Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study

Introduction Extracurricular research programmes (ERPs) may contribute to reducing the current shortage in physician-scientists, but usually select students based on grades only. The question arises if students should be selected based on their motivation, regardless of their previous academic performance. Focusing on grades and lacking to take motivation into account when selecting students for ERPs might exclude an important target group when aiming to cultivate future physician-scientists. Therefore, this study compared ERP students with lower and higher previous academic performance on subsequent academic performance, ERP performance, and motivational factors. Methods Prospective cohort study with undergraduate medical students who filled in a yearly questionnaire on motivational factors. Two student groups participating in an ERP were compared: students with first-year grade point average (GPA) ≥7 versus <7 on a 10-point grading scale. Linear and logistic regressions analyses were used to compare groups on subsequent academic performance (i.e. third-year GPA, in-time bachelor completion), ERP performance (i.e. drop-out, number of credits), and motivational factors (i.e. intrinsic motivation for research, research self-efficacy beliefs, perceptions of research, curiosity), while adjusting for gender and motivational factors at baseline. Results The <7 group had significantly lower third-year GPA, and significantly higher odds for ERP drop-out than the ≥7 group. However, there was no significant between-group difference on in-time bachelor completion and the <7 group was not inferior to the ≥7 group in terms of intrinsic motivation for research, perceptions of research, and curiosity. Conclusions Since intrinsic motivation for research, perceptions of research, and curiosity are prerequisites of future research involvement, it seems beneficial to focus on motivation when selecting students for ERPS, allowing students with lower current academic performance to participate in ERPs as well.

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Resourcing the clinical complementary medicine information needs of Australian medical students: Results of a grounded theory study

Nursing and Health Sciences ◽

10.1111/nhs.12271 ◽

2016 ◽

Vol 18 (3) ◽

pp. 321-327 ◽

Cited By ~ 2

Author(s):

Kate Templeman ◽

Anske Robinson ◽

Lisa McKenna

Keyword(s):

Grounded Theory ◽

Medical Students ◽

Complementary Medicine ◽

Information Needs ◽

Medicine Information ◽

Grounded Theory Study

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"Born Out of Fear": A Grounded Theory Study of the Stigma of Bipolar Disorder for New Mothers

The Qualitative Report ◽

10.46743/2160-3715/2018.3382 ◽

2018 ◽

Author(s):

Walker Ladd

Keyword(s):

Bipolar Disorder ◽

Mental Illness ◽

Grounded Theory ◽

Bipolar Disorders ◽

Future Research ◽

First Year ◽

New Mothers ◽

Grounded Theory Study ◽

Core Category ◽

Stigma Of Mental Illness

Childbirth is an established trigger for the onset of bipolar disorders (BD) in the postpartum period, causing significant pathology and disability. Research has shown that the stigma of mental illness for new mothers is a powerful obstacle to care, preventing women from accessing critical treatment and social support. However, the majority of research has examined the relationship between the stigma and postpartum depression, leaving a gap in knowledge regarding stigma and postpartum bipolar disorder. The problem addressed in this grounded theory study was the lack of knowledge regarding the stigma of a diagnosis of bipolar disorder (BD) in the first year postpartum. A theoretical sample of 15 women given a clinical diagnosis of a BD in the first year postpartum participated in one, 60-90-minute recorded interview using semi-structured questions. I analyzed typed interview transcripts using open, axial, and selective coding according to grounded theory methods. Emergent categories: Diagnosis, Experiencing Stigma, and Lack of Understanding revealed the relief in the initial diagnosis and the subsequent experience of stigma in the form of stigmatizing stereotypes, prejudicial attitudes and discrimination, and the development of the belief that stigma was caused by universal lack of understanding regarding BD. The core category of Born Out of Fear was identified. Selective coding confirmed that the stigma experienced by participants was consistent with existing models of stigma, with the exception that women did not describe their babies or other children as components of the experience of stigma. Increased understanding of the stigma of mental illness for new mothers creates pathways for future research.

