thesis in medical education

• Dissertations & Theses
• Collections

EliScholar > Medicine > Medicine Thesis Digital Library

Yale Medicine Thesis Digital Library

Starting with the Yale School of Medicine (YSM) graduating class of 2002, the Cushing/Whitney Medical Library and YSM Office of Student Research have collaborated on the Yale Medicine Thesis Digital Library (YMTDL) project, publishing the digitized full text of medical student theses on the web as a valuable byproduct of Yale student research efforts. The digital thesis deposit has been a graduation requirement since 2006. Starting in 2012, alumni of the Yale School of Medicine were invited to participate in the YMTDL project by granting scanning and hosting permission to the Cushing/Whitney Medical Library, which digitized the Library’s print copy of their thesis or dissertation. A grant from the Arcadia Fund in 2017 provided the means for digitizing over 1,000 additional theses. IF YOU ARE A MEMBER OF THE YALE COMMUNITY AND NEED ACCESS TO A THESIS RESTRICTED TO THE YALE NETWORK, PLEASE MAKE SURE YOUR VPN (VIRTUAL PRIVATE NETWORK) IS ON.

Theses/Dissertations from 2024 2024

Refractory Neurogenic Cough Management: The Non-Inferiority Of Soluble Steroids To Particulate Suspensions For Superior Laryngeal Nerve Blocks , Hisham Abdou

Percutaneous Management Of Pelvic Fluid Collections: A 10-Year Series , Chidumebi Alim

Behavioral Outcomes In Patients With Metopic Craniosynostosis: Relationship With Radiographic Severity , Mariana Almeida

Ventilator Weaning Parameters Revisited: A Traditional Analysis And A Test Of Artificial Intelligence To Predict Successful Extubation , John James Andrews

Developing Precision Genome Editors: Peptide Nucleic Acids Modulate Crispr Cas9 To Treat Autosomal Dominant Disease , Jem Atillasoy

Radiology Education For U.s. Medical Students In 2024: A State-Of-The-Art Analysis , Ryan Bahar

Out-Of-Pocket Spending On Medications For Diabetes In The United States , Baylee Bakkila

Imaging Markers Of Microstructural Development In Neonatal Brains And The Impact Of Postnatal Pathologies , Pratheek Sai Bobba

A Needs Assessment For Rural Health Education In United States Medical Schools , Kailey Carlson

Racial Disparities In Behavioral Crisis Care: Investigating Restraint Patterns In Emergency Departments , Erika Chang-Sing

Social Determinants Of Health & Barriers To Care In Diabetic Retinopathy Patients Lost To Follow-Up , Thomas Chang

Association Between Fine Particulate Matter And Eczema: A Cross-Sectional Study Of The All Of Us Research Program And The Center For Air, Climate, And Energy Solutions , Gloria Chen

Predictors Of Adverse Outcomes Following Surgical Intervention For Cervical Spondylotic Myelopathy , Samuel Craft

Genetic Contributions To Thoracic Aortic Disease , Ellelan Arega Degife

Actigraphy And Symptom Changes With A Social Rhythm Intervention In Young Persons With Mood Disorders , Gabriela De Queiroz Campos

Incidence Of Pathologic Nodal Disease In Clinically Node Negative, Microinvasive/t1a Breast Cancers , Pranammya Dey

Spinal Infections: Pathophysiology, Diagnosis, Prevention, And Management , Meera Madhav Dhodapkar

Childen's Reentry To School After Psychiatric Hospitalization: A Qualitative Study , Madeline Digiovanni

Bringing Large Language Models To Ophthalmology: Domain-Specific Ontologies And Evidence Attribution , Aidan Gilson

Surgical Personalities: A Cultural History Of Early 20th Century American Plastic Surgery , Joshua Zev Glahn

Implications Of Acute Brain Injury Following Transcatheter Aortic Valve Replacement , Daniel Grubman

Latent Health Status Trajectory Modelling In Patients With Symptomatic Peripheral Artery Disease , Scott Grubman

The Human Claustrum Tracks Slow Waves During Sleep , Brett Gu

Patient Perceptions Of Machine Learning-Enabled Digital Mental Health , Clara Zhang Guo

Variables Affecting The 90-Day Overall Reimbursement Of Four Common Orthopaedic Procedures , Scott Joseph Halperin

The Evolving Landscape Of Academic Plastic Surgery: Understanding And Shaping Future Directions In Diversity, Equity, And Inclusion , Sacha C. Hauc

Association Of Vigorous Physical Activity With Psychiatric Disorders And Participation In Treatment , John L. Havlik

Long-Term Natural History Of Ush2a-Retinopathy , Michael Heyang

Clinical Decision Support For Emergency Department-Initiated Buprenorphine For Opioid Use Disorder , Wesley Holland

Applying Deep Learning To Derive Noninvasive Imaging Biomarkers For High-Risk Phenotypes Of Prostate Cancer , Sajid Hossain

The Hardships Of Healthcare Among People With Lived Experiences Of Homelessness In New Haven, Ct , Brandon James Hudik

Outcomes Of Peripheral Vascular Interventions In Patients Treated With Factor Xa Inhibitors , Joshua Joseph Huttler

Janus Kinase Inhibition In Granuloma Annulare: Two Single-Arm, Open-Label Clinical Trials , Erica Hwang

Medicaid Coverage For Undocumented Children In Connecticut: A Political History , Chinye Ijeli

Population Attributable Fraction Of Reproductive Factors In Triple Negative Breast Cancer By Race , Rachel Jaber Chehayeb

Evaluation Of Gastroesophageal Reflux And Hiatal Hernia As Risk Factors For Lobectomy Complications , Michael Kaminski

Health-Related Social Needs Before And After Critical Illness Among Medicare Beneficiaries , Tamar A. Kaminski

Effects Of Thoracic Endovascular Aortic Repair On Cardiac Function At Rest , Nabeel Kassam

Conditioned Hallucinations By Illness Stage In Individuals With First Episode Schizophrenia, Chronic Schizophrenia, And Clinical High Risk For Psychosis , Adam King

The Choroid Plexus Links Innate Immunity To Dysregulation Of Csf Homeostasis In Diverse Forms Of Hydrocephalus , Emre Kiziltug

Health Status Changes After Stenting For Stroke Prevention In Carotid Artery Stenosis , Jonathan Kluger

Rare And Undiagnosed Liver Diseases: New Insights From Genomic And Single Cell Transcriptomic Analyses , Chigoziri Konkwo

“Teen Health” Empowers Informed Contraception Decision-Making In Adolescents And Young Adults , Christina Lepore

Barriers To Mental Health Care In Us Military Veterans , Connor Lewis

Barriers To Methadone For Hiv Prevention Among People Who Inject Drugs In Kazakhstan , Amanda Rachel Liberman

Unheard Voices: The Burden Of Ischemia With No Obstructive Coronary Artery Disease In Women , Marah Maayah

Partial And Total Tonsillectomy For Pediatric Sleep-Disordered Breathing: The Role Of The Cas-15 , Jacob Garn Mabey

Association Between Insurance, Access To Care, And Outcomes For Patients With Uveal Melanoma In The United States , Victoria Anne Marks

Urinary Vegf And Cell-Free Dna As Non-Invasive Biomarkers For Diabetic Retinopathy Screening , Mitchelle Matesva

Pain Management In Facial Trauma: A Narrative Review , Hunter Mccurdy

Meningioma Relational Database Curation Using A Pacs-Integrated Tool For Collection Of Clinical And Imaging Features , Ryan Mclean

Colonoscopy Withdrawal Time And Dysplasia Detection In Patients With Inflammatory Bowel Disease , Chandler Julianne Mcmillan

Cerebral Arachnoid Cysts Are Radiographic Harbingers Of Epigenetics Defects In Neurodevelopment , Kedous Mekbib

Regulation And Payment Of New Medical Technologies , Osman Waseem Moneer

Permanent Pacemaker Implantation After Tricuspid Valve Repair Surgery , Alyssa Morrison

Non-Invasive Epidermal Proteome-Based Subclassification Of Psoriasis And Eczema And Identification Of Treatment Relevant Biomarkers , Michael Murphy

Ballistic And Explosive Orthopaedic Trauma Epidemiology And Outcomes In A Global Population , Jamieson M. O'marr

Dermatologic Infectious Complications And Mimickers In Cancer Patients On Oncologic Therapy , Jolanta Pach

Distressed Community Index In Patients Undergoing Carotid Endarterectomy In Medicare-Linked Vqi Registry , Carmen Pajarillo

Preoperative Psychosocial Risk Burden Among Patients Undergoing Major Thoracic And Abdominal Surgery , Emily Park

Volumetric Assessment Of Imaging Response In The Pnoc Pediatric Glioma Clinical Trials , Divya Ramakrishnan

Racial And Sex Disparities In Adult Reconstructive Airway Surgery Outcomes: An Acs Nsqip Analysis , Tagan Rohrbaugh

A School-Based Study Of The Prevalence Of Rheumatic Heart Disease In Bali, Indonesia , Alysha Rose

Outcomes Following Hypofractionated Radiotherapy For Patients With Thoracic Tumors In Predominantly Central Locations , Alexander Sasse

Healthcare Expenditure On Atrial Fibrillation In The United States: The Medical Expenditure Panel Survey 2016-2021 , Claudia See

A Cost-Effectiveness Analysis Of Oropharyngeal Cancer Post-Treatment Surveillance Practices , Rema Shah

Machine Learning And Risk Prediction Tools In Neurosurgery: A Rapid Review , Josiah Sherman

Maternal And Donor Human Milk Support Robust Intestinal Epithelial Growth And Differentiation In A Fetal Intestinal Organoid Model , Lauren Smith

Constructing A Fetal Human Liver Atlas: Insights Into Liver Development , Zihan Su

Somatic Mutations In Aging, Paroxysmal Nocturnal Hemoglobinuria, And Myeloid Neoplasms , Tho Tran

Illness Perception And The Impact Of A Definitive Diagnosis On Women With Ischemia And No Obstructive Coronary Artery Disease: A Qualitative Study , Leslie Yingzhijie Tseng

Advances In Keratin 17 As A Cancer Biomarker: A Systematic Review , Robert Tseng

Regionalization Strategy To Optimize Inpatient Bed Utilization And Reduce Emergency Department Crowding , Ragini Luthra Vaidya

Survival Outcomes In T3 Laryngeal Cancer Based On Staging Features At Diagnosis , Vickie Jiaying Wang

Analysis Of Revertant Mosaicism And Cellular Competition In Ichthyosis With Confetti , Diana Yanez

A Hero's Journey: Experiences Using A Therapeutic Comicbook In A Children’s Psychiatric Inpatient Unit , Idil Yazgan

Prevalence Of Metabolic Comorbidities And Viral Infections In Monoclonal Gammopathy , Mansen Yu

Automated Detection Of Recurrent Gastrointestinal Bleeding Using Large Language Models , Neil Zheng

Vascular Risk Factor Treatment And Control For Stroke Prevention , Tianna Zhou

Theses/Dissertations from 2023 2023

Radiomics: A Methodological Guide And Its Applications To Acute Ischemic Stroke , Emily Avery

Characterization Of Cutaneous Immune-Related Adverse Events Due To Immune Checkpoint Inhibitors , Annika Belzer

An Investigation Of Novel Point Of Care 1-Tesla Mri Of Infants’ Brains In The Neonatal Icu , Elisa Rachel Berson

Understanding Perceptions Of New-Onset Type 1 Diabetes Education In A Pediatric Tertiary Care Center , Gabriel BetancurVelez

Effectiveness Of Acitretin For Skin Cancer Prevention In Immunosuppressed And Non-Immunosuppressed Patients , Shaman Bhullar

Adherence To Tumor Board Recommendations In Patients With Hepatocellular Carcinoma , Yueming Cao

Clinical Trials Related To The Spine & Shoulder/elbow: Rates, Predictors, & Reasons For Termination , Dennis Louis Caruana

Improving Delivery Of Immunomodulator Mpla With Biodegradable Nanoparticles , Jungsoo Chang

Sex Differences In Patients With Deep Vein Thrombosis , Shin Mei Chan

Incorporating Genomic Analysis In The Clinical Practice Of Hepatology , David Hun Chung

Emergency Medicine Resident Perceptions Of A Medical Wilderness Adventure Race (medwar) , Lake Crawford

Surgical Outcomes Following Posterior Spinal Fusion For Adolescent Idiopathic Scoliosis , Wyatt Benajmin David

Representing Cells As Sentences Enables Natural Language Processing For Single Cell Transcriptomics , Rahul M. Dhodapkar

Life Vs. Liberty And The Pursuit Of Happiness: Short-Term Involuntary Commitment Laws In All 50 US States , Sofia Dibich

Healthcare Disparities In Preoperative Risk Management For Total Joint Arthroplasty , Chloe Connolly Dlott

Toll-Like Receptors 2/4 Directly Co-Stimulate Arginase-1 Induction Critical For Macrophage-Mediated Renal Tubule Regeneration , Natnael Beyene Doilicho

Associations Of Atopic Dermatitis With Neuropsychiatric Comorbidities , Ryan Fan

International Academic Partnerships In Orthopaedic Surgery , Michael Jesse Flores

Young Adults With Adhd And Their Involvement In Online Communities: A Qualitative Study , Callie Marie Ginapp

Becoming A Doctor, Becoming A Monster: Medical Socialization And Desensitization In Nazi Germany And 21st Century USA , SimoneElise Stern Hasselmo

Comparative Efficacy Of Pharmacological Interventions For Borderline Personality Disorder: A Network Meta-Analysis , Olivia Dixon Herrington

Page 1 of 32

Advanced Search

• Notify me via email or RSS
• Disciplines
• Researcher Profiles
• Author Help

Copyright, Publishing and Open Access

• Terms & Conditions
• Open Access at Yale
• Yale University Library
• Yale Law School Repository

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

Motivation in medical students: a PhD thesis report

• Open access
• Published: 19 June 2012
• Volume 1 , pages 155–157, ( 2012 )

Cite this article

You have full access to this open access article

• Rashmi Kusurkar 1 , 2  

6778 Accesses

12 Citations

1 Altmetric

Explore all metrics

The aims of this thesis were to gather insights and investigate the factors influencing, outcomes and applications of medical students' motivation. This thesis consists of three literature reviews, four research papers and two application papers. Two research studies investigated the relationships of student motivation with study strategy, effort and academic performance through structural equation modelling and cluster analysis. The relationships of age, maturity, gender and educational background with motivation were investigated through multiple regression analysis. The results of this thesis were 1. Developments in medical education appear to have undervalued student motivation. 2. Motivation is an independent variable in medical education; intrinsic motivation is significantly associated with deep study strategy, high study effort and good academic performance. 3. Motivation is a dependent variable in medical education and is significantly affected by age, maturity, gender, educational background; intrinsic motivation is enhanced by providing students with autonomy, feedback and emotional support. 4. Strength of motivation for medical school can be reliably measured by Strength of Motivation for Medical School questionnaire. The conclusion of this thesis was that it is important to give consideration to motivation in medical education because intrinsic motivation leads to better learning and performance and it can be enhanced through giving students autonomy in learning, feedback about competence and emotional support.

