
==== Front
BMC Med Educ
BMC Med Educ
BMC Medical Education
1472-6920
BioMed Central London

39272095
6003
10.1186/s12909-024-06003-y
Research
Changes in medical students’ research-related perceptions through student-engaged medical research curriculum experience
https://orcid.org/0000-0002-1593-8224
Jeon Seong Ju 1
https://orcid.org/0000-0003-4226-2589
Yoo Hyo Hyun hhyoo@jbnu.ac.kr

2
1 https://ror.org/05q92br09 grid.411545.0 0000 0004 0470 4320 Medical School, Jeonbuk National University, Jeonju, Korea
2 https://ror.org/05q92br09 grid.411545.0 0000 0004 0470 4320 Department of Medical Education, Jeonbuk National University Medical School, Jeonju, 54907 Korea
13 9 2024
13 9 2024
2024
24 10024 6 2024
9 9 2024
© The Author(s) 2024
2024
https://creativecommons.org/licenses/by-nc-nd/4.0/ Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/.
Background

This study investigated changes in students’ perceptions related to research following a student-engaged medical research curriculum.

Methods

Three surveys were administered to 112 medical students to examine the changes in their perceptions of the need for research competence, research interest, and research self-efficacy after each Medical Research Practice course.

Results

The results revealed a decline in the perception of the need for research competence and research interest after Medical Research Practice 2, with a subsequent increase after Medical Research Practice 3. Conversely, research self-efficacy showed steady improvement throughout the curriculum. Additionally, students with prior research experience exhibited higher levels of perception of the need for research competence, research interest, and research self-efficacy than those without such experience.

Conclusion

This study provides insights into how medical students’ perceptions change in relation to student-engaged medical research course experiences, supporting expanding research-related curricula and assisting in the development and systematic implementation of similar programs in other medical schools.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12909-024-06003-y.

Keywords

Medical education
Medical students
Medical research curriculum
Student-engaged research
Need for research competence
Research interest
Research self-efficacy
issue-copyright-statement© BioMed Central Ltd., part of Springer Nature 2024
==== Body
pmcBackground

In the rapidly evolving landscape of contemporary medicine, the ability to conduct, critically evaluate, and apply research has become an indispensable skill for physicians. The development of physician-scientists, who can bridge the gap between clinical practice and scientific discovery, is crucial for driving innovation in healthcare and addressing complex medical challenges [1].

However, in countries such as the USA, the declining number of doctors involved in or interested in research is a recognized issue [2]. Various efforts have been undertaken to address this issue. One initiative offers short-term programs, elective courses, and required courses to medical students to foster new physician-scientists [3–5].

In Korea, research competence is considered one of the virtues and roles that future doctors should pursue [6]. About 20 medical schools include research competence as a required competency for graduation [7]. To enable students to acquire research competence, many medical schools offer a research curriculum as a required course in the standard curriculum, an elective course in a non-standard curriculum, or a course offered alongside both, but only a few have fully incorporated this into their standard curriculum [8].

Through diverse research experiences in medical schools, students improve their abilities in research design, data collection and analysis, research methodology, and the reporting of results [9–11]. They also cultivate interest, motivation, confidence, and self-efficacy in research, as well as critical thinking, creativity, communication skills, and teamwork [10–15].

Offering students research experience from the beginning of their medical education is crucial. Early participation in research may promote further research in actual medical practice [16–20]. Research skills gained as a student influence postgraduate medical subspecialty choices, specialization choices related to research, and the research competence and performance of residents [20–24].

Recently, there has been a trend of emphasizing the research competence of medical students and providing them with a variety of research experiences from the beginning of their medical education [25, 26]. However, some medical schools in Korea do not provide such experience [8]. Although medical schools recognize the importance and need for research competence and include it as a graduation competency, the actual opportunities provided for research are limited [7], and students often perceive their own research abilities as inadequate [27]. Enhancing the research competence of medical students who will become medical professionals in the future has become an important educational goal for medical schools [28].

The objective of this research was to examine changes in medical students’ perceptions of the need for research competence, research interest, and research self-efficacy in relation to a medical research curriculum. The findings are intended to present foundational data for medical schools considering the development and implementation of research curricula within their standard programs.

Method

Study participants

Of the 141 second-year pre-medical students, 112 consistently responded to the three surveys conducted during their first year of medical school. Of them, 65 (58.0%) were male and 47 (42.0%) female. Before beginning the medical research course, 18 students (16.1%) had had prior research experience, whereas 94 (83.9%) had not.

Research instruments

Research interest was measured using a scale developed by Bieschke and Bishop [29] and subsequently used by Vaccaro [30]. This instrument consists of 16 items rated on a 6-point Likert scale. In this study, the value of Cronbach’s α, which indicates internal consistency, was 0.91 (p < .05). Research self-efficacy was measured using a scale developed by Park et al. [7] that comprises 18 items as follows: 6 items on presenting and reporting the results, 5 on research design, 4 on data analysis, and 3 on research ethics, all scored on a 6-point Likert scale. In this study, the reliability coefficients (Cronbach’s α value) for each factor were: presenting and reporting the result at 0.85, research design at 0.85, data analysis at 0.87, and research ethics at 0.67. Throughout the medical research curriculum, surveys were conducted to assess participants’ perception of the need for research competence for medical students. The detailed survey questions can be found in Additional File 1.

