Authentic research practices throughout the curriculum in undergraduate medical education: Student beliefs and perceptions

Abstract

Opportunities for students to participate in research practices promote student beliefs about the relevance of research for later work practices. Yet engaging undergraduates in learning activities that mirror the way in which research is used in practice settings is not that straightforward. This longitudinal study aims to assess the influence of authentic research practices in the learning environment on medical undergraduates' perceptions of research and their beliefs about the relevance of research. In total, 947 students completed the Student Perceptions of Research Integration Questionnaire. Our findings suggest that research practices promote student motivation for research and foster the belief that research is relevant to learning. We suggest that to foster student learning about research, it is beneficial to include elements of professional practices that stimulate students' enthusiasm for research and focus students' attention on the way research findings are produced. Furthermore, implications are given for further research and teaching practice.

Public Health Student's Attitudes Toward Research

“…The findings of this study are in contrast with the research of medical students who cite individualistic motivations for conducting research such as career advancement and publishing research (2)(3)(4)(5)(6)(7)(8). A study of physicians undertaking an MPH in South Africa found the primary motivation was career (3,5,16).…”

“…Studies examining the motivations of medical students have revealed the primary motivations for undertaking research were career advancement and to publish research; suggesting individualistic motivations (2)(3)(4)(5)(6)(7)(8). Zweigenthal et al examined the motivations of Master of Public Health (MPH) students in South Africa showing that the primary motivations of physicians undertaking an MPH were to improve career prospects and to facilitate a transition to a career in research (8).…”

Design and Transition of an Emergency E-Learning Pathology Course for Medical Students Evaluation of a Novel Course Concept

“…This is in accordance with the current literature as Vereijken et al already showed in their survey under medical students that research practices promote the students' research motivation enhancing the idea that research is relevant to learning. They suggested to include elements of professional practices that stimulate students' enthusiasm for research and focus students' attention on the way research ndings are produced (23). Furthermore, in the theory of connectivism (44), which is commonly used for online education, being able to see connections between elds, ideas, and concepts is regarded a core skill (45).…”

“…(22). Thus, we aimed to encourage medical students' interest in research as well as to increase their knowledge on research by engaging them in small research projects (7,11,23). The Self-Determination Theory (SDT) built the theoretical framework when designing the course.…”

How to Advance the Cognition Practice of Undergraduates Majoring in Functional Materials at the Professional Direction of Biomedical Textile Materials and Technology Based on the Textiles Science?

“…At the same time, in view of the diversity of teachers' professional orientations, the combination of teachers from different professional backgrounds can make the teaching contents comprehensive and the students to achieve the professional knowledge without "dead corners". Third, the active mobilization work before the practice should be carried out to improve students' understanding of the internship, and let them realize that the internship is the first key link to combine the theoretical knowledge with the actual production, and the internship will play an important role in the future graduation internship, graduation project, and even the job (Vereijken, et al, 2019). The students should understand the cognition practice is not to skim the surface, but to "get into the heart" and "get into the brain."…”