Similar content being viewed by others

Is problem-based learning associated with students’ motivation? A quantitative and qualitative study

Exploring the experiences of dentistry students of tabriz university of medical sciences of academic motivation: a content analysis study, validation of the physician teaching motivation questionnaire (ptmq).

Avoid common mistakes on your manuscript.

Introduction

The importance of motivation in learning behavior and performance is not well substantiated in medical education. There is sometimes focus on increasing the quantity of motivation, but the how and why need more evidence. The aims of this thesis were to investigate the outcomes of motivation in medical students and to determine the factors influencing motivation and ways to enhance it. The main research questions were: (1) Is motivation a predictor for learning and academic performance? (2) What factors affect motivation? (3) How can intrinsic motivation be enhanced?

The literature was reviewed to explore whether the developments in medical curricula were geared towards student motivation. It was also reviewed to determine how motivation was investigated as a dependent and an independent variable in medical education. The validity of a scale to measure the strength of motivation for medical school was investigated. Two research studies investigated the relationships of student motivation with study strategy, effort and academic performance through structural equation modelling and cluster analysis. Studying motivation using an approach which combined quantity and quality of motivation was proposed through a review of the literature. As a dependent variable the relationships of age, maturity, gender, and educational background with motivation were investigated through multiple regression analysis. Applications of this research were described and recommendations were made.

Developments in medical education appear to have undervalued student motivation.

Motivation is both an independent and a dependent variable in medical education.

Motivation as an independent variable, particularly intrinsic motivation, is significantly associated with deep study strategy, high study effort, and good academic performance.

Motivation as a dependent variable is significantly affected by age, maturity, gender and educational background, and intrinsic motivation is enhanced by providing students autonomy, feedback, and emotional support.

Strength of motivation for medical school can be reliably measured by the Strength of Motivation for Medical School questionnaire.

Student motivation has been given low consideration in medical education and medical curricular reforms are not geared towards enhancing student motivation. Studying motivation through an approach giving importance to both the quality and quantity of motivation is recommended. Intrinsic motivation (learning for the sake of learning) leads to better learning and performance as compared with extrinsic motivation (learning for reward), and can be enhanced by providing students with autonomy in learning, feedback on their performance, and emotional support.

Conclusions

It is important to give consideration to motivation in medical students because intrinsic motivation leads to better learning and performance and it can be enhanced through teaching–learning practices.

Acknowledgments

I would like to thank my promoters Prof. Dr. Olle ten Cate, UMC Utrecht and Prof. Dr. Gerda Croiset, VUmc Amsterdam, for giving me the opportunity to pursue a PhD in medical education and for their guidance, encouragement, and support during my research period. I would also like to thank Prof. Dr. Karen Mann for her guidance in scientific writing.

Conflict of interest

Open access.

This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.

Author information

Authors and affiliations.

Research in Medical Education, Institute for Education and Training, VU University Medical Center, A-114, PO Box 7057, 1007 MB, Amsterdam, the Netherlands

Rashmi Kusurkar

Center for Research and Development of Education, University Medical Center, Utrecht, the Netherlands

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Rashmi Kusurkar .

Additional information

Promoters: Prof dr Olle ten Cate, Director, Center for Research and Development of Education, University Medical Center Utrecht, the Netherlands. Prof dr Gerda Croiset, Director of Medical Studies Programme, Institute for Education and Training, VU University Medical Center Amsterdam, the Netherlands.

This work was carried out when the author was Researcher in Education at the Center for Research and Development of Education, University Medical Center Utrecht, the Netherlands.

Rights and permissions

Open Access This article is distributed under the terms of the Creative Commons Attribution 2.0 International License ( https://creativecommons.org/licenses/by/2.0 ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Reprints and permissions

About this article

Kusurkar, R. Motivation in medical students: a PhD thesis report. Perspect Med Educ 1 , 155–157 (2012). https://doi.org/10.1007/s40037-012-0016-1

Download citation

Published : 19 June 2012

Issue Date : August 2012

DOI : https://doi.org/10.1007/s40037-012-0016-1

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Medical students
• Intrinsic motivation
• Find a journal
• Publish with us
• Track your research

• Office of the Deputy Dean
• MD Admissions Committee
• Progress Committee
• EPCC Committee Minutes
• Thesis Chair Committee
• Curriculum Mapping Documents
• PreClerkship Policies
• Clerkship & ATP Policies
• University Policy Links
• Self-Study Task Force
• You said . . . We did . . .
• Faculty Training
• Renovation & Expansion of Student Space
• Faculty Mentor Responsibilities and Resources
• Departmental Thesis Chairs
• First-Year Summer Research
• Short-term Research
• One-year Fellowships
• Travel Info & Reimbursement
• Research Didactics
• START Summer Program
• Master of Health Science
• Student Research Day
• Forms, Deadlines & Funding
• Student Research Team
• Research Tradition
• How to Apply
• The Yale System
• Dates and Deadlines
• Pre-medical Requirements
• Admissions Team
• Electives & Subinternships
• Staying for a Fifth Year
• Academic Advisors
• Performance Improvement
• Residency Applications
• Meet our Staff & Make an Appointment
• Wellness Programming: Upcoming Events
• Peer Advocate Program
• Day in the life of Med student
• Hear our Experiences
• Student Affairs Team
• Application Process
• International Students
• 2024-2025 Budget
• 2023-2024 Budget
• 2022-2023 Budget
• 2021-2022 Budget
• 2020-2021 Budget
• 2019-2020 Budget
• 2018-2019 Budget
• 2017-2018 Budget
• 2016-2017 Budget
• 2015-2016 Budget
• 2014-2015 Budget
• Research Funding, Extended Study and Financial Aid
• Frequently Asked Questions
• PA Online Student Budget
• FAFSA Application
• CSS Profile Application
• How to Avoid Common Errors
• Student Billing Information
• Financial Literacy Information
• External Scholarships
• Financial Aid Team
• Certificate in Global Medicine
• Topics in Global Medicine and Health
• Global Health Seminar
• Summer Research Abroad
• Electives at Other Yale Graduate Schools
• About the Course
• South Africa
• Connecticut
• Dominican Republic
• Lectures, Series, & Conferences
• Community & Advocacy Opportunities
• Faculty Advisors & Mentors
• Global Health Team
• Services & Facilities
• Program & Faculty Development
• Education & Research
• Simulated Participants
• Year in Review
• Faculty & Staff
• Advisory Board
• HAVEN Free Clinic
• Neighborhood Health Project
• Humanities in Medicine
• Biomedical Ethics
• Yale Journal of Biology & Medicine
• University Engagement Opportunities
• Community Engagement Opportunities
• Competencies
• Guiding Principles
• Graduation Requirements
• Year 1 Curriculum
• Year 2 Curriculum
• Introduction to the Profession (iPro)
• Scientific Foundations
• Genes and Development
• Attacks and Defenses
• Homeostasis
• Energy and Metabolism
• Connection to the World
• Across the Lifespan
• Professional Responsibility
• Scientific Inquiry
• Populations & Methods
• Biochemistry
• Cell Biology
• Diagnostic Methods
• Domains of the Health Equity Thread
• Advisory Group
• Pharmacology
• Communications Skills
• Clinical Reasoning
• Palliative Care
• Physical Examination
• Point of Care Ultrasound
• Early Clinical Experiences
• Emergency Medicine
• Primary Care
• Internal Medicine
• Recommended Readings
• Online Learning
• Interprofessional Educational
• Anesthesiology
• Child Study Center
• Clinical Longitudinal Elective
• Definitions
• Dermatology
• Diagnostic Imaging
• Family Medicine
• Interventional Radiology
• Laboratory Medicine
• Neurosurgery
• Obstetrics, Gynecology & Reproductive Sciences
• Ophthalmology and Visual Science
• Orthopaedics and Rehabilitation
• Therapeutic Radiology
• Elective Dates
• WEC Faculty
• Non-Clinical Electives
• Coaching Program
• Patient-Centered Language
• Race & Ethnicity
• Sex & Gender
• Full Glossary of Terms
• About The Inclusive Language Initiative
• Glossary Bibliography
• Curriculum Team
• Faculty Attestation
• Visiting Student Scholarship Program
• International Student FAQs

INFORMATION FOR

• Residents & Fellows
• Researchers

Formal MD Thesis Requirement

All students at Yale School of Medicine engage in research and are required to write an MD thesis during medical school. The only exceptions are students who have earned a PhD degree in the health sciences before matriculation and students enrolled in Yale’s MD/PhD program. The YSM MD Thesis is under the governance of the EPCC, which meets regularly to recommend rules, regulations, and deadlines.

Deadlines/Important Dates

Thesis approval process, thesis awards, required formatting and components of the md thesis, examples for reference section formatting, avoiding the risk of copyright violation and liability when submitting your md thesis, instructions for submitting a thesis to the yale medicine thesis digital library, thesis depositors declaration form, evaluations of advisor, student evaluation of thesis advisor.

• Yale School of Medicine Digital Thesis Depositor’s Declaration Form
• Thesis Deadline Extension Request Form

Thesis Deadlines for the 2023-2024 Academic Year

Md students:.

The Office of Student Research, in conjunction with the Dean’s Office, has established the following deadlines for theses submitted in partial fulfillment of the requirements for graduation in May 2024. The deadlines ensure that (1) students have sufficient time to complete their theses; (2) that there is sufficient time for rigorous departmental review and subsequent revision by students before final approval. These deadlines are strictly followed. Students are strongly encouraged to submit their theses well before the Class of 2024 Thesis Deadlines provided below. This timeliness will provide students, advisors, and sponsoring departments sufficient time for useful review and revision. It should be recognized by all concerned that the integrity of the thesis requirement and effective, rigorous review requires adherence to these deadlines. OSR will hold periodic “Thesis Check-in Sessions” via zoom for the Class of 2024 and will send periodic reminder emails with more detailed instructions as these deadlines approach.

*Students missing the August 4th, January 19th, and/or March 29th deadlines will be referred to the Progress Committee to ensure they receive adequate support to make progress towards this graduation requirement. Students missing the January 19th and/or March 29th deadlines will be ineligible for thesis prizes at graduation.

Extensions beyond the above thesis deadlines will be granted only for special circumstances and must have the approval of the student’s thesis mentor/advisor, academic advisor, and the Departmental Thesis Chairperson . Students seeking an extension for the January 19, 2024, deadline must submit a Thesis Deadline Extension Request Form to their Academic Advisor, and the Departmental Thesis Chair, for approval. Students missing the August 4th, January 19th, and/or March 29th deadlines will be referred to the Progress Committee to ensure they receive adequate support to make progress towards this graduation requirement. In the event of an extension, if granted, the following ABSOLUTE Class of 2024 Thesis Extension Deadlines will apply:

*All late theses require an extension. The student must submit the Thesis Deadline Extension Request Form before January 19, 2024.

MD/MHS Students:

Consistent with degree requirements, MD/MHS students must present their thesis to their three-person committee prior to the January 19th deadline. Students are encouraged to start arranging the date of this committee meeting in the fall to avoid unanticipated delays.

MD/PhD Students:

A different process applies to students in the MD/PhD program. For students enrolled in the combined MD/PhD Program, the dissertation submitted to and approved by the Graduate School will satisfy the MD thesis requirement. Therefore, MD/PhD students who have already defended their dissertation and received their PhD should provide this information to OSR via email as soon as possible.

To ensure compliance with YSM graduation deadlines, MD/PhD students in the class of 2024 who have not defended and submitted their dissertation to the Graduate School by the October 1, 2023, deadline will need to submit a copy of their dissertation directly to OSR via the MD/PhD Box Upload Link by March 15, 2024. OSR will convene a committee to review the dissertation, obtain feedback, and provide approval for graduation. Please note that MD/PhD students must also defend and submit their dissertation to the Graduate School no later than March 15, 2024, to meet the Graduate School spring degree deadline for conferral of the PhD degree. MD/PhD students who have not yet defended their dissertation should provide this information to OSR. If there are any questions about the process, please contact the MD/PhD Office.

Financial support is not provided for writing the thesis.

Thesis Preparation and Approval

Preparation for thesis submission begins in the summer of the fourth year with the OSR leadership. At this time, timeline and practices are distributed via email and reviewed with students in class meetings. Because thesis approval is a lengthy process involving three levels of review, students are encouraged to manage their time well and start writing their first draft early in the fall semester of their final year of medical school. A suggested timeline is provided below.

July : Thesis deadlines are distributed via email to all students in the graduating class and an informational session is held. Students should be on track to complete their thesis research by mid-fall. Any student anticipating a challenge in this regard should contact the OSR as soon as possible. All students expecting to graduate in May of a given year must, provide the OSR with information regarding their thesis title and mentor/advisor. Students will receive an email from the OSR containing a Medtrics link requesting this information. The OSR will contact all thesis mentors/advisors to confirm this role and to provide information and expectations regarding the thesis process.

August – December : Students should be finalizing research and writing their thesis draft. As the semester progresses, activities should shift from the data generation/analysis to the writing of the actual thesis. Students should do their best to complete the first draft of the thesis by mid-late December. Because students are also involved in the residency application and interview process, they are discouraged from starting new projects at this time.