Educational program overview

The medical research curriculum consists of five stages: research introduction, research exploration, research implementation, research result organization, and research results analysis. All these medical research courses are mandatory. The research introduction and research results analysis stages are conducted in a lecture-based format, whereas the research exploration, implementation, and organization stages adopt a student-participation format.

This study focused on subjects from the research exploration stage through the research results organization stage, during which students engaged in actual research. This curriculum aims to cultivate a perception of the need for research competence, stimulate research interest, and foster self-belief or confidence in successfully carrying out tasks such as research design and presenting and reporting results by providing students with an opportunity to experience the fundamental stages of research (Fig. 1). For a more detailed description of the curriculum stages, course structure, and evaluation, please refer to Additional File 2.

Fig. 1 Medical research curriculum

Research design

This study sought to assess how students’ perceptions of the need for research competence, research interest, and research self-efficacy change as they engage in curricula that involve direct research participation. To this end, a one-group pretest-posttest design was utilized, with assessment conducted at three points: after the conclusion of the lecture-based Medical Research Practice 1 course, immediately after the end of the Medical Research Practice 2 course, and after the completion of the Medical Research Practice 3 course. This study was approved by the Institutional Review Board of Jeonbuk National University (IRB No. 2020-03-011-003).

Data analysis

To analyze the changes in students’ perceptions of the need for research competence, research interest, and research self-efficacy, the means and standard deviations of the three research surveys were calculated. A repeated-measures analysis of variance (ANOVA) was conducted to analyze whether there were significant differences among the three surveys, and a two-way repeated-measures ANOVA was used to analyze the differences based on prior research experience. Mauchly’s test was performed to verify the assumption of sphericity. Bonferroni post-hoc tests were conducted to identify specific differences between the survey points. PASW Statistics version 18.0 (SPSS Inc., Chicago, IL, USA) was used in this study.

Results

Changes in the perception of the need for research competence

To determine the changes in medical students’ perceptions of the need for research competence after completing medical research courses, a repeated-measures ANOVA and Bonferroni post-hoc tests were conducted. Mauchly’s test was used to confirm the assumption of sphericity (p > .05). There was a significant mean score difference across the three survey points for Medical Research Practice 1, 2, and 3 (F = 12.91, p < .001). For Medical Research Practice 1, the score was M = 5.06 (SD = 0.98), which decreased significantly for Medical Research Practice 2 (M = 4.54, SD = 1.11). However, after completing Medical Research Practice 3, the score increased significantly (M = 4.88, SD = 0.96) compared to the score after Medical Research Practice 2. The scores at all three points were higher than the median, suggesting that the medical students perceived a need for research competence (Fig. 2; see also Additional File 3, Supplementary Table S1 for detailed data).

Changes in research interest and research self-efficacy

To examine the changes in research interest and research self-efficacy, a repeated-measures ANOVA and Bonferroni post-hoc tests were performed on the overall scores at each survey point. The sphericity assumption was satisfied in all cases because the p-value was greater than 0.05. Detailed results can be found in Additional File 3, Supplementary Table S2.

In research interest, a statistically significant difference was observed in the mean scores across the surveys (F = 38.39, p < .001). Specifically, the score increased significantly after Medical Research Practice 3 (M = 4.45, SD = 0.70) compared to after Medical Research Practice 1 (M = 3.91, SD = 0.72) and 2 (M = 3.73, SD = 0.93). There were no statistically significant differences between the scores after Medical Research Practice 1 and 2.

Research self-efficacy showed a statistically significant difference in the mean scores across the surveys (F = 48.20, p < .001). While no significant differences were seen in the scores after Medical Research Practice 1 (M = 3.70, SD = 0.59) and 2 (M = 3.83, SD = 0.72), a significant increase in the scores was observed after Medical Research Practice 3 (M = 4.33, SD = 0.67) compared to those after Medical Research Practice 1 and 2.

Among the sub-factors of research self-efficacy, there were statistically significant differences across all three survey points for research design (F = 30.78, p < .001), data analysis (F = 27.47, p < .001), presenting and reporting results (F = 35.65, p < .001), and research ethics (F = 41.83, p < .001). For all subfactors except data analysis, there was no significant difference in scores after Medical Research Practice 1 and 2; however, a statistically significant increase was observed after Medical Research Practice 3.

Examination of the changes in mean values for research interest and research self-efficacy over the survey points in a graph (Fig. 2) shows that research interest decreased after Medical Research Practice 2 compared to Medical Research Practice 1 but increased after Medical Research Practice 3. However, research self-efficacy and its sub-factors showed consistent increases.

