The effect of research training on research skills, academic performance, and stress level among medical undergraduates in China: a cross-sectional survey

科研训练对中国医学生科研技能、学业成绩和压力水平的影响:一项横断面调查

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Abstract

BACKGROUND: An increasing number of medical undergraduates are participating in research training. However, little is known about the benefits and challenges of undergraduate research training and how to optimize the training process. This study investigated the effects of medical undergraduates' engagement in research training on their research skills, academic performance, and stress level. METHODS: A single-center cross-sectional study was conducted at Central South University to collect data on research training from 123 medical undergraduates using structured questionnaires. The quantitative measures included assessments of research skills, medical English test scores, grade point averages and stress scores among undergraduates with or without research training. The effects of the weekly training duration and mentorship quality on these indicators were further explored. RESULTS: Compared with the untrained group, the medical undergraduates in the trained group had higher scores on scientific literature reading, research data analysis, scientific paper writing, and the medical English test scores, with no significant differences in grade point average or stress scores. Among the trained undergraduates, those with ≥ 10 training hours per week had higher scores on scientific literature reading, research data analysis and scientific paper writing. Weekly training hours were positively correlated with the scores on scientific literature reading, research data analysis, scientific paper writing and stress. Undergraduates rating mentorship quality ≥ 7 points presented better scores on scientific literature reading, research data analysis and scientific paper writing. CONCLUSIONS: The participation of medical undergraduates in research training improves their research skills without adversely affecting their academic performance. A longer weekly training duration and better mentorship quality can further enhance the research skills of undergraduates, but their mental health, including their stress level, should be carefully monitored.

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