December – January : This period is devoted to reviewing and editing of thesis draft that is ultimately approved by their thesis mentor/advisor and submitted by the student to the Thesis Chair of their sponsoring department. The YSM thesis mentor/advisor will be asked to complete a thesis assessment that evaluates the student’s mastery of YSM’s research-related educational objectives and provides formative summative feedback to the student.

January – March : The Departmental Thesis Chair coordinates thesis review by external reviewers. An “external reviewer” is defined as an individual who is not directly involved in the project. This individual may be a Yale faculty member internal or external to YSM or may hold a faculty appointment at an outside institution. This reviewer is required to complete a thesis assessment and provide formative summative feedback, as well as recommendations for any required changes, to the thesis. Departmental Thesis Chairs review assessments, notify students of departmental approval, and transmit these approvals to the OSR.

March : Theses and their associated assessments undergo school-level review by the OSR. Students receive YSM approval of their thesis along with summative feedback obtained during the review process. Students incorporate any required changes into their thesis and upload to the Yale Medicine Digital Thesis Library/Eli Scholar via the ProQuest platform (see below).

April : The OSR confirms that theses have been deposited into the Yale Medicine Digital Thesis Library and the registrar receives the names of students who have completed the thesis requirement.

The central role of the medical student thesis is to assess student’s performance on the YSM’s research-related educational objectives. As such, all students are expected to produce an excellent piece of scholarly work. In recognition of these achievements, the OSR has worked to develop an award process that celebrates the wonderful research being done by our students without creating a competitive atmosphere surrounding the thesis. Hence, thesis awards are based on competency-based assessments submitted by thesis mentors/advisors and reviewers during the approval process, and internal review of the final thesis that was deposited into the Yale Medicine Digital Thesis Library. Consistent with all other graduation prizes, YSM MD Thesis Awards will remain confidential until they are announced in the YSM Commencement Program on May 20, 2024. While some departments may elect to confer thesis “honors” based upon their own internal review, this recognition is distinct from YSM graduation prizes and is not under OSR’s purview.

Read about the required formatting and components for the thesis .

See helpful examples for reference section formatting.

Read about avoiding the risk of copyright violation and liability when submitting your MD Thesis.

Learn more about submitting a thesis to the Yale Medicine Thesis Digital Library .

Learn more about the Thesis Depositors Declaration Form.

Learn more about evaluating your experience with your thesis advisor .

Apply for a Thesis Extension

Read about the required formatting and components for the thesis.

Yale Journal of Biology and Medicine

Learn more about the journal or submit a manuscript.

• Bibliography
• More Referencing guides Blog Automated transliteration Relevant bibliographies by topics
• Automated transliteration
• Relevant bibliographies by topics
• Referencing guides

Save citation to file

Email citation, add to collections.

• Create a new collection
• Add to an existing collection

Add to My Bibliography

Your saved search, create a file for external citation management software, your rss feed.

• Search in PubMed
• Search in NLM Catalog
• Add to Search

Masters theses from a university medical college: publication in indexed scientific journals

Affiliation.

• 1 Department of Pathology, University College of Medical Sciences and GTB Hospital, University of Delhi, Delhi-95, India.
• PMID: 20195030
• PMCID: PMC2854438
• DOI: 10.4103/0301-4738.60070

Background: The thesis is an integral part of postgraduate medical education in India. Publication of the results of the thesis in an indexed journal is desirable; it validates the research and makes results available to researchers worldwide.

Aims: To determine publication rates in indexed journals, of works derived from theses, and factors affecting publication.

Settings and design: Postgraduate theses submitted over a five-year period (2001-05) in a university medical college were analyzed in a retrospective, observational study.

Materials and methods: Data retrieved included name and gender of postgraduate student, names, department and hierarchy of supervisor and co-supervisor(s), year submitted, study design, sample size, and statistically significant difference between groups. To determine subsequent publication in an indexed journal, Medline search was performed up to December 2007.

Statistical analysis: Chi square test was used to compare publication rates based on categorical variables; Student's t-test was used to compare differences based on continuous variables.

Results: One hundred and sixty theses were retrieved, forty-eight (30%) were published. Papers were published 8-74 (33.7+/-17.33) months after thesis submission; the postgraduate student was first author in papers from 26 (54%) of the published theses. Gender of the student, department of origin, year of thesis submission, hierarchy of the supervisor, number and department of co-supervisors, and thesis characteristics did not influence publication rates.

Conclusions: Rate of publication in indexed journals, of papers derived from postgraduate theses is 30%. In this study we were unable to identify factors that promote publication.

PubMed Disclaimer

Conflict of interest statement

Conflict of Interest: None declared.

• Comments on: masters theses from a university medical college: publication in indexed scientific journals. Nithyanandam S, Vasu U. Nithyanandam S, et al. Indian J Ophthalmol. 2010 Nov-Dec;58(6):557. doi: 10.4103/0301-4738.71698. Indian J Ophthalmol. 2010. PMID: 20952856 Free PMC article. No abstract available.

Similar articles

• An analysis of orthopaedic theses in Turkey: Evidence levels and publication rates. Koca K, Ekinci S, Akpancar S, Gemci MH, Erşen Ö, Akyıldız F. Koca K, et al. Acta Orthop Traumatol Turc. 2016 Oct;50(5):562-566. doi: 10.1016/j.aott.2016.03.001. Epub 2016 Nov 10. Acta Orthop Traumatol Turc. 2016. PMID: 27839943 Free PMC article. Review.
• [Publication rates of Turkish medical specialty and doctorate theses on Medical Microbiology, Clinical Microbiology and Infectious Diseases disciplines in international journals]. Sipahi OR, Caglayan Serin D, Pullukcu H, Tasbakan M, Köseli Ulu D, Yamazhan T, Arda B, Sipahi H, Ulusoy S. Sipahi OR, et al. Mikrobiyol Bul. 2014 Apr;48(2):341-5. doi: 10.5578/mb.7003. Mikrobiyol Bul. 2014. PMID: 24819272 Turkish.
• Characteristics and publication patterns of theses from a Peruvian medical school. Arriola-Quiroz I, Curioso WH, Cruz-Encarnacion M, Gayoso O. Arriola-Quiroz I, et al. Health Info Libr J. 2010 Jun;27(2):148-54. doi: 10.1111/j.1471-1842.2010.00878.x. Health Info Libr J. 2010. PMID: 20565556
• Electronic theses and dissertations: a review of this valuable resource for nurse scholars worldwide. Goodfellow LM. Goodfellow LM. Int Nurs Rev. 2009 Jun;56(2):159-65. doi: 10.1111/j.1466-7657.2008.00703.x. Int Nurs Rev. 2009. PMID: 19646164 Review.
• An audit of medical postgraduate theses registered in the Clinical Trials Registry of India in 2019. Tilak SV, Gawande PG, Marathe PA, Chitnis KR, Kokate DK. Tilak SV, et al. Perspect Clin Res. 2023 Jul-Sep;14(3):156-157. doi: 10.4103/picr.picr_222_22. Epub 2023 Jul 3. Perspect Clin Res. 2023. PMID: 37554240 Free PMC article. No abstract available.
• Pioneering an online course on research methods for India's medical postgraduates & faculty members. Ponnaiah M, Bhatnagar T, Parasuraman G, Murhekar MV, Sankar MJ, Awasthi S, Ramji S, Bhargava B. Ponnaiah M, et al. Indian J Med Res. 2022 Sep;156(3):384-387. doi: 10.4103/ijmr.ijmr_1077_21. Indian J Med Res. 2022. PMID: 36510881 Free PMC article. No abstract available.
• Toward scientific dissemination of undergraduate thesis in physical therapy programs - a cross-sectional study. Nunes GS, Adami SL, Pellenz MM, Rigo D, Estivalet RA, Diel AP, Benincá IL, Haupenthal A. Nunes GS, et al. BMC Med Educ. 2022 Jan 11;22(1):32. doi: 10.1186/s12909-021-03087-8. BMC Med Educ. 2022. PMID: 35016663 Free PMC article.
• Support mechanisms for research generation and application for postgraduate students in four universities in Uganda. Obuku EA, Apunyo R, Mbabazi G, Mafigiri DK, Karamagi C, Sengooba F, Lavis JN, Sewankambo NK. Obuku EA, et al. Health Res Policy Syst. 2021 Sep 15;19(1):125. doi: 10.1186/s12961-021-00776-0. Health Res Policy Syst. 2021. PMID: 34526061 Free PMC article.
• An analysis of general surgery theses set up between years 1998-2018 in Turkey: Evidence levels and publication rates of 1996 theses. Ferhatoğlu MF, Kıvılcım T, Kartal A, Filiz Aİ, Kebudi A. Ferhatoğlu MF, et al. Turk J Surg. 2020 Mar 18;36(1):9-14. doi: 10.5578/turkjsurg.4405. eCollection 2020 Mar. Turk J Surg. 2020. PMID: 32637870 Free PMC article.
• Medical Council of India. Postgraduate medical education regulations, 2000. The Gazett e of India. 2000. Part III: Section 4. Available from: http://www.mciindia.org/know/rules/rules_pg.htm [last accessed on 2009 Mar 26]
• Ogunyemi D, Bazargan M, Norris K, Jones-Quaidoo S, Wolf K, Edelstein R, et al. The development of a mandatory medical thesis in an urban medical school. Teach Learn Med. 2005;17:363–9. - PubMed
• Dhaliwal U, Kumar R. An observational study of the proceedings of the All India Ophthalmological Conference, 2000 and subsequent publication in indexed journals. Indian J Ophthalmol. 2008;56:188–94. - PMC - PubMed
• Younes RN, Deheinzelin D, Birolini D. Graduate education at the Faculty of Medicine of the University of São Paulo: Quo vadis? Clinics. 2005;60:6–8. - PubMed
• Riordan FA. Do presenters to pediatric meetings get their work published? Arch Dis Child. 2000;83:524–6. - PMC - PubMed
• Search in MeSH

LinkOut - more resources

Full text sources.

• Europe PubMed Central
• Ovid Technologies, Inc.
• PubMed Central
• Wolters Kluwer

• Citation Manager

NCBI Literature Resources

MeSH PMC Bookshelf Disclaimer

The PubMed wordmark and PubMed logo are registered trademarks of the U.S. Department of Health and Human Services (HHS). Unauthorized use of these marks is strictly prohibited.

• MD | PhD Program
• Master's Programs
• PhD Programs
• Postdoctoral Fellows
• Residency & Fellowship
• Non-Degree Programs
• Visiting Students
• Campus Life at U-M
• Health & Wellness
• Building Your Community
• Accessibility & Disability
• Departments
• Centers & Institutes
• Interdisciplinary Programs
• Facts & Figures
• Medical School Leadership
• News & Stories
• Requirements
• Interview Day
• Admissions Chats
• AAMC Michigan's 35 Answers
• AAMC Michigan's 10 Financial Aid Answers
• Admitted Students
• Overview & Highlights
• Patient Interaction
• Chief Concern
• Years 3 & 4
• Learning Informatics
• Training Sites
• Leadership Program
• Global Health & Disparities
• Healthcare Innovation
• Health Policy
• Medical Humanities
• Patient Safety & Quality Improvement
• Scientific Discovery
• Doctoring Course
• Evidence-Based Medicine
• Interprofessional Education
• DEIAJ Curriculum
• Language Opportunities
• Curriculum Diagrams
• Grading & Assessments
• Guideline Budget
• Loans & Eligibility
• Financial Aid Application Timeline
• Scholarships & Grants
• Documents & Forms
• Tips & Links
• Tuition Refund Policies
• Consumer Information
• Disbursement & Repayment
• MD Emergency Student Aid Fund
• MD Travel Grant
• Child Care Subsidy
• Residency Interviewing Loans and Resources
• Short-Term University Loan
• Contact the Office of Financial Aid
• Profiles & Demographics
• Culinary Connections
• Students with Disabilities
• Health & Wellbeing
• Arts & Humanities
• Diversity & Health Equity
• Dual Degrees
• More Possibilities
• Commencement
• Available PhD Programs
• Academic & Social Events
• MSTP Fellows
• Application Process
• Application Requirements
• MD | PhD Curriculum
• Undergrad Summer Program
• Contact the MD | PhD Program
• Bioinformatics
• Biological Chemistry
• Cancer Biology
• Cell & Developmental Biology
• Cellular & Molecular Biology
• Genetics and Genomics
• Health Infrastructures & Learning Systems
• Microbiology & Immunology
• Molecular, Cellular & Developmental Biology
• Molecular & Cellular Pathology
• Molecular & Integrative Physiology
• Neuroscience
• Pharmacology
• Recruitment Events
• Interview Weekends
• Certificates & Dual Degrees
• Quantitative & Computational Biology Emphasis
• Training Grants
• Facilities & Resources
• Stipend & Benefits
• Professional Development
• Finding a Position
• Funding Your Postdoc
• Hiring Process
• Postdoc Preview
• International Postdocs
• ACGME Fellowships
• Non-Accredited Fellowships
• Postdoctoral Physician Scientist Training
• Salary & Benefits
• Prerequisites
• Visiting Residents & Fellows
• Application Overview & Requirements
• Tuition & Fees
• Timeline & Curriculum
• Information Sessions
• Program Details
• Undergrad Summer Research
• First Days Survival Guide
• Health Services
• Mental Health
• Health, Spirituality & Religion Program
• For Partners & Families
• Things to Do in Ann Arbor
• Getting Around
• Graduate Medical Education
• Office of Continuing Medical Education
• Office of Faculty Affairs & Faculty Development
• Office of Graduate & Postdoctoral Studies
• Physician Scientist Education & Training
• Office of Medical Student Education
• Points of Blue
• DEI & Well-Being Initiatives
• Medical Student Program
• Resident Research
• Resident Life
• Categorical Program
• Primary Care Program
• Physician Scientist Training Program
• Ambulatory Care & Primary Care
• Scholarly Activities
• Global Health & Health Disparities
• Recent Graduates
• Fellowships
• Facilities & Spaces
• Exhibiting Opportunities
• Grand Rounds
• Basic & Translational Research
• Clinical Research
• Clinical Experience & Quality
• Faculty Recruitment
• John M. Sheldon Allergy Society
• Patient Care
• Adult Congenital Heart Disease
• Heart Failure & Heart Transplant
• Advanced Imaging
• Interventional Cardiology
• Structural Heart Disease
• Vascular Medicine
• Postdoctoral Cardiovascular Research Training Grant
• Advanced Endoscopy
• NIH T32 Gastroenterology Clinical Research
• Clinical Training
• Transplant Hepatology
• Conferences & Lectures
• Interventional Endoscopy Program
• Academic Primary Care Program
• Geriatric Medicine
• Geriatric-Hospice & Palliative Medicine
• Physician Scientist Training in Age-Related Diseases
• Research Training in Biogerontology Program
• Claude D. Pepper Older Americans Independence Center
• Hospice & Palliative Medicine
• Hospice & Palliative Medicine: Pediatric Track
• Palliative Medicine Research Program
• Training Schedule
• Data & Research
• UNITE Collaboration
• Hospital Medicine Fellowship
• Resident Teaching Services
• Clinical & Research Training
• Curriculum & Tracks
• Curriculum & Training
• Basic Research
• Program for Clinical Research in Diabetes Care & Complications
• Program for Translational Research in Diabetes & Metabolic Diseases
• Interventional Nephrology
• Transplant Nephrology
• Basic Science Research
• Outcomes Research
• Critical Care Medicine
• Research Training
• Pathways & Structure
• Research Opportunities
• Resident & Medical Student Education
• Chronic Obstructive Pulmonary Disease
• Critical Care
• Fibrotic Lung Disease
• Health Services, Outcomes, & Policy Program
• Lung Injury & Repair
• Lung Transplantation & Stem Cell Biology Program
• MICReW Workgroup
• Microbiome Program
• Pulmonary Immunity
• Severe Asthma
• Dual Adult-Pediatric Rheumatology Program
• Lupus Program

Advancing Knowledge

Providing unmatched and enriching educational experiences for the development of all levels of learners. 