Fig. 2 Changes in perception of the need for research competence, research interest, and research self-efficacy over time. Note * p < .05, ** p < .001

Changes depending on prior participation in research-related education

To ascertain whether there were differences in the perception of the need for research competence, research interest, and research self-efficacy between students who had participated in research-related education before starting the Medical Research Practice courses and those who had not, the means and standard deviations of Medical Research Practice 1, 2, and 3 surveys were compared (Additional File 3, Supplementary Table S3). As illustrated in Fig. 3, students with prior research educational participation displayed higher values for perceiving the need for research competence, research interest, and research self-efficacy than those without such experience. All sub-factors of research self-efficacy also showed higher values in the group with prior educational participation than in those without.

Fig. 3 Changes in perception of the need for research competence, research interest, and research self-efficacy over time based on prior research-related education experience

At the Medical Research Practice 1 survey point, Levene’s test for equality of variances was conducted to check the homogeneity between the group of students who had prior experience in research-related education and the group that did not. As no statistically significant differences were observed for any of the variables (p > .01), we confirmed that the two groups were homogeneously distributed.

To determine whether there were significant differences in group means at the survey points after completing Medical Research Practice 1, 2, and 3, a two-way repeated-measures ANOVA was conducted on the scores for the perception of the need for research competence, research interest, research self-efficacy, and its sub-factors (Table 1).

Table 1 Repeated-measures ANOVA by group and time

			SS	df	MS	F	p	ηp2	
Perception of the need for research competence	Within-subjects	time	7.57	2.00	3.78	6.09	0.00	0.05	
time*group	0.64	2.00	0.32	0.51	0.60	0.00	
error	136.73	220.00	0.62				
Between-subjects	group	13.22	1.00	13.22	7.50	0.01	0.06	
error	194.08	110.00	1.76				
Research interest	Within-subjects	time	18.71	1.86	10.06	22.72	0.00	0.17	
time*group	0.32	1.86	0.17	0.39	0.66	0.00	
error	90.59	220.00	0.41				
Between-subjects	group	11.73	1.00	11.73	12.03	0.00	0.10	
error	107.25	110.00	0.98				
Research self-efficacy	Within-subjects	time	14.77	2.00	7.39	28.42	0.00	0.21	
time*group	0.11	2.00	0.06	0.22	0.81	0.00	
error	57.19	220.00	0.26				
Between-subjects	group	7.12	1.00	7.12	9.62	0.00	0.08	
error	81.42	110.00	0.74				

To assess the within-subject effects of all the variables, we conducted Mauchly’s test of sphericity, which confirmed that the assumption of sphericity was met. In the between-subjects effects verification for the perception of the need for research competence, research interest, and research self-efficacy, a main effect of group was observed (F = 7.50, p < .05; F = 12.03, p < .01; F = 9.62, p < .01), and in the within-subjects effect verification, a main effect of the time of the test was observed (F = 6.09, p < .01; F = 22.72, p < .01; F = 28.42, p < .01); however, the interaction effect between the time of the test and group was not statistically significant (p > .05).

We analyzed whether there were statistically significant differences between the groups in terms of the sub-variables of research self-efficacy following the completion of the course. The sphericity test showed that the assumption of sphericity was satisfied. As shown in Table 2, Statistically significant differences were observed between students with and without educational experience in terms of research design, presenting and reporting results, and research ethics (F = 6.20, p < .05, F = 18.44, p < .01, F = 11.27, p < .01); however, no significant difference was observed in data analysis (F = 0.14, p > .05).

Table 2 Repeated-measures ANOVA on sub-variables of research self-efficacy

		SS	df	MS	F	p	ηp2	
Research design	group	6.21	1.00	6.21	6.20	0.01	0.05	
error	110.07	110.00	1.00				
Data analysis	group	0.28	1.00	0.28	0.14	0.71	0.00	
error	214.95	110.00	1.95				
Presenting and reporting the results	group	14.61	1.00	14.61	18.44	0.00	0.14	
error	87.14	110.00	0.79				
Research ethics	group	12.37	1.00	12.37	11.27	0.00	0.09	
error	120.73	110.00	1.10				

Discussion

The purpose of this study was to examine changes in students’ perceptions of the need for research competence, research interest, and research self-efficacy in relation to a student-engaged medical research curriculum experience.

The perception of the need for research competence and research interest decreased after completing Medical Research Practice 2 compared to Medical Research Practice 1 and then showed a tendency to increase after completing Medical Research Practice 3. This may be because Medical Research Practice 2 was conducted when the basic medical education curriculum began in earnest at the medical school, during a semester involving adaptation to the educational situation in medical school that is marked by stress from the burden of learning new subjects like anatomy, excessive study loads, pressures related to examinations, and concerns about being held back [31–33]. Therefore, students likely invested more time in academic adjustment, resulting in relatively low interest in the research curriculum of Medical Research Practice 2. The finding that all variables increased in the semester during which Medical Research Practice 3 was conducted supports this hypothesis.

Therefore, it is necessary to review the timing of medical research courses. It may be worth considering student participation in medical research during the clinical practice education period in the third or fourth year of medical school, when adaptation to academics and the educational environment is more stable. However, this decision should take into account several factors. In the third year, there is often a lack of time for paper-writing due to clinical practice commitments. The fourth year brings an increased psychological due to national medical licensing examinations [7]. Additionally, the school’s specific goals and the situation of the medical research courses should be considered.