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Transitions to fatherhood: a constructivist grounded theory study

10.7190/shu-thesis-00412 ◽

2021 ◽

Author(s):

◽

Suzanne Hodgson

Keyword(s):

Grounded Theory ◽

Identity Development ◽

Constructivist Grounded Theory ◽

Future Research ◽

Structured Interviews ◽

Policy And Practice ◽

Future Health ◽

Grounded Theory Study ◽

The North ◽

First Time

Fathers who are involved with their infants have the potential to make significant positive contributions to their children’s future health, wellbeing, and development. Transitions to fatherhood and the factors that shape those experiences, for some men, are poorly understood. There is a need for an improved awareness of the experiences of first-time fathers to inform policy and practice and improve support and outcomes for these men and their families. The primary aim of this work was to explore contemporary transitions to fatherhood. To this end, a constructivist grounded theory study (CGTM) was undertaken. Twelve new fathers were recruited in the North of England and data were gathered from semi-structured interviews where participants shared their experiences and perspectives of becoming fathers for the first time. Concepts relating to becoming and being fathers were explored in addition to fatherhood identity development. Following analysis of the data via processes fundamental to CGTM, the core category of reconciling father identities was constructed consisting of three theoretical categories: anticipating fatherhood, tensions in fathering and the fluidity of fathering. All participants had strong aspirations for involved fathering performances and took steps to prepare for their new roles. However, they faced various tensions in the workplace, in healthcare and in the normative, often traditional, expectations influenced by social and structural gendered norms. The father roles that they were ascribed by others frequently did not fit with their aspirations during pregnancy and the early months as fathers. They therefore found themselves working through periods of identity reconciliation which impacted upon their self-concept as fathers, their parenting confidence, and their parenting autonomy. Broader consideration of the needs of fathers is required across the arenas in which they perform fatherhood to support the development of positive father identities. This has the potential to benefit the wellbeing of the men themselves, their partners, and their infants. The implications for workplace, healthcare policy and practice are offered including suggestions for future research.

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Student voices that resonate – Constructing composite narratives that represent students’ classroom experiences

Qualitative Research ◽

10.1177/14687941211016158 ◽

2021 ◽

pp. 146879412110161

Author(s):

Olivia Johnston ◽

Helen Wildy ◽

Jennifer Shand

Keyword(s):

Qualitative Research ◽

Grounded Theory ◽

Research Data ◽

Point Of View ◽

Interview Data ◽

Future Research ◽

Theory Construction ◽

Student Voices ◽

Grounded Theory Study ◽

Research Findings

Words and stories have the power to resonate with people. Composite narratives can be constructed using multiple participant accounts, representing their experiences while also capturing the properties and categories of qualitative research findings. The ability of composite narratives to represent the multiple facets of theory construction through a singular narrative point-of-view is unique and provides a concise and credible method to present research findings. This paper explains how composite narratives can be constructed to present the research data that findings are built upon through an illustrative example of the process. The example of a composite narrative presented in this article is one of a larger set from a grounded theory study about a substantive group of Australian students’ experiences of their interactions in the classroom that communicate their teachers’ expectations of them. Narratives have the power to affect change in society by enhancing the transferability of research findings, presenting research findings with impact because they are engaging and memorable for readers. Qualitative researchers who are interested in composing composite narratives to reflect multiple participants’ different experiences, through interview data, will benefit from the justification and example of the technique, which provides a model for future research.

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Student support systems for undergraduate medical students during the COVID-19 pandemic: a systematic narrative review of the literature

BMC Medical Education ◽

10.1186/s12909-021-02791-9 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Ali Ardekani ◽

Seyed Ali Hosseini ◽

Parinaz Tabari ◽

Zahra Rahimian ◽

Afrooz Feili ◽

...