Education is at the heart of everything we do. Since 1848, the Department of Internal Medicine has led the vision and mission of the U-M Medical School. Our legacy of learners, residents and fellows spans generations and connects us with hospitals and institutions around the world.

In today’s ever-changing healthcare system, a career in medicine demands not only a wide breadth of knowledge and a host of special skills, but the passion and compassion that accompany the highest quality of patient care, education and research. Learn more about how we help each of our learners reach their full professional potential with the educational programs below.

Prepare for a career in internal medicine with inpatient and outpatient rotations in a broad range of subspecialties.

Train in a variety of clinical care sites with a diverse patient population.

Prepare for a career in Internal Medicine and Pediatrics in our program that has pass rates of over 90%

The Department of Internal Medicine is home to over 22 exceptional fellowship and training programs to increase your skills and advance your career.

Every Friday throughout the academic year, the Department of Internal Medicine hosts weekly Grand Rounds to share the latest advances in internal medicine.

Enhance your knowledge, skills and practice with regular opportunities to learn from our expert faculty members. Innovative, unbiased and evidence-based medical education activities are available in-person or virtual via live webinar and on-demand courses.

We transform lives through bold discovery, compassionate care and innovative education.

• Diversity, Equity & Inclusion
• Find a Doctor
• Conditions & Treatments
• Patient & Visitor Guide
• Patient Portal
• Clinical Trials
• Research Labs
• Research Centers
• Cores and Resources
• Programs & Admissions
• Our Community
• Departments, Centers & Offices
• About the Medical School

Global Footer Secondary Navigation

How medical schools can be more accountable to society through community connections

Research Coordinator, College of Dentistry, University of Saskatchewan

Disclosure statement

Harini P. Aiyer does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

University of Saskatchewan provides funding as a founding partner of The Conversation CA.

University of Saskatchewan provides funding as a member of The Conversation CA-FR.

View all partners

The need for relevant and responsive health-care that improves people’s health outcomes means that medical schools need to be accountable for what and how they teach. Medical schools are responsible for training health practitioners who can help improve the health of individuals and societies.

The need for accountability also goes beyond that. Universities, including medical schools, receive large amounts of funding from governments to direct their education, research and service towards meeting the needs of the public.

Almost 30 years ago, the World Health Organization issued a mandate stating medical schools need to be socially accountable, meaning they are obligated to respond to the emerging needs of society and to address their priority health concerns.

In Canada, undergraduate medical programs must currently demonstrate social accountability to receive accreditation . Our recent research has examined how medical schools can design channels through which students and faculty can relay the priorities and needs of communities back to medical schools .

A social accountability mandate

Medical schools need to listen to communities and respond to their needs. Having a social accountability mandate suggests medical schools are responsible for building a workforce of practitioners who are willing and capable of advocating on behalf of patients, families and communities to address the factors that affect their quality of life.

But that is not all. A social accountability mandate confers a moral obligation upon medical schools to consider the inequities within and among populations served — and subsequently target interventions to reduce inequities in society.

Therefore, social justice is a cardinal value of socially accountable medical education. This may be realized through practising cultural humility and authentic community engagement .

What community engagement looks like

Students, staff and faculty at medical schools benefit from community engagement in several ways.

Students participate in structured and unstructured learning activities ranging from community placements to volunteering. These activities positively influence students’ attitudes towards community members, knowledge of community priorities and also their future career trajectories. Researchers have also shown that early exposure to community-based learning can cultivate students’ public health skills, enhance their understanding of cultural safety and foster strong connections with local communities .

Additionally, faculty, staff and students at medical schools are often engaged in community-based research that requires them to build meaningful relationships through spending extended periods of time working with members of the community.

Patient-oriented planning

Supports and resources help researchers reflect upon and embark on partnerships with communities, such as the Patient Oriented Research Project Planning Tool .

In addition to education and research, service activities such as volunteering create opportunities for community engagement. For example, the Student Wellness Initiative Toward Community Health in Saskatoon, Sask., is a student-led clinic that offers essential services to the community’s core neighbourhoods and enriches educational experiences for students.

Authentic community engagement equips students and faculty to advocate on behalf of communities within their schools. This creates an opportunity for medical schools to learn about the inequities and social justice issues that face different communities, and proactively address them.

Feedback channels to medical schools

What will intentional channels of feedback to medical schools look like?

1. Soliciting feedback from students in ways that provokes critical reflection: Students should be prompted to reflect on specific barriers and inequities facing the communities where students completed their placements; prompted to reflect on short- and long-term actions needed to address these barriers; identify potential stakeholders who could collaborate to address the concerns.

2. Encouraging and supporting student advocacy to value the agency, and resourcefulness of students: Creating formal channels for student-led initiatives to address a community’s health priorities.

3. Building capacities of faculty: Schools must revisit current tenure-track criteria to reflect the value of meaningful community-based research. This can encourage more faculty to take up longer projects embedded in communities that can result in positive outcomes.

Read more: Person-centred health care means ensuring that affected communities are leaders and partners in research

Addressing deep-rooted inequities

To address the deep-rooted inequities in society, the interaction between society and medical schools should be continuous, dynamic and sustainable. It is essential for medical schools to map out existing partnerships, and create a consolidated and central database that tracks partnerships and their benefits to communities and medical researchers and practitioners.

While ethics approvals for research projects typically require the research team to identify and name benefits (or risks) to communities, it is not necessarily the case that all medical schools have a central database detailing all ongoing community partnerships.

Having a central database can foster deeper and more meaningful connections over extended periods of time as opposed to multiple superficial, short-term engagements.

Benefits of working with a database

Benefits of working with a central database of all ongoing and past community partnerships in a medical school include:

• Meaningful community engagement where community placements are more than just opportunities to train students. Ideally, students will report back from their placements highlighting the needs of the community and actions needed to address these needs. Medical schools can then use student placements as an opportunity to learn about the needs of the community. Schools would provide opportunities for students to contribute to institutional planning, curriculum design and the identification of research priorities.

• Infrastructure to leverage students’ agency for culture change: Medical schools encourage student perspectives and advocacy. Administration and leadership at medical schools partner with students to contribute to the school’s response to addressing the health inequities in the population at large.

• Enhanced sensitivity to the community’s capacity for engagement. If everyone in a medical school refers to and makes use of the same database, this reduces different research groups asking community members the same questions.

• Novel opportunities for creative collaborations within and between medical schools. Data can be regularly reviewed to generate ideas for collaboration.

With greater attention to these aforementioned practices, socially accountable medical schools align their operations with the needs of society. When schools become responsive to the needs of the communities they serve, they address the barriers to health encountered by different equity-deserving populations with unique health needs and bolster public trust.

• Medical schools
• Community engagement
• Medical education
• social inequities

Project Manager

Management Information Systems & Analytics – Limited Term Contract

Publications Manager

Audience Insight Officer

Director, Student Administration

• Research article
• Open access
• Published: 17 March 2014

Undergraduate research in medical education: a descriptive study of students’ views

• Cristiano C Oliveira 1 ,
• Renata C de Souza 2 ,
• Érika H Sassaki Abe 2 ,
• Luís E Silva Móz 2 ,
• Lidia R de Carvalho 3 &
• Maria AC Domingues 1  

BMC Medical Education volume  14 , Article number:  51 ( 2014 ) Cite this article

7814 Accesses

47 Citations

13 Altmetric

Metrics details

Medical students engage in curricular and extracurricular activities, including undergraduate research (UR). The advantages, difficulties and motivations for medical students pursuing research activities during their studies have rarely been addressed. In Brazil, some medical schools have included undergraduate research into their curriculum. The present study aimed to understand the reality of scientific practice among medical students at a well-established Brazilian medical school, analyzing this context from the students’ viewpoint.

A cross-sectional survey based on a questionnaire applied to students from years one to six enrolled in an established Brazilian medical school that currently has no curricular UR program.

The questionnaire was answered by 415 students, 47.2% of whom were involved in research activities, with greater participation in UR in the second half of the course. Independent of student involvement in research activities, time constraints were cited as the main obstacle to participation. Among students not involved in UR, 91.1% said they favored its inclusion in the curriculum, since this would facilitate the development of such activity. This approach could signify an approximation between the axes of teaching and research. Among students who had completed at least one UR project, 87.7% said they would recommend the activity to students entering the course.

Even without an undergraduate research program, students of this medical school report strong involvement in research activities, but discussion of the difficulties inherent in its practice is important to future developments.

Peer Review reports

Society holds important expectations of health professionals. Aside from their biomedical training, these include an active critical posture in relation to planning and conducting research aimed at increasing current knowledge, especially that which improves the living conditions and health of the general population [ 1 , 2 ].

In this relatively new professional context, universities from different countries are concerned about preparing medical students to meet the changing needs of society. The modern university is based on the triad of teaching, research and outreach activities and its application to medical training simultaneously requires technical and theoretical elements, the maturation of critical thought, development of the capacity for initiative, stimulation of independent self-directed learning and a sound approach to problem solving, whether basic or clinical science [ 3 – 8 ].

Undergraduate research (UR) has become an integral part of medical education in numerous countries and has influenced the subsequent performance of physicians, yielding positive results in the development of important skills, including critical analysis and leadership, whether or not the professional pursues an academic or research career [ 3 – 5 , 7 , 9 ].

According to medical students, UR is motivated mainly by a desire to improve learning, while endeavoring to increase selection chances in residency or specialization exams [ 4 , 6 – 10 ], as such, universities should offer opportunities for students to participate in the continued advancement of knowledge.

Recognizing the relevance of this type of extracurricular activity, numerous Brazilian universities have included it in discussions concerning the curriculum of medical courses, while in some, undergraduate research is integrated into the course [ 8 , 9 ]. The literature presents some experiences of linking disciplinary curricula for UR with the first year of medical school that quantitatively evaluate mandatory or elective programs [ 8 , 11 ], focusing on their production [ 9 ], citation impact [ 4 , 11 ], teacher/student involvement [ 4 , 7 ], number of projects developed and distribution of these in diverse medical areas [ 8 , 9 ]. However, the advantages, difficulties and motivations for medical students pursuing research activities during their studies have rarely been addressed [ 3 , 4 , 9 ].

The present work aimed to understand the reality of scientific practice among medical students at a well-established Brazilian medical school, determining factors that drive or hinder the pursuit of undergraduate research and analyzing the context of scientific practice during the undergraduate course from the students’ viewpoint.

The study design consisted of a cross-sectional model applied to 540 medical undergraduate students from years one to six, enrolled in the academic year of 2009 at Botucatu School of Medicine ( Faculdade de Medicina de Botucatu , FMB) of São Paulo State University (UNESP), irrespective of their involvement in scientific research.

The FMB-UNESP is a Brazilian public institution that was founded in 1962, in which education, health care and research are interlinked. Its medical curriculum is structured in a traditional model: in the first two years, the students are involved in disciplines of basic health sciences; during the years three and four, they initiate the applied phase of the course; and final two years focus on internship. Medical students attend theoretical classes and participate in practical activities at all levels of health care. The students also develop extracurricular activities, including outreach, social, sports and research activities (undergraduate research).

No structured curricular program for research exists within the undergraduate course at the FMB. Thus, medical students who wish to conduct research activities during their undergraduate course need to find professors that are willing and available to orient their projects.

The study was approved by the Board of Undergraduate Medicine and the Research Ethics Committee of the FMB-UNESP. Students were invited to participate in the study and a term of free informed consent was signed prior to participation.

A semi-structured questionnaire, including questions and open-ended comments, was designed using input from undergraduate students, following a pilot study (see Additional file 1 ). The questionnaire divided the students into those involved in or who had participated in UR, and those not involved or who did not intend to participate. The latter group answered six questions concerning general principles: main contribution to student formation; main obstacle to participation; information provided by teachers; the value of a Scientific Method discipline and whether it would facilitate access to UR; and whether fixed periods in the curriculum would favor participation. The former answered 12 specific questions: reasons for pursing UR; main obstacles to participation; reasons for choosing the department and supervisor; whether UR increased their interest in the subject; possible contributions of UR to student learning; whether the supervisor organized meetings; their main expectation upon project completion; the importance of grades, extension activities and monitoring; whether they received a grant; and what course year they initiated their project. A subgroup of those who had completed at least one project answered five additional questions: how many completed projects; their duration; whether the results were published; whether the project influenced their decision regarding specialization; and whether they would recommend UR to students of the first year of medical course.

