Can research participation positively impact medical student research self-efficacy?

Abstract

This article was migrated. The article was not marked as recommended. Background: Mentored research experiences during medical school can establish a scholarly foundation for residency, as well as deepen student's confidence and practical knowledge in evidence-based clinical practice. Despite these positive outcomes, many students begin medical school without prior research experience, thus creating the potential for stress, discomfort, and procrastination in pursuing research experiences during training. Purpose: To determine the impact of a required research project on student gains in research self-efficacy, and to identify factors facilitating medical student research success. Methods: A cross-sectional survey design was used to collect data on medical student self-reported confidence to complete 13 specific research tasks. Surveys were distributed and collected from students in four medical school classes (MSI, MSII, MSIII, and MSIV). Results: The number of research projects completed was a significant indicator for increased confidence and self-efficacy for research participation; for writing a literature review; computing a power and sample size analysis; and summarizing and presenting project results. Significant differences were found between genders on constructing a dataset, choosing statistical analyses, describing and summarizing the meaning of results, with males showing greater confidence. Conclusions: Research self-efficacy can develop and increase for medical students through exposure to research methods training, mentoring, and successful completion of research projects.