title: What do medical students understand by research and research skills? Identifying research opportunities within undergraduate projects.
abstract: BACKGROUND
  Undergraduate research exposure leads to increased recruitment into academic medicine, enhanced employability and improved postgraduate research productivity. Uptake of undergraduate research opportunities is reported to be disappointing, and little is known about how students perceive research.
  
  
  OBJECTIVE
  To investigate opportunities for undergraduate participation in research, recognition of such opportunities, and associated skills development.
  
  
  METHODS
  A mixed method approach, incorporating student focus and study groups, and documentary analysis at five UK medical schools.
  
  
  RESULTS
  Undergraduates recognised the benefits of acquiring research skills, but identified practical difficulties and disadvantages of participating. Analysis of 905 projects in four main research skill areas - (1) research methods; (2) information gathering; (3) critical analysis and review; (4) data processing - indicated 52% of projects provided opportunities for students to develop one or more skills, only 13% offered development in all areas. In 17%, project descriptions provided insufficient information to determine opportunities. Supplied with information from a representative sample of projects (n = 80), there was little consensus in identifying skills among students or between students and researchers. Consensus improved dramatically following guidance on how to identify skills.
  
  
  CONCLUSIONS
  Undergraduates recognise the benefits of research experience but need a realistic understanding of the research process. Opportunities for research skill development may not be obvious. Undergraduates require training to recognise the skills required for research and enhanced transparency in potential project outcomes.
authors.affiliation: Northern Medical Schools SSC Consortium, Leeds Institute of Medical Education, University of Leeds, Leeds LS2 9NL, UK. d.g.murdoch-eaton@leeds.ac.uk
authors.forename: Deborah
authors.initials: D
authors.lastname: Murdoch-Eaton
authors.forename: Sarah
authors.initials: S
authors.lastname: Drewery
authors.forename: Sarah
authors.initials: S
authors.lastname: Elton
authors.forename: Catherine
authors.initials: C
authors.lastname: Emmerson
authors.forename: Michelle
authors.initials: M
authors.lastname: Marshall
authors.forename: John A
authors.initials: JA
authors.lastname: Smith
authors.forename: Patsy
authors.initials: P
authors.lastname: Stark
authors.forename: Sue
authors.initials: S
authors.lastname: Whittle
mesh_terms: D001291:Attitude of Health Personnel; D035843:Biomedical Research / Q000379:methods*; D002321:Career Choice; D004504:Education, Medical, Undergraduate; D019317:Evidence-Based Medicine; D017144:Focus Groups; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D010465:Perception; D011361:Professional Competence; D016730:Program Development; D015397:Program Evaluation; D012108:Research Personnel; D013337:Students, Medical