Descriptive analysis was performed on all quantitative variables and expressed as percentages. Some references to student comments are included for clarification.

General data

The questionnaire was answered by 415 students (yielding a response rate of 76.8%) from years one to six of the undergraduate course; the majority were women (n = 260, 62.7%). Among these 415 students, 18.8% were from first year, 18.3% were from second year, 18.8% were from third year, 15.18% were from fourth year, 16.62% were from fifth year and 12.3% were from sixth year.

The survey revealed that 219 (52.8%) students had not participated in any research project during undergraduate education. And 196 (47.2%) medical students had participated in some type of research project during undergraduate education.

Undergraduate research and motivation

The survey revealed that of the 219 (52.8%) students who had not participated in any research project during undergraduate education, 187 (85.4%) showed an interest. This group felt that the greatest contributions of UR to their training were increased medical knowledge (43.4%) and curriculum enrichment (29.2%), while 32 reported no plans for such activity.

The percentage of students involved in UR exceeded those not involved from year four onward (Figure  1 ). Development of a student’s first project began during year two of the course for 40.3%, followed by year three (36.2%), year four (13.3%), first year (7.1%) and during internship (2.0% in year five, 0.6% in year six). Among undergraduate students involved in research, 100 (51.0%) were conducting an UR project in June 2009, 25 (12.8%) were involved in more than one project in different departments and 71 (36.2%) had completed at least one UR project during the course.

Percentage of FMB-UNESP undergraduate students involved in UR according to course year.

Analysis of these data also revealed that student motivation to participate in UR (Table  1 ) was related to curriculum enrichment (32.1%), associated with the need for a grant (19.9%) or the chance to increase their expertise in a particular area (17.3%). Grouping only fourth to sixth-year students, curriculum enrichment was cited by 80.1%. A small group (1.0%) mentioned other reasons for pursuing UR, including understanding the scientific method and learning how to design research projects.

Concerning curriculum enrichment, the attributes deemed most important were the grades obtained during undergraduate studies (52.0%), followed by extension activities, such as UR (38.6%), and monitorships in specific areas (9.6%). Reservations concerning the consistency of grades, their reflection on learning and their influence in residency exams and project submissions to funding agencies were discussed in students’ comments.

Regarding financial support from agencies that promote research development, 47.4% of the students received UR grants, 23.7% from the São Paulo Research Foundation (FAPESP) and 23.7% from the National Council for Scientific and Technological Development (CNPq) (data provided by the Institutional Grant Program for Undergraduate Research, PIBIC). We should add that 22.4% of respondents received no financial support while participating in UR.

The study’s objectives influenced the choice of the department in which 24.5% of respondents sought participation in UR, while the classes of the discipline influenced this choice for 19.4%, a very similar percentage to those who indicated that they intended to follow a specialization in the same department. The influence of positive experiences with colleagues in the department chosen was cited by 16.8% of respondents, while 8.2% cited the department’s tradition as justification. Associations between these topics were cited by 11.2%.

Undergraduate research and difficulties

Considering the respondents not involved with research, the two most important difficulties in implementing an UR project were the availability of time (67.7%) and finding a professor willing to orient and develop the research (21.2%) (Table  2 ). In agreement with these data, 64.1% of the respondents indicated that aggregating free periods to their timetables was fundamental for conducting scientific research; however, 32.0% recognized the importance of such periods, but claimed their absence was not the main obstacle. Respondents commented that additional time to conduct this type of activity would influence the quality of the projects developed, would enable clearer definition in the planning, organization and implementation of the same and assist in contacting a research supervisor (see Additional file 2 ).

In addition, 180 (82.2%) students from this group affirmed the lack of information and dissemination of UR within the institution as a difficulty in implementing research, particularly in the first two years. Unfamiliarity with the concept, its importance, implementation, specific projects and the lack of contact with supervisors were all discussed.

The difficulties cited by non-participating students showed similarities with those involved in UR. For 50.2%, the availability of time was the principal obstacle, followed by problems concerning supervisor collaboration (14.2%) and lack of research funding (0.9%). Comments indicated not only the lack of time available among students, but also among professors/research supervisors.

The relationship between medical student and the research supervisor

FMB-UNESP students who want to conduct research need to find a relevant opportunity with a teacher. Among students involved in research, professors with time available to develop the project were the most frequently chosen, according to 32.1% of respondents. Other important points in this choice included the teacher’s motivation to conduct research (16.8%) and the didactic demonstrated in undergraduate classes (11.7%). A combination of these factors was reported by 5.1%. For 15.8%, colleagues who had developed projects with a particular supervisor were an important influence. Other reasons discussed included the influence of academic leagues/tutorials, the teacher’s capacity and curriculum, direct invitation and interest in the teacher’s line of research.

Students assessed supervisor involvement in organizing group meetings to discuss research projects and methodologies and promote research team integration. According to 49.0% of respondents, such meetings were organized and for 41.9%, they proved useful and were considered necessary to initiate productive activities, while 7.1% stated they were not very objective. Most respondents (51.0%) confirmed that no meetings occurred, but the proposal was considered interesting by 84.3% of this subgroup.

Undergraduate research and curriculum

Among non-participating students, 91.3% affirmed curricular inclusion would facilitate the pursuit of UR, because the scientific theory would be better understood and would enable greater contact with the teachers. However, even though a specific discipline for scientific practice was considered important (91.1%), 74.9% indicated it should be elective. For 1.2%, others advantages included providing space for UR and improving the quality of the projects developed by students. In contrast, 7.2% of students alleged that a specific discipline would not facilitate UR, rather research should be spontaneous, not an obligation.

Undergraduate research: contributions and expectation

Positive contributions of UR to learning were perceived by 63.8% of respondents during graduation. Another 33.2% affirmed they felt no specific contribution, though 16.8% expected to perceive some impact of UR in their future careers. For 91.8% of respondents, UR stimulated increased interest in the subject under investigation, with 33.2% recognizing its importance and 59.2% reporting improved understanding of the subject. It is worth highlighting that 8.2% of respondents confirmed no enhanced interest in the subject and 3.1% of the group believed UR contributed nothing to learning, concluding that its merits were restricted to curriculum enrichment.

The principal expectation cited by 65.3% of respondents concerning their projects was the publication/presentation of their findings at conferences, followed by learning scientific methodology and understanding the subject, 10.2% each. Developing critical understanding of medical publications was cited by 10.7%, while a combination of these factors was reported by 3.6% of students. Some students (28.0%) claimed interest in a university career, with 4.1% expressing a desire specifically related to the FMB-UNESP. Curiously, despite strong involvement in UR, only 2.0% of participating students confirmed clear aspirations of becoming researchers.

Students who had completed at least one UR project answered five additional questions. Among these, 67.9%, 21.9% and 10.2% had already completed one, two and three or more UR projects, respectively.

The majority of completed projects (67.9%) were presented at scientific meetings/congresses, 42.3% with a good chance of publication in an indexed journal and 25.6% that were unlikely to be published. Congress presentation plus article publication was achieved by 16.7% of the projects, while 5.1% were only published and 10.3% of the projects completed have yet to publicize their results (Table  3 ).

Students who had terminated a UR project were asked whether they would recommend participation in research activities to those beginning medical school. The majority (88.7%) confirmed they would recommend such activities, while clarifying that UR produces more positive effects from year two or three onward.

The percentage of students involved in academic research in FMB-UNESP was higher than in a similar Brazilian study (28%) [ 12 ], but lower than in Norway (87%) [ 13 ]. According to several authors, the reasons that prevent students from participating in research activities range from lack of student awareness, to physical infrastructure deficits and unmotivated university staff, with some emphasis on ineffective institutional incentives to conduct UR [ 3 , 12 ]. The issue of stimulus for UR was raised by the students, who discussed several essential factors: information regarding the concept, its importance, contact with research supervisors, project execution and the provision of adequate information by teachers.

Analysis verified that the number of students involved in research increased from the first year, superseding those not involved from year four onward, when involvement peaked. European studies confirm that year two or three is the most likely period of UR initiation [ 4 , 13 ]. As the undergraduate course advances, a better foundation exists for students to conduct research in different fields of medicine, including showing concern for curriculum enrichment due to the appreciation of UR in interviews and for grant requests, until the students become involved in internship. During internship, the students concentrate on developing professional skills and preparing for medical residency exams [ 14 ].

Regardless of their involvement in UR projects or not, FMB-UNESP students reported lack of time as the primary obstacle to research. The rates reported here are substantially higher than in other Brazilian studies (23.7% [ 9 ], 10.1% [ 15 ]), differences that are probably related to the type of research and the course structure [ 9 ]. The FMB-UNESP teaching curriculum provides no fixed free periods, making it difficult to organize time for research projects and contacting supervisors, who also have rigorous schedules for teaching and assistance activities. For 63.9% of non-participating students, fixed free periods within the curriculum timetable are fundamental to student involvement in research. This issue appears more resolved in certain developed countries, particularly the USA [ 16 ].

Relationships with supervisors were cited as a difficulty by all students, primarily due to non-collaborative supervisors. Sarinho et al [ 9 ] reported that 9.6% of students mentioned this issue [ 9 ]; however, similar reports were not identified in European studies [ 4 , 13 ]. Discontinuity or difficulties in managing UR projects is linked to student demotivation, primarily centered on poorly integrated relationships with supervisors [ 17 ]. In this dynamic, the supervisor should have greater knowledge and thus their handling of this position influences the student/teacher relationship; the form of language used, their ability to express themselves, their skills set, posture and attitudes when conducting meetings and managing adverse factors are closely related to the success of supervision [ 18 , 19 ]. In agreement with these factors, the choice of supervisor by FMB-UNESP students considering UR was associated with teacher accessibility and influenced by the question of availability. Following these, the students discussed factors related to the teacher’s personal characteristics, including encouraging student involvement and didactic approach during class. Good performance in educational activities by a particular department was also important in this process, as were experiments successfully completed by the department and its teachers in previous research activities.

At the FMB-UNESP, UR students affirmed that the main reason they became involved was curriculum enrichment, similar to that observed elsewhere in Brazil [ 9 , 15 ] and other countries [ 4 – 7 , 13 , 16 ]. More than 50% of UR students were in the second half of the medical course, coinciding with the period when students focus on improving their curricula for employment and residency exams and interviews. Among non-participating students, the main contribution of UR to professional training was knowledge acquisition, followed by curriculum enrichment. The fact that most of those not involved in UR (84.0%) were in the first half of the course, when concerns about jobs and specialization are less prevalent, likely explains this difference.

In this study, only 47.2% of respondents confirmed they received UR grants, partially justifying why this issue is not an important motivator for participation, or a significant obstacle. Research grants are a valuable tool for the university and provide a social component to UR by collaborating in student maintenance, allowing them to invest in their studies [ 15 ]. Similar considerations were not identified in other studies, suggesting that in developing countries, a financial motive exists for pursing UR that does not influence medical students in developed nations, like the USA, Canada and Europe.

Promotion of regular group meetings to discuss ongoing projects was positively evaluated by the respondents (49%). Such meetings were also considered interesting by students involved in research which lacked this component during the execution of a project. Informative meetings and training sessions within the context of a research group are valuable, since they allow students contact with other research methodologies and subjects and permit interaction with other researchers.

Regarding the expectations of the students involved in UR, the main ones were presenting results at scientific meetings and journal publications, affirmed by 65.3% of the respondents. Students of an elective course in Canada (Critical Enquiry), held similar expectations (47% presentation, 76% publication) regarding future involvement in research [ 11 ]. Our analysis verified that among those who completed at least one project, 67.9% presented the results at scientific congresses and 16.7% achieved publication. This rate is favorable compared with another Brazilian study [ 9 ], where 81.5% of the work was neither published nor presented at scientific congresses, and is comparable to that verified for Dutch medical students, where 14,5% of the medical students published at least one scientific paper during the last three years of the medical course [ 5 ]; however, the quality and impact of FMB-UNESP student publications was not assessed here. Considering published articles involving student authors, the total volume for the FMB-UNESP is still lower than research intensive programs at Stanford University School of Medicine, where 90% of students were involved in research and 75% of undergraduates had published an article as the primary author as early as 1995 [ 16 ]. The longest running UR course in Brazil dates from 1995, but the results of this activity on medical education are far less consolidated than those reported by Stanford [ 14 , 16 ].

Similar to UR worldwide FMB-UNESP students evaluated UR positively, in that 63.8% of the respondents perceived the contributions of UR to their education at undergraduate level, a finding reinforced by their increased interest in the subject studied. Corroboration that UR is a positive experience is provided by the high percentage of students who would recommend UR to first-year medical students (88.7%). Nevertheless, students qualified their observations regarding the timing of such projects, recommending year two or three of the course, coinciding with the fact that 76.5% of them also initiated their projects at this stage of undergraduate education. Correspondingly, UR was evaluated positively at Stanford University, with 79% of the students expressing satisfaction, while affirming they were motivated to consider research (75%) and academic careers (60%) [ 17 ]. Among students involved in UR at the FMB-UNESP, 28.0% were considering academic careers; however, comparisons should consider the cultural, socioeconomic and temporal differences between the various studies available.

UR contributes to developing medical professionals with the ability to integrate scientific methodology and reasoning into their clinical practice and who pursue continuous improvement and upgrading [ 20 – 23 ]. Individuals who participate in research activities during undergraduate education, including future non-researchers, develop leadership skills that enable local/regional actuation in the context of their profession and specialization [ 14 , 17 , 22 – 24 ]. Recent studies have affirmed that UR students show improved communication skills, develop critical analysis and are successful in selection programs for postgraduate studies/medical residencies and in their working lives, achieving academic and/or professional titles faster, while presenting distinguished accomplishments in their professionalism and capacity [ 22 , 23 , 25 ].