Keyword(s):

Medical Students ◽

Support Systems ◽

Grey Literature ◽

Student Support ◽

Future Research ◽

Undergraduate Medical Students ◽

Program Outcomes ◽

Hand Search ◽

Positive Effects ◽

Meta Analyses

Abstract Background The coronavirus disease 2019 (COVID-19) pandemic has boosted medical students’ vulnerability to various problems. Given the stressful nature of medical disciplines, considerable attention must be paid to student support systems during pandemics. This study aimed to review the current literature regarding medical student support systems systematically. Methods We performed a systematic review of six databases and grey literature sources in addition to a hand search in the references of the articles on April 5, 2021. We included all studies about support for undergraduate medical students delivered in response to the COVID-19 pandemic. In conducting this review, we used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Results A total of 3646 articles were retrieved from the databases, and 16 additional papers were extracted from other sources. After removing duplicates, we screened 2434 titles and abstracts according to our criteria. Among them, 32 full-text articles were assessed for eligibility. Ultimately, 10 studies were included for review. We identified two major themes: (a) academic support and (b) mental health support. All of the included studies utilized online methods whether for transitioning from previous support systems or developing novel approaches. Students and faculty members seemed to be receptive to these new systems. Despite indicating outstanding program outcomes, most studies merely described the positive effects of the program rather than providing a precise evaluation. Conclusion There are several methods of supporting medical students who are experiencing unprecedented changes in their educational trajectory. Due to substantial differences in undergraduate medical education in different regions of the world, cultural and contextual-oriented support is indispensable for developing a safe learning environment. Future research should investigate the question of the extent to which online support can supersede in-person strategies.

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Fostering the physician–scientist workforce: a prospective cohort study to investigate the effect of undergraduate medical students’ motivation for research on actual research involvement

BMJ Open ◽

10.1136/bmjopen-2018-028034 ◽

2019 ◽

Vol 9 (7) ◽

pp. e028034 ◽

Cited By ~ 3

Author(s):

Belinda WC Ommering ◽

Floris M van Blankenstein ◽

Marjo Wijnen-Meijer ◽

Merel van Diepen ◽

Friedo W Dekker

Keyword(s):

Cohort Study ◽

Medical Students ◽

Medical School ◽

Prospective Cohort Study ◽

Self Efficacy ◽

Prospective Cohort ◽

Undergraduate Medical Students ◽

Research Activities ◽

Research Involvement ◽

Physician Scientist

ObjectivesThe medical field is facing a physician–scientist shortage. Medical schools could contribute to developing physician–scientists by stimulating student involvement in research. Studies have examined motivation for research as a key parameter of success. However, previous studies did not investigate if students act on their self-reported motivation. The aim of this study is to examine if motivation for research of medical students is related to actual research involvement. Furthermore, this study distinguishes intrinsic (IM) and extrinsic motivation (EM) for research and aims to investigate if a type of motivation matters in the relation between research motivation and involvement.Design and settingProspective cohort study in which students were surveyed at the start of medical school and reported IM and EM for research, self-efficacy, perceptions of research and curiosity on a 7-point Likert scale. One year later, students involved in research were identified. Logistic regression was used to examine influences of IM and EM on research involvement.ParticipantsAll undergraduate medical students starting at one medical school in the Netherlands in 2016. In total, 315 out of 316 students participated (99.7%), of whom 55 became involved in research (17.5%).Main outcome measureResearch involvement, which was operationalised as the enrolment of students in the research-based honours programme or the involvement of students in voluntary research activities outside of the regular curriculum.ResultsStudents with higher levels of IM were more often involved in research (OR 3.4; 95% CI 2.08 to 5.61), also after adjusting for gender, age, extracurricular high school activities, self-efficacy, perceptions and curiosity (OR 2.5; 95% CI 1.35 to 4.78). Higher levels of EM increased the odds of research involvement (OR 1.4; 95% CI 0.96 to 2.11). However, the effect of EM disappeared after adjusting for the above-mentioned factors (OR 1.05; 95% CI 0.67 to 1.63). Furthermore, the effect of IM remained after adjusting for EM, whereas the effect of EM disappeared after adjusting for IM.ConclusionsOur findings suggest that the type of motivation matters and IM influences research involvement. Therefore, IM could be targeted to stimulate research involvement and could be seen as the first step towards success in fostering the physician–scientist workforce.

