Enhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: A student-centred approach.

<h4>Objectives</h4>Research is a core competency of a modern-day doctor and evidence-based practice underpins a career in medicine. Early exposure encourages graduates to embed research in their medical career and improves graduate attributes and student experience. However, there is wid...

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Autor principal:	Katherine Howell
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/fdcfc3fdc82d4231b136964306fcd196
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spelling	oai:doaj.org-article:fdcfc3fdc82d4231b136964306fcd1962021-12-02T20:14:08ZEnhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: A student-centred approach.1932-620310.1371/journal.pone.0257799https://doaj.org/article/fdcfc3fdc82d4231b136964306fcd1962021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0257799https://doaj.org/toc/1932-6203<h4>Objectives</h4>Research is a core competency of a modern-day doctor and evidence-based practice underpins a career in medicine. Early exposure encourages graduates to embed research in their medical career and improves graduate attributes and student experience. However, there is wide variability of research and scholarly experiences offered in medicals schools, many developed with a significant degree of pragmatism based on resources and financial and time constraints. We examined undergraduate medical students' awareness and experience of research throughout their degree to provide recommendations for implementation and improvement of research and scholarly experiences.<h4>Method</h4>Focus groups were conducted with medical students at all five stages of the medical degree programme. Data was coded to facilitate qualitative analysis for identification of important themes from each stage.<h4>Results</h4>Students reported positive impacts of research on undergraduate experience, future career and society in general. Two important themes emerged from the data, the opportunity for research and timing of research experiences. Early-stage students were concerned by their lack of experience and opportunity, whereas later-stage students identified the importance of research to employability, personal development and good medical practice, but ironically suggested it should be integrated in early stages of the course due to limitations of time.<h4>Conclusions</h4>Students provided feedback for improving research and scholarly experiences, ideally involving early exposure, a clear programme overview, with equality of access and a longitudinal approach. An emerging framework is proposed summarising the important issues identified by students and the positive impacts research experiences provide for them. These recommendations can be applied to both existing and new research programmes to provide a student-centred approach designed to augment the students' critical analysis, inspire life-long learning, enhance the student experience and inevitably train better physicians.Katherine HowellPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 9, p e0257799 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Katherine Howell Enhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: A student-centred approach.
description	<h4>Objectives</h4>Research is a core competency of a modern-day doctor and evidence-based practice underpins a career in medicine. Early exposure encourages graduates to embed research in their medical career and improves graduate attributes and student experience. However, there is wide variability of research and scholarly experiences offered in medicals schools, many developed with a significant degree of pragmatism based on resources and financial and time constraints. We examined undergraduate medical students' awareness and experience of research throughout their degree to provide recommendations for implementation and improvement of research and scholarly experiences.<h4>Method</h4>Focus groups were conducted with medical students at all five stages of the medical degree programme. Data was coded to facilitate qualitative analysis for identification of important themes from each stage.<h4>Results</h4>Students reported positive impacts of research on undergraduate experience, future career and society in general. Two important themes emerged from the data, the opportunity for research and timing of research experiences. Early-stage students were concerned by their lack of experience and opportunity, whereas later-stage students identified the importance of research to employability, personal development and good medical practice, but ironically suggested it should be integrated in early stages of the course due to limitations of time.<h4>Conclusions</h4>Students provided feedback for improving research and scholarly experiences, ideally involving early exposure, a clear programme overview, with equality of access and a longitudinal approach. An emerging framework is proposed summarising the important issues identified by students and the positive impacts research experiences provide for them. These recommendations can be applied to both existing and new research programmes to provide a student-centred approach designed to augment the students' critical analysis, inspire life-long learning, enhance the student experience and inevitably train better physicians.
format	article
author	Katherine Howell
author_facet	Katherine Howell
author_sort	Katherine Howell
title	Enhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: A student-centred approach.
title_short	Enhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: A student-centred approach.
title_full	Enhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: A student-centred approach.
title_fullStr	Enhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: A student-centred approach.
title_full_unstemmed	Enhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: A student-centred approach.
title_sort	enhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: a student-centred approach.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/fdcfc3fdc82d4231b136964306fcd196
work_keys_str_mv	AT katherinehowell enhancingresearchandscholarlyexperiencesbasedonstudentsawarenessandperceptionoftheresearchteachingnexusastudentcentredapproach
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Enhancing research and scholarly experiences based on students' awareness and perception of the research-teaching nexus: A student-centred approach.

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