That this context shows such favorable aspects for UR further provokes the discussion concerning its inclusion in medical school curricula, in Brazil or elsewhere. In our study, 90.9% of students not involved in UR believe a discipline focused on scientific methodology within the undergraduate course is important and would facilitate access to UR.

Research within the curricula of medical schools is part of a recent trend in medical education. Medical education is currently diversifying its scenarios to include emergency medicine and primary health care, following educational models that are also centered on the students as generators of knowledge. Studies suggest that research is an essential element in the formation of the new health professional [ 19 , 22 , 23 , 25 ], and ways to promote its inclusion are being discussed on campus and in the literature [ 26 ].

Proponents of the elective form believe that the time devoted to such training could be directed to other curricular activities, arguing that research data analysis is a task better performed by expert advisers appointed to preselect such contents. Those in favor of mandatory disciplines believe that the benefits of UR extend well beyond the limits of interpreting literature articles, providing an entire skills set that students can acquire in the development, implementation and dissemination of scientific work [ 4 , 9 , 20 , 22 ], redefining this activity as a tool of medical education to construct a new profile of the health professional. Recent Brazilian legislation aims to promote integration among medical education, the health system and society’s needs, capable of producing healthcare that is relevant to the community [ 27 ]; considering the benefits of undergraduate research in enabling future doctors, this should be considered an essential element in the continuing development of the medical curriculum in developing countries.

Conclusions

This research aimed to characterize undergraduate research in Brazilian medical school with a classic curriculum model. The survey was structured in a questionnaire of simple answers with space for open-ended comments. Despite these aspects, the study sought to understand student perception of UR in the institution studied in order to encourage reflection regarding new trends in the local medical curriculum.

At the FMB-UNESP, an important part of the students is involved in UR, this activity was well evaluated by students and the destination for the majority of projects is presentation of the results at scientific congresses. However, within the institution, there is no curricular program or similar structural incentive for UR. According to students not yet involved in research activities, implementing this type of discipline, whether mandatory or elective, could facilitate access to UR and minimize obstacles regarding the availability of time, making contact with supervisors, disseminating projects/lines of research and understanding scientific methodology, while elucidating the importance of UR and it usefulness in the practice of health professionals. Moreover, this approach could signify greater approximation between the axes of teaching and research, attracting more teacher-researchers to undergraduate education.

Undergraduate research at FMB-UNESP was characterized from the students’ viewpoint, providing important insights that could prove relevant to curriculum development. The medical students of the FMB-UNESP recognize the importance of UR in relation to their professional training and in understanding the influences of scientific practice in undergraduate medical education.

Pruskil S, Burgwinkel P, Georg W, Keil T, Kiessling C: Medical students’ attitudes towards science and involvement in research activities: a comparative study with students from a reformed and a traditional curriculum. Med Teach. 2009, 31 (6): e254-e259. 10.1080/01421590802637925.

Article   Google Scholar  

Pineda E, Canales FH, Alvarado EL: La enseñanza del método científico en la formación básica del profesional de salud. Educ Med Salud. 1987, 21 (3): 243-255.

Google Scholar  

Burgoyne LN, O'Flynn S, Boylan GB: Undergraduate medical research: the student perspective. Med Educ Online. 2010, 15: doi:10.3402/meo.v15i0.5212

Murdoch-Eaton D, Drewery S, Elton S, Emmerson C, Marshall M, Smith JA, Stark P, Whittle S: What do medical students understand by research and research skills? Identifying research opportunities within undergraduate projects. Med Teach. 2010, 32 (3): e152-e160. 10.3109/01421591003657493.

Van Eyk HJ, Hooiveld HW, Van Leeuwen TN, Van der Wurff BL, De Craen JM, Dekker FW: Scientific output of Dutch medical students. Med Teach. 2010, 32 (3): 231-235. 10.3109/01421591003596592.

Vujaklija A, Hren D, Sambunjak D, Vodopivec I, Ivanis A, Marusić A, Marusić M: Can teaching research methodology influence student’s attitude toward science? Cohort study and nonrandomised trial in a single medical school. J Invest Med. 2010, 58: 282-286.

Detsky MED, Detsky AS: Encouraging medical students to do research and write papers. CMAJ. 2007, 176 (12): 1719-1721. 10.1503/cmaj.061628.

Montes GS: Da implantação de uma disciplina de iniciação científica ao currículo nuclear na graduação em medicina na USP. Rev Bras Cardiol. 2000, 2 (2): 70-77.

Sarinho SW, Kovacs MH, Santos FGLP, Beltrão RCIC, Santiago RRS, Alencar AS: Perfil da produção de iniciação científica dos alunos de medicina na Universidade de Pernambuco. Annais da Faculdade de Medicina da Universidade Federal de Pernambuco. 2003, 48 (2): 106-110.

Vieira EM, Barbieri CLA, Vilela DB, Ianhaez Junior E, Tomé FS, Woida FM, Martinez GL, Vicente LM, Gava NF, Lira PG, Brandāo TO, Mendonça TN: O que eles fazem depois da aula? As atividades extracurriculares dos alunos de ciências médicas da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo (FMRP-USP). Medicina, Ribeirão Preto. 2004, 37 (1): 84-90.

Houlden RL, Raja JB, Collier CP, Clark AF, Waugh JM: Medical students’ perceptions of an undergraduate research elective. Med Teach. 2004, 26 (7): 659-661. 10.1080/01421590400019542.

Oliveira NA, Alves LA, Luz MR: Iniciação científica na graduação: o que diz o estudante de medicina?. Rev Bras Edu Med. 2008, 32 (3): 309-314.

Steiner H, Breivik J, Siebke M, Tommeras K, Figenschau K, Hansen JB: Evaluation of the medical student research program in Norwegian medical schools. A survey of students and supervisors. BMC Med Educ. 2009, 9: 43-10.1186/1472-6920-9-43.

Cardoso GP, Silva Junior CT, Carvalho Netto ALC, Touça AS, Mattos ACMT, Pacheco AB, Brigido DC, Nacif I: Dez anos de iniciação científica: o que aprendemos? Experiência da disciplina de iniciação científica do curso de medicina da UFF. Pulmão RJ. 2005, 14 (2): 131-136.

Bridi JCA, Pereira EMA: A iniciação científica na formação do universitário. [Thesis]. 2004, Faculdade de Educação, UNICAMP, 147.

Jaccobs CD, Cross PC: The value of medical student research: the experience at Stanford University School of Medicine. Med Educ. 1995, 29: 343-346.

Does research make better doctors? (Editorial). Lancet. 1993, 343 (8879): 1063-1064.

Schimidt HG, Moust JHC: What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula. Acad Med. 1995, 700 (8): 708-714.

Gonzalez C: Undergraduate research, graduate mentoring, and the university's mission. Science. 2001, 293 (5535): 1624-1626. 10.1126/science.1062714.

Green EP, Borkan JM, Pross SH, Adler SR, Nothnagle M, Parsonnet J, Gruppuso PA: Encouraging scholarship: medical school programs to promote student inquiry beyond the traditional medical curriculum. Acad Med. 2010, 85: 409-418. 10.1097/ACM.0b013e3181cd3e00.

National Council for Scientific and Technological Development (CNPq): Technical and Scientific Council Annual Report. http://www.cnpq.br . Accessed May, 20 th 2012 (data only available in Portuguese)

General Medical Council UK: Tomorrows Doctors, outcomes and standards for undergraduate medical education. 2009

Scottish Deans Medical Education Group. 3: The Scottish Doctor: learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners. 2009, Edinburgh, UK: Scottish Deans Medical Education Group

Russell SH, Hancock MP, McCullough J: The pipeline. Benefits of undergraduate research experiences. Science. 2007, 316 (5824): 548-549. 10.1126/science.1140384.

Varki A, Rosenberg LE: Emerging opportunities and career paths for the young physician-scientist. Nat Med. 2002, 8: 437-439. 10.1038/nm0502-437.

Parsonnet J, Gruppuso PA, Kanter SL, Boninger M: Required vs. elective research and in-depth scholarship programs in the medical student curriculum. Acad Med. 2010, 85: 405-408. 10.1097/ACM.0b013e3181cccdc4.

Mattos MCI, Araújo JGC, Maciel DT, Samary EB: Por quê mudra? Marcos históricos para inovação curricular na area da saúde. Série Vivências em educação – Área da Saúde. 1ªEd. 2007, Edupe: Recife/PE

Pre-publication history

The pre-publication history for this paper can be accessed here: http://www.biomedcentral.com/1472-6920/14/51/prepub

Download references

Acknowledgements

The authors would like to thank all participating students and the teachers who supported the study. The authors are also grateful to scientific text editor Philip Badiz for editing and proofreading the final English language version.

Author information

Authors and affiliations.

Pathology Department, Botucatu School of Medicine, São Paulo State University, São Paulo, 18618-000, Brazil

Cristiano C Oliveira & Maria AC Domingues

Botucatu School of Medicine, São Paulo State University, São Paulo, 18618-000, Brazil

Renata C de Souza, Érika H Sassaki Abe & Luís E Silva Móz

Biostatistics Department of the Botucatu Biosciences Institute, São Paulo State University, São Paulo, 18618-000, Brazil

Lidia R de Carvalho

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Maria AC Domingues .

Additional information

Competing interests.

The authors each individually and collectively declare there are no conflicts of interest.

Authors’ contributions

The authors COO, RCS, EHSA and LESM participated in the design of the project, conducted the literature review, participated in the design of questionnaires, conducted the field work and contributions awarded to the final version of the article. The author LRC was responsible for the statistical analysis and participated in data interpretation. The author MACD was the principal investigator for the project. All authors approved the final version of the article.

Electronic supplementary material

Additional file 1: questionnaire administered to students of medicine of botucatu school of medicine.(doc 50 kb), 12909_2012_1110_moesm2_esm.doc.

Additional file 2: A selection of comments made by the students in the open-ended questions and spaces for comments.(DOC 30 KB)

Authors’ original submitted files for images

Below are the links to the authors’ original submitted files for images.

Authors’ original file for figure 1

Rights and permissions.

Open Access This article is published under license to BioMed Central Ltd. This is an Open Access article is distributed under the terms of the Creative Commons Attribution License ( https://creativecommons.org/licenses/by/2.0 ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Reprints and permissions

About this article

Cite this article.

Oliveira, C.C., de Souza, R.C., Abe, É.H.S. et al. Undergraduate research in medical education: a descriptive study of students’ views. BMC Med Educ 14 , 51 (2014). https://doi.org/10.1186/1472-6920-14-51

Download citation

Received : 08 December 2012

Accepted : 22 August 2013

Published : 17 March 2014

DOI : https://doi.org/10.1186/1472-6920-14-51

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Medical Student
• Medical Education
• Scientific Practice
• Extracurricular Activity
• Undergraduate Education

BMC Medical Education

ISSN: 1472-6920

• Submission enquiries: [email protected]
• General enquiries: [email protected]

• Allergy & Immunology
• Anesthesiology
• Critical Care
• Dermatology
• Diabetes & Endocrinology
• Emergency Medicine
• Family Medicine
• Gastroenterology
• General Surgery
• Hematology - Oncology
• Hospital Medicine
• Infectious Diseases
• Internal Medicine
• Multispecialty
• Ob/Gyn & Women's Health
• Ophthalmology
• Orthopedics
• Pathology & Lab Medicine
• Plastic Surgery
• Public Health
• Pulmonary Medicine
• Rheumatology
• Transplantation
• Today on Medscape
• Business of Medicine
• Medical Lifestyle
• Science & Technology
• Medical Students
• Pharmacists

Johns Hopkins Medical School Is Latest to Make Tuition Free for Most

Randy Dotinga

July 12, 2024

Armed with $1 billion donation from media titan Mike Bloomberg, Johns Hopkins University, Baltimore, is joining the small but growing number of medical schools that have eliminated tuition.

In this case, though, fees aren't being eliminated for everyone: Students from the wealthiest families won't get a break.

This fall, the university will allow students from families with incomes under $300,000 to attend its medical school for free with no tuition or fees. The university will also cover living expenses for students from families making less than $175,000.

Medical school debt has greatly outpaced inflation over the last several decades. The average US medical student graduate owes more than $250,000 for undergrad and postgrad student debt, according to a 2023 report from the Education Data Initiative . In comparison, the average medical school graduate student in Canada owes 19,250 US dollars.

"Removing financial barriers to individual opportunity fuels excellence, innovation, and discoveries that redound to the benefit of society," said Ron Daniels, president of Johns Hopkins University, in a statement .

Johns Hopkins University School of Medicine has 581 students, according to the Association of American Medical Colleges (AAMC). Earlier this year, Albert Einstein College of Medicine (864 students) in New York City announced that medical students will no longer pay tuition — ever — thanks to a $1 billion donation from Ruth Gottesman, a former professor at the school and widow of a Wall Street investor.

Gifts from wealthy donors have also eliminated tuition at New York University (NYU) Grossman School of Medicine (473 students) in New York City and NYU Grossman Long Island School of Medicine (74 students) in Long Island, New York.

Columbia University (642 students) in New York City, meanwhile, has eliminated student loans for those who qualify for financial aid. There are about 97,900 total current medical students, according to the AAMC.

Einstein College of Medicine and the NYU campuses don't charge tuition to any medical students. Howard Wolfson, chief of Bloomberg's educational philanthropy, explained the more limited Johns Hopkins free-tuition plan to The New York Times this way: "The idea behind it is that families who have the ability to pay should pay."

Bloomberg, a 2020 presidential candidate and former mayor of New York City, graduated from John Hopkins University in 1964 and served as the chairman of the university's board of trustees from 1996 to 2002.

"I suppose you can have an academic discussion about whether or not something like that should be universal," he told the newspaper. "But generally speaking, he believes there should be some means test. If you come from a wealthier family, you should pay. But $300,000 — it's not like we're talking about $50,000 as the cutoff."

In interviews with Medscape Medical News , physicians wondered how free tuition will affect the various crises facing medical education, such as lack of diversity and the primary-care shortage.

