Since the late nineteenth century, research training has formed a core component of medical education. Research experiences aim to cultivate critical thinking, information literacy and readiness for evidence-based practice, whilst also supporting the development of future clinician-scientists. Although student involvement in research is widespread, the specific competencies acquired remain poorly characterised. This scoping review explored the existing literature on the educational outcomes associated with medical student engagement in research projects. This review adhered to the Joanna Briggs Institute scoping review protocol. A systematic search of MEDLINE, ERIC and Scopus was undertaken, supplemented by citation chaining. Eligible articles were English-language studies published between 2015 and 2025. Two reviewers independently screened all records, extracted data and conducted analysis using descriptive statistics and narrative synthesis. A modified Critical Appraisal Skills Programme (CASP) checklist was used for quality appraisal. The search retrieved 1089 records, of which 62 met inclusion criteria. Studies varied widely in design (quantitative, qualitative and mixed methods), program structure (mandatory, elective, summer and extracurricular formats) and student cohort level. Most articles were rated as high quality. Research skills were the most frequently described outcomes, including improvements in study design, data analysis and scientific writing. Professional skills such as critical thinking, collaboration and independence were also commonly reported. Attitudinal outcomes varied, with several studies noting increased interest in research and others reporting neutral or negative shifts. Publication outputs were frequently documented but showed substantial variability across programs and settings. Only a minority of studies examined contextual or pedagogical factors such as mentorship, program duration or level of learner autonomy that may influence the development of these outcomes. Medical student research experiences support the development of a range of research, professional and attitudinal outcomes, although these gains are inconsistently realised across different program designs and learning environments. The heterogeneity of study contexts and reporting practices limits comparability across the literature. Future studies should investigate the determinants of learning within research projects and develop competency-based frameworks to enable more rigorous and standardised evaluation of educational impact.
Stirling et al. (Sat,) studied this question.