Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program
Abstract Background Medical degree programs use scholarly activities to support development of basic research skills, critical evaluation of medical information and promotion of medical research. The University of Sydney Doctor of Medicine Program includes a compulsory research project. Medical stud...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-05-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03429-0 |
| _version_ | 1818202644378812416 |
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| author | Joanne Hart Jonathan Hakim Rajneesh Kaur Richmond Jeremy Genevieve Coorey Eszter Kalman Rebekah Jenkin David Bowen |
| author_facet | Joanne Hart Jonathan Hakim Rajneesh Kaur Richmond Jeremy Genevieve Coorey Eszter Kalman Rebekah Jenkin David Bowen |
| author_sort | Joanne Hart |
| collection | DOAJ |
| description | Abstract Background Medical degree programs use scholarly activities to support development of basic research skills, critical evaluation of medical information and promotion of medical research. The University of Sydney Doctor of Medicine Program includes a compulsory research project. Medical student projects are supervised by academic staff and affiliates, including biomedical science researchers and clinician-academics. This study investigated research supervisors’ observations of the barriers to and enablers of successful medical student research projects. Methods Research supervisors (n = 130) completed an anonymous, online survey after the completion of the research project. Survey questions targeted the research supervisors’ perceptions of barriers to successful completion of projects and sources of support for their supervision of the student project. Data were analysed by descriptive statistics and using manifest content analysis. Further quantitative investigation was made by cross-tabulation according to prior research supervision experience. Results Research supervisors reported that students needed both generic skills (75%) and research-based skills (71%) to successfully complete the project. The major barrier to successful research projects was the lack of protected time for research activities (61%). The assessment schedule with compulsory progress milestones enabled project completion (75%), and improved scientific presentation (90%) and writing (93%) skills. Supervisors requested further support for their students for statistics (75%), scientific writing (51%), and funding for projects (52%). Prior research supervision experience influenced the responses. Compared to novice supervisors, highly experienced supervisors were significantly more likely to want students to be allocated dedicated time for the project (P < 0.01) and reported higher rates of access to expert assistance in scientific writing, preparing ethics applications and research methodology. Novice supervisors reported higher rates of unexpected project delays and data acquisition problems (P < 0.05). Co-supervision was favoured by experienced supervisors but rejected by novice supervisors. Conclusions Both generic and research-related skills were important for medical student research project success. Overall, protected research time, financial and other academic support were identified as factors that would improve the research project program. Prior research supervision experience influences perceptions of program barriers and enablers. These findings will inform future support needs for projects and research supervisor training for the research supervision role. |
| first_indexed | 2024-12-12T03:12:43Z |
| format | Article |
| id | doaj.art-0e483e41af23496fbe3957fbbc5248ba |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-12T03:12:43Z |
| publishDate | 2022-05-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-0e483e41af23496fbe3957fbbc5248ba2022-12-22T00:40:21ZengBMCBMC Medical Education1472-69202022-05-0122111210.1186/s12909-022-03429-0Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project programJoanne Hart0Jonathan Hakim1Rajneesh Kaur2Richmond Jeremy3Genevieve Coorey4Eszter Kalman5Rebekah Jenkin6David Bowen7Sydney Medical School, Faculty of Medicine and Health, University of SydneySydney Medical School, Faculty of Medicine and Health, University of SydneySydney Medical School, Faculty of Medicine and Health, University of SydneySydney Medical School, Faculty of Medicine and Health, University of SydneySchool of Health Sciences, Faculty of Medicine and Health, University of SydneyOffice of the Deputy Vice Chancellor (Education), University of SydneySchool of Medical Sciences, Faculty of Medicine and Health, University of SydneySydney Medical School, Faculty of Medicine and Health, University of SydneyAbstract Background Medical degree programs use scholarly activities to support development of basic research skills, critical evaluation of medical information and promotion of medical research. The University of Sydney Doctor of Medicine Program includes a compulsory research project. Medical student projects are supervised by academic staff and affiliates, including biomedical science researchers and clinician-academics. This study investigated research supervisors’ observations of the barriers to and enablers of successful medical student research projects. Methods Research supervisors (n = 130) completed an anonymous, online survey after the completion of the research project. Survey questions targeted the research supervisors’ perceptions of barriers to successful completion of projects and sources of support for their supervision of the student project. Data were analysed by descriptive statistics and using manifest content analysis. Further quantitative investigation was made by cross-tabulation according to prior research supervision experience. Results Research supervisors reported that students needed both generic skills (75%) and research-based skills (71%) to successfully complete the project. The major barrier to successful research projects was the lack of protected time for research activities (61%). The assessment schedule with compulsory progress milestones enabled project completion (75%), and improved scientific presentation (90%) and writing (93%) skills. Supervisors requested further support for their students for statistics (75%), scientific writing (51%), and funding for projects (52%). Prior research supervision experience influenced the responses. Compared to novice supervisors, highly experienced supervisors were significantly more likely to want students to be allocated dedicated time for the project (P < 0.01) and reported higher rates of access to expert assistance in scientific writing, preparing ethics applications and research methodology. Novice supervisors reported higher rates of unexpected project delays and data acquisition problems (P < 0.05). Co-supervision was favoured by experienced supervisors but rejected by novice supervisors. Conclusions Both generic and research-related skills were important for medical student research project success. Overall, protected research time, financial and other academic support were identified as factors that would improve the research project program. Prior research supervision experience influences perceptions of program barriers and enablers. These findings will inform future support needs for projects and research supervisor training for the research supervision role.https://doi.org/10.1186/s12909-022-03429-0Medical research projectsStudent supervisionResearch supervisorsResearch supervision practiceResearch skills developmentMedical student projects |
| spellingShingle | Joanne Hart Jonathan Hakim Rajneesh Kaur Richmond Jeremy Genevieve Coorey Eszter Kalman Rebekah Jenkin David Bowen Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program BMC Medical Education Medical research projects Student supervision Research supervisors Research supervision practice Research skills development Medical student projects |
| title | Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program |
| title_full | Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program |
| title_fullStr | Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program |
| title_full_unstemmed | Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program |
| title_short | Research supervisors’ views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program |
| title_sort | research supervisors views of barriers and enablers for research projects undertaken by medical students a mixed methods evaluation of a post graduate medical degree research project program |
| topic | Medical research projects Student supervision Research supervisors Research supervision practice Research skills development Medical student projects |
| url | https://doi.org/10.1186/s12909-022-03429-0 |
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