment and time management are factors that can influence part-time postgraduates' learning engagement. Supervisors can enhance their research skills and expertise, hospitals can establish supportive environments for students, and students can strengthen their research motivation and time management abilities.

Beyond the curriculum: unveiling medical students' drivers and barriers to research participation at Alfaisal University

Medical education continually adapts to the needs of future health care professionals, with student motivation in research being a pivotal aspect. This study at Alfaisal University aimed to explore the motivations, benefits, and challenges faced by medical students in extracurricular research activities. Using a mixed-method approach, we combined quantitative surveys with qualitative group interviews. Findings revealed that both extrinsic (e.g., enhancing postgraduate training prospects) and intrinsic (e.g., personal interest and skill refinement) factors significantly motivate students to be involved in research activities. Participants unanimously acknowledged skill enhancement, particularly in literature comprehension, creative ideation, and networking. However, challenges such as conflicts with course scheduling, lack of hands-on experiences, and mentorship issues were identified as potential barriers to research participation. Addressing these barriers and understanding motivations can inform the design of research programs, enhancing the overall student research experience. This study underscores the importance of research in medical education, emphasizing the need for institutions to prioritize addressing challenges and leveraging benefits to prepare medical students for a research-integrated clinical future.NEW & NOTEWORTHY This article examines the motivating factors and obstacles of extracurricular research in Alfaisal University, Saudi Arabia. The study utilizes a mixed methodology of online surveys and in-person group interviews to gain insights from the medical students of the university. We revealed several extrinsic and intrinsic motivators that drove the students; however, there remain several challenges to students during their research journey. Addressing these challenges will help the students obtain a more fruitful, educational research experience.

Moderating effect of organizational climate on the relationship between research motivation and learning engagement among nurses taking part-time master's program: A cross-sectional study

AIMS

To investigate the moderating effects of perceived organizational climate on the relationship between research motivation and learning engagement in research among nurses pursuing a part-time master's degree.

BACKGROUND

Research motivation positively affects learning engagement in research. However, the role of perceived organizational climate has not been explored in nurses taking part-time master's program in China. This study examined the relationships between various types of research motivation and learning engagement in research and whether the perceived organizational climate moderates the relationship between the other variables.

METHODS

This cross-sectional one-center study was performed on 230 nurses by assessing learning engagement in research, research motivation and perceived organizational climate.

RESULTS

The mean age of participants was 31.3 ± 3.5 years and 91.3% were female. Participants who had been assigned a supervisor showed higher learning engagement in research than those without a supervisor (3.65 ± 0.60 vs. 3.48 ± 0.61; P < 0.001). Participants who had experience conducting research reported higher learning engagement in research than those with no experience (3.30 ± 0.71 vs. 3.14 ± 0.83; P < 0.05). The mean score of learning engagement in research was 3.39 ± 0.63. The mean scores for intrinsic, extrinsic and failure-avoidance motivation were 3.72 ± 0.61, 3.71 ± 0.71 and 3.43 ± 0.70, respectively. As for perceived organizational climate, the mean score was 122.70 out of 148. Learning engagement in research was significantly positively correlated with intrinsic research motivation, extrinsic research motivation and perceived organizational climate scores (r = 0.441, 0.336, 0.307, p < 0.001, respectively). Perceived organizational climate moderated the correlation between intrinsic and extrinsic research motivation and learning engagement in research.

CONCLUSION

Nurses taking the master's program perceived a higher level of perceived organizational climate could strengthen the relationship between intrinsic and extrinsic research motivation and learning engagement in research. More organizational support can enhance learning engagement in research by reinforcing intrinsic and extrinsic research motivation.

IMPLICATIONS FOR NURSING MANAGEMENT

Universities can assign supervisors promptly. Universities and hospitals can provide education about the importance of research in nursing and reinforce their intrinsic and extrinsic research motivation. Hospitals can adjust policies based on the needs of nurses taking the master's program to provide organizational support, to facilitate the research learning process.