Research self-efficacy, unlike their perception of the need for research competence and research interest, consistently increased as the students completed medical research courses. This coincides with previous research showing that students’ self-efficacy improved in all areas except data analysis, including research design, presenting and reporting results, and research ethics [7, 34, 35]. Other studies have reported that students who participated in short-term research programs experienced enhanced research self-efficacy [35–37]. In other words, there is a connection between research experience and self-efficacy [38]. Therefore, when developing or designing student-research-related curricula, it is essential to continuously expose students to research to foster motivation and enhance their self-efficacy.

Among the sub-factors of research self-efficacy, significant differences were observed in research design (from 3.83 to 4.45), presenting and reporting the results (from 4.09 to 4.71), and research ethics (from 4.17 to 4.84) between the initial and third assessment. The experience of participating in a student research program is likely to enhance competence in research design, methodology, and writing as well as contribute to building confidence in research [10, 12].

However, the improvement in the data analysis factor was relatively low, with scores increasing from 2.60 in the initial survey to 3.27 in the third assessment. This may be due to the fact that the questions for the data analysis factor were composed to self-evaluate the ability to interpret statistical analysis techniques (such as variance analysis) for data analysis. There are cases in which medical researchers do not appropriately use statistical techniques when presenting research results because of a lack of understanding and difficulty in using statistics [39]. Therefore, strengthening education related to medical statistics and allowing students to directly experience their applications in actual research would likely be helpful.

Students with prior research experience before the research process in medical school had a higher perception of the need for research competence, research interest, and research self-efficacy than students without such experience. The experience of directly or indirectly participating in research constitutes a basis for the development of positive attitudes or perceptions toward research [20, 22].

Experience in research not only increases the likelihood of participating in research after graduation [40] but also influences the research performance of residents [16, 28, 41]. In the long term, this allows one to maintain an interest in research throughout life. Thus, it is essential to continually foster interest in research in medical schools and provide opportunities and experiences for participation in research [24].

Students who successfully completed their research had a positive perception of it, showing increased interest and enthusiasm in research [22, 26, 42], but conversely, some students had negative perceptions due to negative experiences like time constraints and insufficient guidance from faculty members [23, 43, 44]. Therefore, research programs provided by medical schools should attempt to enhance interest in research and motivate ongoing engagement in research activities by resolving these obstacles and fostering rewarding experiences.

Significance.

This study holds significance in providing foundational data that demonstrate the association between student-engaged medical research program experience and research-related perception. It offers a rationale for expanding research-related curricula. Additionally, these data can be used for the development and systematic operation of medical research curricula in other medical schools.

Suggestions.

Because this study focused on students from a single medical school, the generalizability of the findings may be limited. To enhance generalizability, it would be necessary to expand the number of research subjects and conduct comparative studies with other schools on the development and implementation of research-related courses. Moreover, as the analysis focused only on students’ self-report, future research should include a multifaceted evaluation. This could be achieved by involving professors who participated in the operation of the courses and educational stakeholders involved in development and monitoring.

The perception changes expected from research-related courses are likely to manifest in various ways and are not limited to research interest or research self-efficacy. Further studies are thus needed to confirm the effectiveness of medical research-related education in domestic medical schools by activating related curricula or subjects in medical education. Additionally, longitudinal research should be conducted to understand the ongoing impact even after graduation.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Additional File 1: Questionnaires

Additional File 2: Medical Research Curriculum Overview

Additional File 3: Supplementary Table S1. Differences in Perception of the Need for Research Competence, Supplementary Table S2. Differences in Research Interest and Research Self-Efficacy, Supplementary Table S3. Comparison of Perception of the Need for Research Competence, Research Interest, and Research Self-Efficacy Based on Prior Research-Related Education Experience

Author contributions

H.H.Y. conceived and designed the study, and collected the data. S.J.J wrote the initial draft of the manuscript. H.H.Y and S.J.J analyzed the data and discussed the results. All authors contributed to the final manuscript, read, and approved the final manuscript.

Funding

This research did not receive any funding.

Data availability

The datasets used and/or analyzed in the current study are available from the corresponding author upon reasonable request.

Declarations

Ethics approval and consent to participate

The research protocol for this study was evaluated and approved by Jeonbuk National University’s Institutional Review Board (IRB) under Approval No. 2020-03-011-003. Before participating in the surveys, all students were fully informed about the study’s objectives and methods, and they provided their voluntary informed consent. Participants were guaranteed anonymity and assured that their responses would have no bearing on their academic performance or grades.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
==== Refs
References