Robert M. Centor, MD, an internist and professor emeritus at the University of Alabama at Birmingham who continues to treat patients, said Bloomberg's donation is "admirable." But he wonders whether tuition should be entirely free. "You need to have a little skin in the game when you go to medical school," he said. "If it costs nothing, it may be a lark for some people."

The approach at Johns Hopkins is especially intriguing since it's based on need, he said. "The challenge is to understand the unintended consequences. Does this change who applies and whom they accept?"

In a 2024 commentary for the medical news site STAT , a physician and a medical student analyzed numbers at NYU Grossman School of Medicine before and after it made tuition free. They found that a 102% increase in applications from underrepresented groups didn't boost the number of Black graduates. Nor did free tuition boost the numbers of students matching into pediatrics or family medicine, two of the lowest-paid specialties.

Dr Centor said the University of Alabama found another way to encourage medical students to work in rural areas: They could get their tuition refunded in return for serving in rural communities. That, he said, seemed to be "a better use of money."

Julia Phillips, MD, MPH, professor and chair of the Department of Family Medicine at Michigan State University, studies medical school debt. She said Bloomberg's donation is a "great gift," but she also noted that free medical school tuition is still an experiment since the concept is so new and unstudied.

It's possible that the move could help relieve the primary-care crisis if more make career choices without needing to worry about student loans, she said. Free tuition may draw more diverse applicants, she added, but it will attract nondiverse applicants too.

"It really depends on how the school approaches admission decisions," she said. "That's the most important thing."

Conner Kinslow, MD, a chief resident in radiation oncology at Columbia University, benefited from the school's "loan-free" program when he was a student. A critic of free tuition for all students , he praised the Johns Hopkins strategy since "the way they're doing this is very fair and equitable."

As for whether free tuition may coax more students into primary care, he said it will depend on whether they're passionate about it. "It's helpful, but they may ultimately decide to go into higher-paying specialties regardless."

Dr Centor, Dr Phillips, and Dr Kinslow had no disclosures.

Randy Dotinga is a medical journalist and board member of the Association of Health Care Journalists.

Send comments and news tips to [email protected] .

TOP PICKS FOR YOU

• Perspective
• Drugs & Diseases
• Global Coverage
• Additional Resources
• Infographic: Medical Blogs That Grab Doctors' Attention
• Infographic: The Good and Bad of Medical Residency
• The Surgeon Who Swapped His Scalpel for a Paintbrush
• Work-Life Balance Is Achievable but Not Always
• Procedures Pediatric Resuscitation
• Pediatric Resuscitation
• Rehabilitation of Persons With Spinal Cord Injuries
• Fact or Fiction: Management of Systemic Mastocytosis
• The Psychosocial Burden of Obesity
• Benign Neonatal Convulsions
• Posterior Urethral Valves
• 20 Best Holiday Gift Ideas for Doctors
• Life Outside the Clinic: Predictors of PA Work-Life Balance
• Adding Life to Your Patients' Years
• Challenges and Rewards of Life as a German Prison Doctor

A Thesis Submitted to Jimma University, College of Public Health and Medical Sciences, Department of Health Education and Behavioral Sciences in Partial Fulfillment of the Requirements for a Masters of Public Health in Health Education and Promotion

• Institutional Repository Home
• Institute of Health
• Health Behavior and Society

Show full item record

Files in this item

This item appears in the following Collection(s)

• Health Behavior and Society [149]

Related items

Showing items related by title, author, creator and subject.

• A Thesis submitted to Jimma University College of Public Health and Medical Sciences, Department of Health Education and Behavioral Sciences; in Partial Fulfillment for the Requirement for Masters of Public Health (MPH) in Health Education and Health promotion. Thesis  Neno Nikus ; Zewdie Brihanu ; Mamusha Aman ( 2015-06 ) ckground:-HIV Stigma has an extremely important role in the AIDS epidemic, not only because of its effects on HIV-infected individuals, but also because of the ways in which stigma might be contributing to the spread of ...
• A Research Thesis Submitted to the Department of Health Education and Behavioral Sciences, College of Public Health and Medical Sciences, Jimma University; in Partial Fulfillment for the Requirements of Degree of Master of Public Health (MPH) in Health Education and Health Promotion Thesis  Nahusenay Alemayehu ; Lakew Abebe ; Yohannes Kebede ( 2014-07 ) Back ground: Dracunculiasis is a water-borne parasitic infection caused by Dracunculus medinensis and limited to remote, rural villages in Chad, Ethiopia, Mali and South Sudan of that do not have access to safe drinking ...
• Thesis report to be submitted to the department of Health Education and Behavioral Science, college of Public Health and Medical Sciences, Jimma University; in partial fulfillment for the requirements for degree of Masters of Public Health in Health Education and Health Promotion (MPH/HE&HP). Thesis  Bezawit Temesgen ; Zewdie Birhanu ; Tigist Astale et.al ( 2010-02 )
• Communities & Collections
• By Issue Date

This Collection

• Skip to main content
• Keyboard shortcuts for audio player

Bloomberg gives $1 billion to Hopkins to make tuition free for most medical students

Ayana Archie

A sign stands in front of part of the Johns Hopkins Hospital complex in Baltimore. Patrick Semansky/AP hide caption

Most students pursuing medical degrees at Johns Hopkins University will receive free tuition, thanks to a $1 billion gift from businessman Michael Bloomberg's philanthropic organization.

Starting in the fall semester, students who come from households earning less than $300,000 will have their tuition paid for, while students whose households bring in less than $175,000 will have their tuition, fees and living expenses paid for, the university announced Monday .

Nearly two-thirds of current and incoming students to the medical school will be eligible for the benefits.

Tuition will be free at a New York City medical school thanks to a $1 billion gift

“As the U.S. struggles to recover from a disturbing decline in life expectancy, our country faces a serious shortage of doctors, nurses, and public health professionals — and yet, the high cost of medical, nursing, and graduate school too often bars students from enrolling," Bloomberg said in a statement.

Johns Hopkins’ medical school graduates had an average of $105,000 in student loan debt in the 2023-2024 school year, the university said.

Bloomberg graduated from Johns Hopkins in 1964, and went on to co-found Bloomberg L.P., an international software, data, financial and media company. He also served as the mayor of New York City from 2002 to 2013.

College credit for working your job? Walmart and McDonald’s are trying it

His gift will also go toward more financial aid for graduate students in the schools of public health and nursing, education, engineering, business, government and policy, arts and sciences and international studies, as well as the Peabody Institute, an arts conservatory.

Bloomberg has donated heavily to the university in the past, including a $1.8 billion gift in 2018 for undergraduate financial aid. He additionally partnered with the school in 2021 for the Vivien Thomas Scholars Initiative, which helps bring historically underrepresented students into STEM (science, technology, engineering and mathematics) industries. That program has a $150 million endowment.

• Johns Hopkins University
• Michael Bloomberg
• free tuition

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Int J Med Educ

Exploring the thesis experience of Master of Health professions education graduates: a qualitative study

Leslie skeith.

1 Division of Hematology and Hematological Malignancies, Department of Medicine, University of Calgary, Canada

Heather Ridinger

2 Department of Medicine, Vanderbilt University Medical Center, USA

Sushant Srinivasan

3 Division of Pediatric Critical Care Medicine, Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison, USA

4 Department of Otolaryngology, Head and Neck Surgery, New York University School of Medicine, USA

Nazih Youssef

5 Department of Surgery-Urology, Lebanese American University, Lebanon

Ilene Harris

6 Department of Medical Education, University of Illinois College of Medicine, USA

To explore the thesis experience of recent Master of Health Professions Education (MHPE) graduates in the University of Illinois at Chicago (UIC) program.

This is a qualitative case study exploring the experience of MHPE graduates between 2014 and 2016 (n=31). Using convenience sampling, all graduates with an email address (n=30) were invited to participate in an online survey and semi-structured interviews. Interviews were completed in-person or via telephone or video conference; interviewers collected detailed notes and audio recordings.  Two authors independently analyzed the data iteratively using thematic analysis and discrepancies were discussed and resolved.

Survey results (n=20, 67%) revealed an average graduation of 5.1 years; 10 graduates (33%) were interviewed. Three themes related to the thesis experience were identified: success factors, challenges, and outcomes. Success factors, when present, promoted completion of a thesis; these included: a supportive program environment, time management, available resources, MHPE foundational coursework, aligning theses with career goals, and identifying a project with limited scope. Challenges made thesis completion more difficult for graduates; these included: institutional factors, personal or professional responsibilities, burnout, externally-imposed deadlines, and barriers in the research process. Despite these challenges, completing the thesis resulted in many professional or personal benefits (outcomes).

Conclusions

Multiple success factors and challenges were identified in the master’s thesis process among MHPE graduates at UIC. These findings can help students conducting education-based scholarship through the master’s thesis process. This study also informs program evaluation and improvements and outlines personal and professional outcomes of completing a master’s thesis.

Introduction

There is a growing expectation and need for health care professionals interested in medical education to obtain advanced qualifications and pursue education-based research scholarship. 1 - 4 While there are known barriers to training clinician scientists, 5 little is known about the challenges that Master of Health Professions Education (MHPE) students face when planning and conducting education-based research. By better understanding the MHPE students’ experience when completing education-based research, programs can target interventions to better support the development of future medical educators and scholars.

Training for an academic career in medicine can be challenging. Barriers to clinical research training include how best to integrate clinical training and research, lack of protected time, insufficient infrastructural support for trainees in the research environment, and lack of mentorship. 5 - 9 Practicing medical educators involved in scholarship describe additional challenges such as balancing multiple educator roles, having less well-defined career paths, limited funding for education research, and the emphasis placed on research productivity in academia over other educator roles such as teaching. 1 , 2 , 4 , 10

Little is known about the barriers that health care professionals face in education-based scholarship as they complete advanced degrees. Students enrolled in advanced MHPE training programs are unique, and often come from a variety of clinical backgrounds with a varying amount of experience in medical education and research training. Learning to conduct education-based research and balancing the ‘day job’ of being a current educator poses unique challenges.

A thesis or research component of an MHPE program is often one of the first exposures that MHPE students have to conducting rigorous education-based research and thus presents an opportunity to observe the successes and challenges that may arise. A master’s thesis project can provide students with the opportunity to synthesize, extend, and apply the knowledge and competencies they have developed during the program, with faculty guidance and mentorship. 3

The purpose of this qualitative case study was to explore the master’s thesis experience of recent graduates of the University of Illinois at Chicago (UIC) MHPE program. The UIC MHPE Program is one of the most established master’s and doctoral programs in health professions education. The UIC MHPE program offers both online and in-person core and elective MHPE courses and includes a master’s thesis research project that is required to complete the program. The master’s thesis is designed for experiential learning opportunities with education-based research and scholarship. Unfortunately, not all students who are accepted into the MHPE program can successfully complete the thesis and thus time to graduation is significantly prolonged or progress halted.  Not all MHPE programs require a master’s thesis and therefore, a deeper understanding of benefits and barriers to master’s thesis completion among working health professions education students within the UIC MHPE program will not only benefit the UIC MHPE program. However, they can evaluate the characteristics and skills that result in successful completion of a master’s thesis among working health professions education students. Therefore, the primary purpose of this qualitative case study is to explore the thesis experience of recent Master of Health Professions Education (MHPE) graduates in the University of Illinois at Chicago (UIC) program. The results of this study can inform similar programs about the benefits and challenges of incorporating a master’s thesis graduation requirement to support, train and graduate future medical educators and scholars.

Study design and participants

An intrinsic case study inquiry design was chosen to evaluate the unique situation among graduates of the MHPE program. This study format using semi-structured interviews focuses on understanding details of a case to allow for an in-depth exploration of complex issues. 5 A convenience sample of all UIC MHPE graduates who defended their thesis project between 2014 and 2016 was included (n=31). All graduates with an available email address (n=30) were emailed with a request to participate in an online survey and semi-structured interviews. The UIC MHPE thesis process involves developing a pre-proposal outlining a proposed research project, selecting a thesis committee (2-4 UIC and/or local faculty members to advise on the research process), refining the thesis proposal with the thesis committee, conducting the research, and presenting the thesis in an oral defense followed by written submission in the form of a journal manuscript. The online survey collected demographic information including MHPE enrollment and completion dates, thesis committee members, and publication information. Thesis publication information was supplemented by a literature review.

Graduates who agreed to participate in the online survey (n=20, 67%) were informed that all data would be collected and stored anonymously, and that data would be used in aggregate form by graduating cohort. Graduates who agreed to a semi-structured interview (n=10, 33%) were notified of the study objectives and practices and agreed to audio recording prior to participation. The study was deemed to be minimal risk since participants were former students and the study was being conducted by current MHPE students rather than faculty who could have had undue influence or whose involvement may have elicited social desirability bias. The study was approved by the University of Illinois Chicago Institutional Review Board (IRB).

Data collection method

The 7-item online survey was designed to collect demographic information about graduates, including the time to graduation, whether the thesis project was published, the number and composition of thesis committee members. It was an anonymous online survey open to any graduate whether or not they agreed to an interview. The semi-structured interviews were conducted in person or via telephone or video conference and were on average 30-60 minutes in length. All interviews were audio recorded. Interview questions (23 items) were developed based on a methodological conceptual framework of the components of thesis completion: 1) selecting a mentor, 2) developing a research question and scope, 3) selecting a research design, 4) navigating the ethics approval process, 5) collecting and analyzing data, 6) writing the manuscript, and 7) defending the thesis. The five interviewers were enrolled MHPE students at the time of the study. As such, interview questions reflected the investigators’ collective inquiries regarding the thesis process. Investigators took detailed notes on a standard interview form during the interview, supplemented the notes, and checked for accuracy by listening to the audio-recordings immediately following the interview to ensure that all ideas were recorded, at which time direct quotations were transcribed verbatim.

