What is the reward? Medical students' learning and personal development during a research project course.
BACKGROUND
Until recently, the outcome of medical students' research projects has mainly been assessed in terms of scientific publications, whereas other results important for students' development have been less studied. The aim of this study was to investigate medical students' experiences of learning as an outcome of the research project course.


METHODS
Written reflections of 50 students were analyzed by manifest inductive content analysis.


RESULTS
Three categories emerged: 'thinking as a scientist', 'working as a scientist', and 'personal development'. Students became more aware about the nature of knowledge, how to generate new knowledge, and developed skills in scientific thinking and critical appraisal. Unexpectedly, effects on personal characteristics, such as self-confidence, self-discipline, independence, and time management skills were also acknowledged.


CONCLUSIONS
We conclude that individual research projects enhance research-specific skills and competencies needed in evidence-based clinical work and are beneficial for personal and professional development.
Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden; riitta.moller@ki.se.
Riitta
R
Möller
Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden.|Department of Oncology-Pathology, Karolinska Institutet, Stockholm, Sweden.
Maria
M
Shoshan
Department of Health and Caring Sciences, Faculty of Health and Life Sciences, Linnaeus University, Kalmar, Sweden.
Kristiina
K
Heikkilä
D003142:Communication; D006801:Humans; D019359:Knowledge; D007858:Learning; D011361:Professional Competence; D024382:Professional Role; D012106:Research / Q000193:education*; D012201:Reward; D012649:Self Concept; D013337:Students, Medical / Q000523:psychology*; D013850:Thinking
learning outcomes; learning to research; medical students; qualitative research; science and scientific