1. DeFranco DB Sowa G The Importance of Basic Science and Research Training for the Next Generation of Physicians and Physician scientists Mol Endocrinol 2014 28 12 1919 21 10.1210/me.2014-1343 25437019
DeFranco DB, Sowa G. The Importance of Basic Science and Research Training for the Next Generation of Physicians and Physician scientists. Mol Endocrinol. 2014;28(12):1919–21. 10.1210/me.2014-1343.25437019 10.1210/me.2014-1343
2. Garrison HH Deschamps AM NIH research funding and early career physician scientists: continuing challenges in the 21st century FASEB J 2014 28 3 1049 10.1096/fj.13-241687 24297696
Garrison HH, Deschamps AM. NIH research funding and early career physician scientists: continuing challenges in the 21st century. FASEB J. 2014;28(3):1049. 10.1096/fj.13-241687.24297696 10.1096/fj.13-241687
3. Laskowitz DT Drucker RP Parsonnet J Cross PC Gesundheit N Engaging students in dedicated research and scholarship during medical school: the long-term experiences at Duke and Stanford Acad Med 2010 85 3 419 28 10.1097/ACM.0b013e3181ccc77a 20182114
Laskowitz DT, Drucker RP, Parsonnet J, Cross PC, Gesundheit N. Engaging students in dedicated research and scholarship during medical school: the long-term experiences at Duke and Stanford. Acad Med. 2010;85(3):419–28. 10.1097/ACM.0b013e3181ccc77a.20182114 10.1097/ACM.0b013e3181ccc77a
4. George P, Green EP, Park YS, Gruppuso PA. A 5-year experience with an elective scholarly concentrations program. Medical Education Online 2015, 20(1):29278. 10.3402/meo.v20.29278.
5. Colmenares C Bierer SB Graham LM Impact of a 5-year research-oriented medical school curriculum on medical student research interest, scholarly output, and career intentions Med Sci Educ 2013 23 88 91 10.1007/BF03341812
Colmenares C, Bierer SB, Graham LM. Impact of a 5-year research-oriented medical school curriculum on medical student research interest, scholarly output, and career intentions. Med Sci Educ. 2013;23:88–91. 10.1007/BF03341812.10.1007/BF03341812
6. Ahn D The future roles of Korean doctors: cultivating well-rounded doctors Korean Med Educ Rev 2014 16 3 119 25 10.17496/kmer.2014.16.3.119
Ahn D. The future roles of Korean doctors: cultivating well-rounded doctors. Korean Med Educ Rev. 2014;16(3):119–25. 10.17496/kmer.2014.16.3.119.10.17496/kmer.2014.16.3.119
7. Park KH Kim T-H Chung W-J Implementation of the medical research curriculum in graduate medical school Korean J Med Educ 2011 23 2 103 10 10.3946/kjme.2011.23.2.103 25812558
Park KH, Kim T-H, Chung W-J. Implementation of the medical research curriculum in graduate medical school. Korean J Med Educ. 2011;23(2):103–10. 10.3946/kjme.2011.23.2.103.25812558 10.3946/kjme.2011.23.2.103
8. Kim I Yang E Medical students’ perception of the research curriculum and activating factors on research during medical school Korean Med Educ Rev 2015 17 2 69 77 10.17496/kmer.2015.17.2.69
Kim I, Yang E. Medical students’ perception of the research curriculum and activating factors on research during medical school. Korean Med Educ Rev. 2015;17(2):69–77. 10.17496/kmer.2015.17.2.69.10.17496/kmer.2015.17.2.69
9. Frishman WH Student research projects and theses: should they be a requirement for medical school graduation? Heart Disease 2001 3 3 140 4 10.1097/00132580-200105000-00002 11975783
Frishman WH. Student research projects and theses: should they be a requirement for medical school graduation? Heart Disease. 2001;3(3):140–4. 10.1097/00132580-200105000-00002.11975783 10.1097/00132580-200105000-00002
10. Houlden RL Raja JB Collier CP Clark AF Waugh JM Medical students’ perceptions of an undergraduate research elective Med Teach 2004 26 7 659 61 10.1080/01421590400019542 15763861
Houlden RL, Raja JB, Collier CP, Clark AF, Waugh JM. Medical students’ perceptions of an undergraduate research elective. Med Teach. 2004;26(7):659–61. 10.1080/01421590400019542.15763861 10.1080/01421590400019542
11. Parsonnet J Gruppuso PA Kanter SL Boninger M Required vs. elective research and in-depth scholarship programs in the medical student curriculum Acad Med 2010 85 3 405 8 10.1097/ACM.0b013e3181cccdc4 20182112
Parsonnet J, Gruppuso PA, Kanter SL, Boninger M. Required vs. elective research and in-depth scholarship programs in the medical student curriculum. Acad Med. 2010;85(3):405–8. 10.1097/ACM.0b013e3181cccdc4.20182112 10.1097/ACM.0b013e3181cccdc4
12. Reddy M Need to integrate student research with the medical course curriculum in India Health 2013 1 3 45 8
Reddy M. Need to integrate student research with the medical course curriculum in India. Health. 2013;1(3):45–8.