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Hierarchy, “Kreng Jai” and Feedback: A Grounded Theory Study Exploring Perspectives of Clinical Faculty and Medical Students in Thailand

Teaching and Learning in Medicine ◽

10.1080/10401334.2020.1813584 ◽

2020 ◽

pp. 1-10

Author(s):

Rosawan S. Areemit ◽

Cynthia M. Cooper ◽

Kosin Wirasorn ◽

Pongsatorn Paopongsawan ◽

Charnchai Panthongviriyakul ◽

...

Keyword(s):

Grounded Theory ◽

Medical Students ◽

Clinical Faculty ◽

Grounded Theory Study ◽

Kreng Jai

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Medical students’ learning processes the first time they role-play in psychiatry: A grounded theory study

L Encéphale ◽

10.1016/j.encep.2021.05.003 ◽

2021 ◽

Author(s):

M.-A. Piot ◽

M. Köenig ◽

D. Michelet ◽

C. Loubière ◽

C. Layat Burn ◽

...

Keyword(s):

Grounded Theory ◽

Medical Students ◽

Role Play ◽

Learning Processes ◽

Grounded Theory Study ◽

First Time

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A National Virtual Research Training Workshop for 3800 Medical Students: A Mixed-Methods Evaluation of A Novel Research Education Program

10.21203/rs.3.rs-384338/v1 ◽

2021 ◽

Author(s):

Asma Altaf Hussain Merchant ◽

Abdullah Saeed Khan ◽

Saadia Abbas ◽

Maha Inam ◽

Ali Aahil Noorali ◽

...

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Research Training ◽

Qualitative Interviews ◽

Educational Interventions ◽

Future Research ◽

Online Research ◽

Undergraduate Medical Students ◽

Research Knowledge ◽

Physician Scientists

Abstract BackgroundResearch training is necessary to fill the burgeoning global decline in physician-scientists, which is further pronounced in developing countries. This has generated much interest within institutions across the world to increase research exposure for students as part of medical school curricula. In order to produce a cadre of aspiring physician-scientists, the Student Research Forum (SRF) at Aga Khan University conducted a series of online research workshops leveraging innovative technological solutions during the COVID-19 pandemic. Our study aims to explore students’ perceptions of engaging undergraduate medical students in online research training workshops and to evaluate the effectiveness of such interventions in improving the knowledge and skillset of participating students.Methods‘A Beginners Guide to Research’ was a nation-wide virtual research workshop series conducted for medical students across Pakistan in June 2020. A mixed-methods study design was employed to evaluate course efficacy in terms of course content, duration and strategy. Dissemination of quantitative feedback forms alongside simultaneous conduction of qualitative interviews were used to receive feedback for the workshop and obtain the perspectives of medical students on the effectiveness of educational interventions in improving research-related knowledge. ResultsA total of 3,862 medical students enrolled in the national workshop series. The feedback form was completed by 2,754 participants, hailing from 113 universities across 37 cities in Pakistan. 2,311 (84.0%) participants stated that the course helped them improve their overall research knowledge and 2,333 (84.7%) felt confident that the skills learnt would help them in future research projects. 40 participants from 25 institutions across Pakistan participated in the qualitative interviews. 24 (60.0%) participants had no prior knowledge of research, 23 (57.5%) found virtual screen-sharing to be the most useful learning strategy and 22 (55.0%) students expressed interest in initiating/expanding their institutional research platforms.ConclusionThis nation-wide series presented a way in which alternative pedagogies can be used for the dissemination of research knowledge and skills to medical students with a strong inclination towards research. Efforts must be made by institutions to provide opportunities to medical students for engaging in meaningful scientific research during the COVID-19 pandemic and beyond.

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