Abstract
BackgroundIt is widely accepted that all medical graduates should understand the uses and methods of rigorous research, with a need to promote research to graduates who will pursue an academic career. This study aimed to explore, identify and explain what motivates and demotivates medical students to do research.MethodsA convergent parallel mixed methods study was conducted. Cross-sectional quantitative survey data (n = 579) and qualitative semi-structured interview findings (n = 23) data were separately collected and analysed. Informed by Self-Determination Theory (SDT), quantitative and qualitative findings were integrated to develop a model for the factors associated with medical students’ expressed motivation to do research, and related to clinical and research learning activities at different stages in an undergraduate medical program.ResultsOnly 7.5 % of students had research experience prior to entering the program. Survey results revealed that students who had experienced exposure to the uncertainties of clinical practice through clerkships (Pre-Clinical (48 %) vs Clinical Years (64 %), p < 0.001), and a sense of achievement through supported compulsory research activities which were conducted as a team (Pre- Community Research (51 %) vs Post-Community Research (66 %), p < 0.001), were more likely to view future research activities positively. When integrated with qualitative findings using the three SDT domains of autonomy, competence and relatedness, eight major themes were identified: Self & Time, Career, Bureaucracy, Financial, Confidence, Clinical Relevance, Research as a Social Activity, and Personal Relevance. The findings suggest that motivation to do research is associated with increasing internalization of intrinsic motivators; in particular those associated with competence (Confidence) and relatedness (Clinical Relevance, Research as a Social Activity).ConclusionsSDT is useful for understanding the motivation of individuals and how curriculum can be designed to optimise motivation. Study findings suggest that well supported compulsory research activities that incorporate group learning and elements of choice may promote motivation to do research, and potentially, careers in research, even in a research naive student body.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0379-1) contains supplementary material, which is available to authorized users.
Highlights
It is widely accepted that all medical graduates should understand the uses and methods of rigorous research, with a need to promote research to graduates who will pursue an academic career
An understanding of the uses and methods of rigorous research is necessary for all medical graduates, as future users of research for clinical decisions, translators of research to clinical practice, and as communicators of research to patients and colleagues [1,2,3]
Most studies have been conducted with graduate cohorts [14,15,16], so findings may not apply to more “research naive” students, or students in direct high school entry programs
Summary
It is widely accepted that all medical graduates should understand the uses and methods of rigorous research, with a need to promote research to graduates who will pursue an academic career. Curriculum strategies to promote research pathways have included: identification and recruitment during medical school [10], early exposure to research experiences [6], teaching on research methodology [11], vacation and elective research activities [12, 13]. These are associated with more positive attitudes towards research, greater acquisition of research skills, and longer term, more publications [9] and uptake of academic careers [14, 15]. Decisions about curricular balance depend on the particular mission of a medical school, but little is known about the factors and experiences that could motivate and inspire students to include research in their future careers [18]
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