Abstract
Background:Implementing an undergraduate Medical Research Programme (MRP) in medical colleges may not only improve the subsequent career of medical students but also benefit the health system in general. If not designed effectively, however, such a programme could have the opposite impact. Therefore, the quality of a MRP should be evaluated continuously. This study aims to evaluate the MRP from medical students’ perspective.Methods:A cross-sectional survey study was conducted from March to April 2014 amongst undergraduate medical students at the College of Medicine, King Saud University for Health Sciences, Riyadh, Saudi Arabia. Satisfaction, perceived challenges, and attitudes towards the MRP were evaluated.Results:A total of 154 responses were collected from the students; 81(52.6%) were in the 2nd year and 73 (47.4%) were in the 3rd year of the MRP, 97(63%) were males. The mean ± SD age was 21.5 ± 0.82 years. Overall, most students were satisfied with the MRP (51.3%). The majority of students were of the opinion that there was a shortage of time to complete their work (57.6%) and a lack of motivation to do research (53.3%). Significant differences were found in the satisfaction levels and perceived challenges between students in the 2nd and 3rd year of the MRP (P≤ .013).Discussion:Assessment of medical students’ perspective towards the MRP is an important aspect of the educative process. We recommend more evaluation studies, because they ensure that programmes effectively meet their goals and continue to be improved. A solid MRP is essential and will increase the university’s profile.
Highlights
Teaching and learning methods in medical education have undoubtedly evolved over the past 50 years
A total of 154 responses were collected from the students; 81(52.6%) were in the 2nd year and 73 (47.4%) were in the 3rd year of the Medical Research Programme (MRP), 97(63%) were males
Most students were satisfied with the MRP (51.3%)
Summary
Teaching and learning methods in medical education have undoubtedly evolved over the past 50 years. This path has certainly been influenced by advances made in medical research programs that have gradually been integrated into medical curricula. The most recent teaching and learning methods include evidence-based and problem-based medicine. Both methods rely on the appropriate assessment of medical research, such as learning through elucidation and evaluation of real medical cases (Norman, 2002; Yamamoto, 1999). Many universities throughout the world have integrated research into medical school curricula by establishing Medical Research Programmes (MRPs). This study aims to evaluate the MRP from medical students’ perspective
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