Uebel Kerry, Iqbal Maha Pervaz, Carland Jane, Smith Greg, Islam Md Saiful, Shulruf Boaz, Nathan Sally
School of Population Health, University of New South Wales, Sydney, Australia.
Department of Clinical Pharmacology and Toxicology, St Vincent's Hospital, Sydney, Australia.
Med Sci Educ. 2021 Jun 14;31(4):1471-1478. doi: 10.1007/s40670-021-01340-9. eCollection 2021 Aug.
There is ongoing debate about best practice models to support active learning by encouraging medical students to conduct independent research projects. This study explored student satisfaction, experiences, and learning outcomes of a unique, mandatory research program in an Australian medical school.
Students were invited to complete an anonymous survey ranking statements using Likert scales and completing open-ended questions. Factors predicting student satisfaction with the research year were analysed using a generalised linear regression model. A content analysis of open-ended questions was conducted.
The survey was completed in October 2019 by 117 of 252 students (46%). The majority (84%) reported satisfaction with the research year. Factors associated with satisfaction were research skills learnt (OR 2.782, 95% CI 1.428-5.421; p < 0.003), supervision and support (OR = 2.587, 95% CI 1.237-5.413; p < 0.012), and meaningfulness and experience (OR = 2.506, 95% CI 1.100-5.708; p < 0.029). Qualitative results confirmed support from the faculty and supervisors, perceiving their research as meaningful, and the opportunity to learn research skills were highly regarded by students.
This study has shown that learning outcomes for basic research skills and high satisfaction rates can be achieved in a mandatory undergraduate research programme when students have dedicated time for their research, opportunities to negotiate their own project, and good support from faculty and mentors.
The online version contains supplementary material available at 10.1007/s40670-021-01340-9.
关于通过鼓励医学生开展独立研究项目来支持主动学习的最佳实践模式，目前仍存在争议。本研究探讨了澳大利亚一所医学院独特的强制性研究项目中学生的满意度、经历和学习成果。
邀请学生完成一项匿名调查，使用李克特量表对陈述进行排名并回答开放式问题。使用广义线性回归模型分析预测学生对研究年满意度的因素。对开放式问题进行了内容分析。
2019年10月，252名学生中的117名（46%）完成了调查。大多数（84%）学生对研究年表示满意。与满意度相关的因素包括所学研究技能（比值比2.782，95%置信区间1.428 - 5.421；p < 0.003）、监督与支持（比值比 = 2.587，95%置信区间1.237 - 5.413；p < 0.012）以及意义和体验（比值比 = 2.506，95%置信区间1.100 - 5.708；p < 0.029）。定性结果证实了教师和导师的支持，学生认为他们的研究有意义，并且学习研究技能的机会受到高度重视。
本研究表明，当学生有专门的研究时间、有机会协商自己的项目并且得到教师和导师的良好支持时，在本科强制性研究项目中可以实现基础研究技能的学习成果和高满意度。
在线版本包含可在10.1007/s40670 - 021 - 01340 - 9获取的补充材料。