13. Multon KD Brown SD Lent RW Relation of self-efficacy beliefs to academic outcomes: a meta-analytic investigation J Couns Psychol 1991 38 1 30 10.1037/0022-0167.38.1.30
Multon KD, Brown SD, Lent RW. Relation of self-efficacy beliefs to academic outcomes: a meta-analytic investigation. J Couns Psychol. 1991;38(1):30. 10.1037/0022-0167.38.1.30.10.1037/0022-0167.38.1.30
14. Murdoch-Eaton D Drewery S Elton S Emmerson C Marshall M Smith JA Stark P Whittle S What do medical students understand by research and research skills? Identifying research opportunities within undergraduate projects Med Teach 2010 32 3 e152 60 10.3109/01421591003657493 20218832
Murdoch-Eaton D, Drewery S, Elton S, Emmerson C, Marshall M, Smith JA, Stark P, Whittle S. What do medical students understand by research and research skills? Identifying research opportunities within undergraduate projects. Med Teach. 2010;32(3):e152–60. 10.3109/01421591003657493.20218832 10.3109/01421591003657493
15. Jacobs CD Cross PC The value of medical student research: the experience at Stanford University School of Medicine Med Educ 1995 29 5 342 6 10.1111/j.1365-2923.1995.tb00023.x 8699971
Jacobs CD, Cross PC. The value of medical student research: the experience at Stanford University School of Medicine. Med Educ. 1995;29(5):342–6. 10.1111/j.1365-2923.1995.tb00023.x.8699971 10.1111/j.1365-2923.1995.tb00023.x
16. Ejaz K Shamim MS Shamim MS Hussain SA Involvement of medical students and fresh medical graduates of Karachi, Pakistan in research J Pak Med Assoc 2011 61 2 115 21375155
Ejaz K, Shamim MS, Shamim MS, Hussain SA. Involvement of medical students and fresh medical graduates of Karachi, Pakistan in research. J Pak Med Assoc. 2011;61(2):115.21375155
17. Waaijer CJ Ommering BW van der Wurff LJ van Leeuwen TN Dekker FW Education NSIGS Scientific activity by medical students: the relationship between academic publishing during medical school and publication careers after graduation Perspect Med Educ 2019 8 223 9 10.1007/s40037-019-0524-3 31290118
Waaijer CJ, Ommering BW, van der Wurff LJ, van Leeuwen TN, Dekker FW, Education NSIGS. Scientific activity by medical students: the relationship between academic publishing during medical school and publication careers after graduation. Perspect Med Educ. 2019;8:223–9. 10.1007/s40037-019-0524-3.31290118 10.1007/s40037-019-0524-3
18. Weaver AN McCaw TR Fifolt M Hites L Lorenz RG Impact of elective versus required medical school research experiences on career outcomes J Investig Med 2017 65 5 942 8 10.1136/jim-2016-000352
Weaver AN, McCaw TR, Fifolt M, Hites L, Lorenz RG. Impact of elective versus required medical school research experiences on career outcomes. J Investig Med. 2017;65(5):942–8. 10.1136/jim-2016-000352.10.1136/jim-2016-000352
19. Siemens DR Punnen S Wong J Kanji N A survey on the attitudes towards research in medical school BMC Med Educ 2010 10 1 7 10.1186/1472-6920-10-4 20074350
Siemens DR, Punnen S, Wong J, Kanji N. A survey on the attitudes towards research in medical school. BMC Med Educ. 2010;10:1–7. 10.1186/1472-6920-10-4.20074350 10.1186/1472-6920-10-4
20. Solomon SS Tom SC Pichert J Wasserman D Powers AC Impact of medical student research in the development of physician-scientists J Investig Med 2003 51 3 149 56 10.1136/jim-51-03-17
Solomon SS, Tom SC, Pichert J, Wasserman D, Powers AC. Impact of medical student research in the development of physician-scientists. J Investig Med. 2003;51(3):149–56. 10.1136/jim-51-03-17.10.1136/jim-51-03-17
21. Segal S Lloyd T Houts PS Stillman PL Jungas RL Greer RB The association between students’ research involvement in medical school and their postgraduate medical activities Acad Med 1990 65 8 530 3 10.1097/00001888-199008000-00010 2383337
Segal S, Lloyd T, Houts PS, Stillman PL, Jungas RL, Greer RB. The association between students’ research involvement in medical school and their postgraduate medical activities. Acad Med. 1990;65(8):530–3. 10.1097/00001888-199008000-00010.2383337 10.1097/00001888-199008000-00010
22. Gotterer GS O’Day D Miller BM The emphasis program: a scholarly concentrations program at Vanderbilt University School of Medicine Acad Med 2010 85 11 1717 24 10.1097/ACM.0b013e3181e7771b 20671539
Gotterer GS, O’Day D, Miller BM. The emphasis program: a scholarly concentrations program at Vanderbilt University School of Medicine. Acad Med. 2010;85(11):1717–24. 10.1097/ACM.0b013e3181e7771b.20671539 10.1097/ACM.0b013e3181e7771b
23. Blazer D Bradford W Reilly C Duke’s 3rd year: a 35-year retrospective Teach Learn Med 2001 13 3 192 8 10.1207/S15328015TLM1303_9 11475663