Data analysis

Notes from the interviews were independently analyzed by two investigators (LS, HR) with qualitative analysis experience using a thematic analysis methodology based on an iterative inductive analysis design. 11 The dataset was comprised of interview notes and audio recordings from each interview. Two investigators independently read the interview notes to generate a list of initial themes. These themes were discussed, and a coding scheme and common definitions were developed. The investigators then re-read and coded the interview records independently, returning to discuss any discrepancies, add subthemes and revise the coding scheme based on a process of constant comparative analysis. 12 Comparative analysis was performed, and discrepancies were resolved through discussion and reference to relevant quotations and audio-recordings when necessary. All data were collected and stored online in a shared folder to allow all investigators or auditors to examine for dependability. This process continued until thematic saturation was obtained and the dataset had been thoroughly discussed and coded. Themes and subthemes were reviewed and discussed with the remaining investigators, which served as a means of member checking to ensure that the final themes were representative of the interviews that each investigator had conducted.

Results from the online demographic survey (n= 20, 67% response rate) are presented in Table 1 . The mean time from MHPE enrollment to graduation was 5.1 years (range of 2-10). Students’ thesis committees were comprised of a mean of 3.25 members (range of 3-5), and 77% of students' committees included a supervisor from the students’ home institution. Over a quarter of recent graduates had already published their thesis work in a medical education journal.

* Data was based on program information or a literature search for published manuscripts (n=31)

‡ Data based on survey respondent information (n=20)

Three major themes were identified from the thematic analysis, each with multiple subthemes: (1) Success Factors – factors that, when present, facilitated the thesis process and when absent seemed to hinder the thesis process; (2) Challenges - difficulties with the thesis process; and (3) Outcomes - professional or personal benefits gained from thesis completion. Each theme was mentioned by all the interviewed graduates although the subthemes varied in prevalence.

Success factors

All interviewed graduates commented on one or more of the success factors that helped them succeed in completing their master’s thesis and results with representative quotes are presented in Table 2 . Several success factors were identified that supported student progress toward successful thesis completion when present and, when absent, hindered student progress. Subthemes include a supportive program environment; time management strategies; use of available resources; MHPE coursework as a foundation; aligning their thesis topic with career goals and developing a specific research question with limited scope.

Supportive program environment

Mentorship was the most critical success factor described by all graduates in providing guidance and enriching the experience. Two (10%) graduates described a failed mentorship experience before they were able to succeed with another mentor(s). When selecting thesis committee members, the majority of graduates (90%) considered personal qualities in addition to content expertise. Half of the graduates communicated with a central advisor before deciding on a thesis topic and committee members; one member of the MHPE faculty who was endearingly described as the “faculty mom” provided support and guidance to MHPE students throughout the thesis process. Graduates described feeling a sense of family and collegiality with the mentors, peers and administrative staff who had helped them succeed. The thesis defense was viewed as a "celebration" of their accomplishments, rather than a cause for concern.

Time management

Seven graduates (70%) mentioned time management as an important aspect of their success. Six graduates (60%) described external accountability, either to committee members or through peer support, as a success factor. Graduates commented that deadlines imposed during coursework were helpful; however once it came to the thesis, “the lack of external deadlines was a huge problem” (No.6, male, 2016 graduate). Students described wanting some form of accountability. As one student commented, “I wish I had set up either a mentor or committee to have more accountability. I think they needed to be more “in your face” and set aside time in my calendar for scholarship” (No.6, male, 2016 graduate).  Students also described techniques for managing their own time. One student used a series of Gantt charts to manage time gradually throughout the year and another set aside vacation time to write the manuscript. Other students sought accountability to each other by having a “thesis buddy” who helped them stay on track.

Use of available resources

The resources that students used to aid in their thesis completion tended to be simple, widely-available resources such as Microsoft Excel and Word, and Google. One student commented about keeping data analysis simple:

“Sometimes a big kitchen table and a bunch of sticky notes can be just as effective [as coding software]”. (No.10, female, 2016 graduate).

Interestingly, 40% of graduates secured a grant, often a small sum of money from their home institution, to buy supplies or recruit participants. Obtaining a grant is not required. However most (90%) graduates used some hired or volunteer help. Half of the graduates mentioned seeking out a prototype to understand the process and aid in their thesis completion, whether attending a thesis defense or using a competed thesis as a “worked example.”

The importance of MHPE coursework as a foundation

The majority (90%) of graduates felt that their coursework

positively contributed to thesis preparation. One student commented:

“One of the biggest things that I learned from MHPE was the idea of the conceptual frameworks and how to not just describe what you did but also how to elevate it and to contribute it to the literature”. (No.2, female, 2014 graduate)

The importance of idea generation during the MHPE coursework and using “every course to build your thesis” (No.4, female, 2016 graduate) was described.

Aligning thesis topic and research question with career goals

Half of the graduates (5, 50%) perceived that the thesis experience would help them to achieve their educational goals and were motivated to make the thesis meaningful in their personal or professional development. A smaller percentage of graduates (4, 40%) used the thesis experience to jumpstart research careers by becoming a content expert; fewer (2, 20%) felt that the thesis was practical (or required) for their job responsibilities. Interestingly, when deciding on a research question, the majority of graduates (6, 60%) chose research topics based on the practicality and applicability to their work, to make the thesis “count twice.”  Others chose their research question based on project feasibility (2, 20%) or as a challenge to learn new methodologies (3, 30%).

Developing a specific research question with limited scope

Limiting the scope of the thesis research project was an outstanding success factor described by the majority of MHPE graduates. Although they often didn’t realize it until the project was underway, five of the graduates (50%) admitted to starting with a research design scope that was too broad. With the help of mentors, all of these graduates narrowed the scope in some way to successfully complete the thesis. As one student commented,

“I wish I’d have known it could have been smaller. I didn’t have to do everything in one fell swoop. [Georges] Bordage always says, ‘small is beautiful.’ Try to take the first bite of the donut, not shove the whole thing in. I think that would have been liberating. I agonized a lot about coming up with something that was huge and ambitious”. (No.9, female, 2015 graduate)

Several challenges that MHPE graduates experienced that stalled the thesis process included: institutional factors, personal or professional responsibilities, burnout, externally imposed timelines and frustrations with the overall research process.

Institutional factors

Institutional factors, such as institutional policies at either home institutions or UIC led to frustrations in 70% of graduates. Interestingly, 5 (50%) found the IRB process easy, 3 (30%) found it difficult and 2 (20%) had a mixed experience with the UIC and home institution IRB. One common frustration was the UIC thesis formatting policies, as one student described,

“Crossing your T’s and dotting all your I’s… that was annoying! That felt like busywork. [The thesis manual] has not been updated in years, so it has instructions for using a typewriter. I had PDFs and trying to put them in there was frustrating. That had NEGATIVE educational value”. (No.6, male, 2016 graduate)

Still, other graduates describe lack of local faculty support (3, 30%) or lack of funding (1, 10%) as challenging.

Professional or personal responsibilities

Work responsibilities were the most common reason (4, 40%), outside of the research itself, that led to taking longer for thesis completion. As one student commented,

“The minute they got word I was interested in [medical education], suddenly I was on every committee and being asked to participate. That’s what drowned me, [and] why I couldn’t get the thesis done. There is a lot of hunger for people with expertise in medical education in medicine right now... so be careful about what you say yes to”. (No.8, male, 2016 graduate)

Other graduates (3, 30%) described personal or family responsibilities as obstacles for completing the thesis in the timeline that they had originally intended. One student describes thesis completion after maternity leave:

“The biggest barrier is once you are back in your normal life it’s not on top of your priority list”. (No.2, female, 2014 graduate)

Two graduates (20%) felt a sense of burnout after completing the coursework, which stalled their thesis progress for lack of motivation. Still others (3, 30%) commented that they had short external deadlines to meet that required them to complete the degree quickly, such as starting fellowship or a new job. While graduates viewed these situations as challenging due to burnout, they typically did not struggle with time management compared to graduates who had no such external deadline.

Research process

Many (7, 70%) graduates described at least one frustration or challenge with the research process, including recruitment, data collection and analysis and project feasibility. The most frequently expressed challenge within research was data collection and recruitment of participants (4, 40%). Skills learned through coursework mitigated some of these challenges.  One student commented that her data analysis was so difficult that she “could have taken [the] stats course for the time it took [her] to figure out Excel” (No.9, female, 2015 graduate). Thirty percent (3, 30%) of graduates found manuscript writing difficult; some were graduates whose first language was not English. Others found that manuscript writing was the easiest component (6, 60%) of the thesis process, in part due to the preparatory work of the pre-proposal and proposal documents. 

Graduates reported several important outcomes as result of successfully completing their MHPE thesis. Forty percent of graduates were promoted or took on new responsibilities during the program that they directly attributed to the MHPE program or thesis component. Of the 31 graduates, 26% (8/31) have successfully published their theses in peer-reviewed journals. While none of the ten graduates had published their thesis, the majority (8, 80%) were in the process of revising for submission to a journal or had intentions to publish. As one student commented,

“I will consider it a personal failure if I don’t publish it!” (No.6, male, 2016 graduate)

Other positive aspects of the thesis process included receiving respect and recognition (4, 40%), networking opportunities (5, 50%), self-confidence (7, 70%) and a sense of completion (5, 50%).  The majority of graduates (8, 80%) describe being able to apply their knowledge or skills to new problems and to create scholarship opportunities as a result of their thesis and MHPE experience. As one student commented,

“I think it really forced me to apply what we learned in the coursework. It’s easy when you do the projects in the coursework, and you have to theoretically create a curriculum or theoretically create a research project. It’s really different to actually go out and do it. It was much harder, but I could do it. I really did have the tools to do this successfully from the coursework and with the right support. It was really successful. It’s amazing to me how much I’ve learned and how much I can contribute to the people I’m working with now and how they view what I’ve done as this amazing thing that gives me all sorts of expertise and credibility. I didn’t realize the influence that would have and how important it would be for my career advancement. That’s definitely the most rewarding part”. (No.2, female, 2014 graduate)

Graduates reflecting on their MHPE thesis experience identified several important success factors, challenges, and outcomes to thesis completion. Graduates felt that thesis completion, and thus their MHPE degree, influenced their promotion, led to significant networking opportunities and helped them apply principles learned within the coursework to contribute to the body of literature in health professions education, all of which earned them respect and resulted in improved self-confidence. Several success factors and challenges were also identified to prepare future MHPE graduates and foster MHPE program improvement better.

Strong mentorship, a supportive environment, and external accountability were common factors identified for successful thesis completion. When choosing a research supervisor, matching mentors' relationship styles or personal qualities may be of equal importance to matching content expertise. 13 More than one mentor is often required to assist early-career investigators. 14 Having a diverse faculty base promotes the importance of a mentorship model that can best match faculty to MHPE students’ needs. One challenge in distributive learning (distance) master’s program may be the initial thesis supervisor selection and fostering a mentorship relationship from afar. 15 A central thesis advisor may mitigate this challenge because he or she is familiar with the faculty and can facilitate pairings from a distance. One success factor for thesis completion was faculty and student camaraderie, with benefits including idea generation, sharing resources and external accountability. Giddings and colleagues report the success and positive experiences of a peer-support working group to aid in thesis completion among nursing and midwifery students. 16 Developing more formal online peer networks may improve accountability and information sharing for thesis completion.

The majority of graduates had to recalibrate their project scope and expectations with mentor assistance once they realized the scope of their initial research question. Most acknowledged that by limiting the project to one, focused research question they were able to finish the project and learn significantly during the process. Targeting mentorship during the planning stage may improve the thesis experience and outcomes.

Challenges to thesis completion included institutional factors, personal or professional responsibilities, burnout, externally imposed timelines, and frustrations with the overall research process. By using the MHPE thesis project as a case example for completing education-based research, we identified barriers that have previously been reported by practicing medical educators. Lack of institutional support for education-based research, balancing different roles and responsibilities of an educator, and lack of funding were identified challenges that are not unique to MHPE students. 1 , 2 Navigating the research process itself was daunting for some students, which has been reported among junior doctors interested in pursuing medical education, as well as among practicing medical educators. 2 , 17 While many challenges may be difficult to modify; others are potential targets for programmatic intervention. Most participants completed their project using widely-available familiar software; however, a majority required some help and/or funding to cover incurred costs. Programs could consider promoting and advertising small funding opportunities to help assist students with thesis-related expenses.

A critical aspect of the graduate thesis experience is the complex social-cultural interactions, which promote identity formation as a medical educator. 17 , 18 Completing an MHPE thesis and program is also an introduction and “transformation that comes through immersion in the medical education environment and association with mentors, teachers, and students with similar interests can be life-changing.” 3 MHPE graduates did talk about the importance of mentorship, a supportive program environment with the thesis viewed as a celebration, and the importance of building a future network of educators, which does relate to a larger community of practice that may affect their identity formation as educators. 19

Limitations

Our sample was restricted to graduates from a single MHPE program, limiting generalizability to other programs. Direct comparison to graduates from a program without a thesis component was not possible. Interviews were limited to a convenience sampling and were not selected randomly, creating the potential for selection bias. Interviewing MHPE students who have not completed the thesis could provide valuable insight into additional barriers or challenges. Potential researcher bias is also another limitation since the authors were (at the time of the study) enrolled MHPE students in various stages of thesis completion. Including data from faculty and administrators may enhance knowledge about the experience and outcomes of thesis completion. Interviewing recent graduates provides the most relevant and timely feedback; however, their experience with publishing thesis projects is limited. Future studies could elicit objective data regarding graduates’ promotion status and a number of peer-reviewed publications compared to graduates from similar programs without a thesis component.

In summary, we present a qualitative study of the thesis experience of recent MHPE graduates from an established master’s program. We found that although completing a thesis project was challenging; graduates found it instrumental in their career development as medical educators. We identified both success factors and challenges to the thesis process that may assist current and future MHPE students. Some of the challenges faced have been previously described by practicing medical educators and may play a role in future identify formation as medical educators. Medical educators or health professions education programs should consider the benefits to career development and scholarship as well as the pitfalls of requiring a thesis component within health professions education graduate programs. Programs that choose to implement a thesis requirement would be wise to include a structured program of accountability and mentorship that facilitates completion and promotes professional development.

Acknowledgments

We would like to thank the UIC MHPE graduates for participating in our study.

Conflict of Interest

The authors declare that they have no conflict of interest.

• Education News

NIACL Assistant Final Result 2024 Out, Check State-Wise List of Candidates for Medical Exam here

Visual Stories