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Background Introduction to medical research early in the undergraduate years contributes to building a robust foundation for students in their medical education. In India, due to the lack of a structured curriculum incorporating research in medical under-graduation, a window opens for many unsuitable practices – predatory journals, unguided exposure to research, no checkpoint for unethical practices and reduced productivity of the student and the system alike and during the course of study, undergraduates tend to prioritize only their core subjects, with research not being acknowledged. Thus, practical applications to encourage early involvement in research during the initial stages need to be provided. Further, mentoring is a key element in professional growth, and functional mentoring is a pragmatic approach that produces measurable outcomes across several levels. Methods We designed a programme that incorporates a tangible outcome, using a functional mentorship model and experiential learning. We further evaluated the implementation of a structured, mentored clinical research programme targeting the undergraduate medical students at the institute. Results We present our experience with the first batch of this 4 month mentorship programme using the context, input, process and product model of evaluation. Conclusion Through this programme, we could create a drive for productive, ethical research at a grass root level and help students appreciate the symbiotic relationship between research and clinical care.
Parikh et al. (Mon,) studied this question.