Blazer D, Bradford W, Reilly C. Duke’s 3rd year: a 35-year retrospective. Teach Learn Med. 2001;13(3):192–8. 10.1207/S15328015TLM1303_9.11475663 10.1207/S15328015TLM1303_9
24. Boyle SE Cotton SC Myint PK Hold GL The influence of early research experience in medical school on the decision to intercalate and future career in clinical academia: a questionnaire study BMC Med Educ 2017 17 1 9 10.1186/s12909-017-1066-1 28056975
Boyle SE, Cotton SC, Myint PK, Hold GL. The influence of early research experience in medical school on the decision to intercalate and future career in clinical academia: a questionnaire study. BMC Med Educ. 2017;17:1–9. 10.1186/s12909-017-1066-1.28056975 10.1186/s12909-017-1066-1
25. Memarpour M Fard AP Ghasemi R Evaluation of attitude to, knowledge of and barriers toward research among medical science students Asia Pac Family Med 2015 14 1 7 10.1186/s12930-015-0019-2
Memarpour M, Fard AP, Ghasemi R. Evaluation of attitude to, knowledge of and barriers toward research among medical science students. Asia Pac Family Med. 2015;14:1–7. 10.1186/s12930-015-0019-2.10.1186/s12930-015-0019-2
26. Nazha B Salloum RH Fahed AC Nabulsi M Students’ perceptions of peer-organized extra-curricular research course during medical school: a qualitative study PLoS ONE 2015 10 3 e0119375 10.1371/journal.pone.0119375 25764441
Nazha B, Salloum RH, Fahed AC, Nabulsi M. Students’ perceptions of peer-organized extra-curricular research course during medical school: a qualitative study. PLoS ONE. 2015;10(3):e0119375. 10.1371/journal.pone.0119375.25764441 10.1371/journal.pone.0119375
27. Chae S-J Analysis of medical school alumni’s perception on the importance and educational needs of outcomes Korean J Med Educ 2010 22 2 113 20 10.3946/kjme.2010.22.2.113 25813810
Chae S-J. Analysis of medical school alumni’s perception on the importance and educational needs of outcomes. Korean J Med Educ. 2010;22(2):113–20. 10.3946/kjme.2010.22.2.113.25813810 10.3946/kjme.2010.22.2.113
28. Amin TT Kaliyadan F Al Qattan EA Al Majed MH Al Khanjaf HS Mirza M Knowledge, attitudes and barriers related to participation of medical students in research in three arab universities Educ Med J 2012 4 1 47 55 10.5959/eimj.v4i1.7
Amin TT, Kaliyadan F, Al Qattan EA, Al Majed MH, Al Khanjaf HS, Mirza M. Knowledge, attitudes and barriers related to participation of medical students in research in three arab universities. Educ Med J. 2012;4(1):47–55. 10.5959/eimj.v4i1.7.10.5959/eimj.v4i1.7
29. Bishop R, Bieschke K. Interest in research questionnaire. Unpublished scale 1994.
30. Vaccaro N The relationship between research self-efficacy, perceptions of the research training environment and interest in research in counselor education doctoral students: an ex-post-facto 2009 cross-sectional correlational investigation University of Central Florida
Vaccaro N. The relationship between research self-efficacy, perceptions of the research training environment and interest in research in counselor education doctoral students: an ex-post-facto. cross-sectional correlational investigation: University of Central Florida; 2009.
31. Kwak DI Choi YK Lim HJ Oh HJ Jung IK Lee MS A study on the stress, copying and general well-being of medical students Korean J Med Educ 2000 12 2 227 39 10.3946/kjme.2000.12.2.227
Kwak DI, Choi YK, Lim HJ, Oh HJ, Jung IK, Lee MS. A study on the stress, copying and general well-being of medical students. Korean J Med Educ. 2000;12(2):227–39. 10.3946/kjme.2000.12.2.227.10.3946/kjme.2000.12.2.227
32. Yune S-J Park KH Chung W-J Lee S-Y Yune S-J Park KH Chung W-J Lee S-Y The effects of attribution tendencies, academic stress, and coping efficacy on academic adjustment of medical students Korean J Med Educ 2011 23 3 167 74 10.3946/kjme.2011.23.3.167 25812609
Yune S-J, Park KH, Chung W-J, Lee S-Y, Yune S-J, Park KH, Chung W-J, Lee S-Y. The effects of attribution tendencies, academic stress, and coping efficacy on academic adjustment of medical students. Korean J Med Educ. 2011;23(3):167–74. 10.3946/kjme.2011.23.3.167.25812609 10.3946/kjme.2011.23.3.167
33. Radcliffe C Lester H Perceived stress during undergraduate medical training: a qualitative study Med Educ 2003 37 1 32 8 10.1046/j.1365-2923.2003.01405.x 12535113
Radcliffe C, Lester H. Perceived stress during undergraduate medical training: a qualitative study. Med Educ. 2003;37(1):32–8. 10.1046/j.1365-2923.2003.01405.x.12535113 10.1046/j.1365-2923.2003.01405.x
