Abstract
OBJECTIVE: To identify and understand the barriers and enablers influencing medical students' engagement with research and consideration of academic careers. DESIGN: This was a mixed-methods explanatory sequential study comprising two surveys (Phase 1 and Phase 2), followed by semistructured interviews (Phase 3). SETTING: The School of Medicine at Newcastle University. PARTICIPANTS: All students from all year groups at The School of Medicine, Newcastle University (UK) were invited to participate, with data collected from 343 survey respondents and 25 students in semistructured interviews. RESULTS: Survey responses from 188 students in Phase 1 (exploratory survey) and 155 students in Phase 2 (general student survey) identified barriers which reflect personal experience (eg, lack of knowledge and confidence), practical constraints (eg, time constraints and academic pressures) and institutional contexts (eg, insufficient research teaching and lack of formal opportunities). Enablers included mentors and other sources of information about research.Interview data emphasised that academic mentoring relationships are often emergent rather than planned. The limited visibility of research opportunities and of mentors was a significant barrier and perpetuated a culture where research was not normalised within the curriculum. Conversely, enablers included intrinsic motivations (eg, intellectual curiosity and desire to contribute to knowledge) and extrinsic motivations (eg, career advancement). Social dynamics between peer groups emerged, whereby these could act as either a barrier or an enabler, depending on the normalisation of research within their networks. CONCLUSIONS: To enhance engagement with research and promote the attractiveness of a clinical academic career, research should become a 'normal' part of undergraduate medical education. Visible integration of research into the undergraduate curriculum, providing structured mentorship programmes and ensuring equitable access to research opportunities will aid this. Addressing these factors may sustain the pipeline of students pursuing clinical academic careers.