34. Bakken LL Byars-Winston A Gundermann DM Ward EC Slattery A King A Scott D Taylor RE Effects of an educational intervention on female biomedical scientists’ research self-efficacy Adv Health Sci Educ 2010 15 167 83 10.1007/s10459-009-9190-2
Bakken LL, Byars-Winston A, Gundermann DM, Ward EC, Slattery A, King A, Scott D, Taylor RE. Effects of an educational intervention on female biomedical scientists’ research self-efficacy. Adv Health Sci Educ. 2010;15:167–83. 10.1007/s10459-009-9190-2.10.1007/s10459-009-9190-2
35. Dumbauld J Black M Depp CA Daly R Curran MA Winegarden B Jeste DV Association of learning styles with research self-efficacy: study of short‐term research training program for medical students Clin Transl Sci 2014 7 6 489 92 10.1111/cts.12197 25079678
Dumbauld J, Black M, Depp CA, Daly R, Curran MA, Winegarden B, Jeste DV. Association of learning styles with research self-efficacy: study of short‐term research training program for medical students. Clin Transl Sci. 2014;7(6):489–92. 10.1111/cts.12197.25079678 10.1111/cts.12197
36. Rezaeian M Zare-Bidaki M Bakhtar M Hadimoghadam M A survey of research self-efficacy in internship medical students of Rafsanjan University of Medical Sciences in 2013 J Rafsanjan Univ Med Sci 2015 14 2 111 24
Rezaeian M, Zare-Bidaki M, Bakhtar M, Hadimoghadam M. A survey of research self-efficacy in internship medical students of Rafsanjan University of Medical Sciences in 2013. J Rafsanjan Univ Med Sci. 2015;14(2):111–24.
37. Black ML Curran MC Golshan S Daly R Depp C Kelly C Jeste DV Summer research training for medical students: impact on research self-efficacy Clin Transl Sci 2013 6 6 487 9 10.1111/cts.12062 24330695
Black ML, Curran MC, Golshan S, Daly R, Depp C, Kelly C, Jeste DV. Summer research training for medical students: impact on research self-efficacy. Clin Transl Sci. 2013;6(6):487–9. 10.1111/cts.12062.24330695 10.1111/cts.12062
38. Bieschke KJ Bishop RM Garcia VL The utility of the Research Self-Efficacy Scale J Career Assess 1996 4 1 59 75 10.1177/106907279600400104
Bieschke KJ, Bishop RM, Garcia VL. The utility of the Research Self-Efficacy Scale. J Career Assess. 1996;4(1):59–75. 10.1177/106907279600400104.10.1177/106907279600400104
39. Yu TY Jin Y Jeong TO Lee JB Statistical methods in the articles in the Journal of the Korean Society of Emergency Medicine Published from 1998 to 2002 J Korean Soc Emerg Med 2003 14 5 475 80
Yu TY, Jin Y, Jeong TO, Lee JB. Statistical methods in the articles in the Journal of the Korean Society of Emergency Medicine Published from 1998 to 2002. J Korean Soc Emerg Med. 2003;14(5):475–80.
40. Amgad M Man Kin Tsui M Liptrott SJ Shash E Medical student research: an integrated mixed-methods systematic review and meta-analysis PLoS ONE 2015 10 6 e0127470 10.1371/journal.pone.0127470 26086391
Amgad M, Man Kin Tsui M, Liptrott SJ, Shash E. Medical student research: an integrated mixed-methods systematic review and meta-analysis. PLoS ONE. 2015;10(6):e0127470. 10.1371/journal.pone.0127470.26086391 10.1371/journal.pone.0127470
41. Khan H Khawaja MR Waheed A Rauf MA Fatmi Z Knowledge and attitudes about health research amongst a group of Pakistani medical students BMC Med Educ 2006 6 1 7 10.1186/1472-6920-6-54 16403214
Khan H, Khawaja MR, Waheed A, Rauf MA, Fatmi Z. Knowledge and attitudes about health research amongst a group of Pakistani medical students. BMC Med Educ. 2006;6:1–7. 10.1186/1472-6920-6-54.16403214 10.1186/1472-6920-6-54
42. Chang Y Ramnanan CJ A review of literature on medical students and scholarly research: experiences, attitudes, and outcomes Acad Med 2015 90 8 1162 73 10.1097/ACM.0000000000000702 25853690
Chang Y, Ramnanan CJ. A review of literature on medical students and scholarly research: experiences, attitudes, and outcomes. Acad Med. 2015;90(8):1162–73. 10.1097/ACM.0000000000000702.25853690 10.1097/ACM.0000000000000702
43. Griffin M Hindocha S Publication practices of medical students at British medical schools: experience, attitudes and barriers to publish Med Teach 2011 33 1 e1 8 10.3109/0142159X.2011.530320 21182368
Griffin M, Hindocha S. Publication practices of medical students at British medical schools: experience, attitudes and barriers to publish. Med Teach. 2011;33(1):e1–8. 10.3109/0142159X.2011.530320.21182368 10.3109/0142159X.2011.530320
44. Burgoyne LN O’Flynn S Boylan GB Undergraduate medical research: the student perspective Med Educ Online 2010 15 1 5212 10.3402/meo.v15i0.5212
Burgoyne LN, O’Flynn S, Boylan GB. Undergraduate medical research: the student perspective. Med Educ Online. 2010;15(1):5212. 10.3402/meo.v15i0.5212.10.3402/meo.v15i0.5212
