Perceived educational value and enjoyment of mandatory research assignment by final year veterinary medicine students

Introduction Over the past decade, undergraduate exposure to research has grown significantly, as reflected in the increasing number of undergraduate research programs and the integration of research components into medical curricula.1,2 Consequently, completing a research assignment prior to graduation has become a key requirement in many medical education programs. This practice is widely viewed by educators as a way to enhance students’ understanding of research methodology, promote an evidence-based approach, and foster both critical thinking and literature appraisal skills.3 The accelerating pace of scientific output further underscores the importance of training students to critically evaluate information in order to engage effectively in evidence-based medicine. Undergraduate research programs are believed to support this goal by helping students develop the ability to assess scientific literature, identify methodological strengths and weaknesses, and apply findings to clinical practice. However, despite these recognized benefits, compulsory research assignments are not always well received by students. Particularly during the final year of study—often packed with clinical rotations, examinations, and preparations for future career steps—students may perceive such assignments as an added source of stress and pressure, rather than an enriching educational experience. Given this context, the primary aim of the present study was to explore how a cohort of final-year veterinary medicine students perceived a mandatory research assignment, focusing on its educational value and the extent to which it was enjoyable. A secondary objective was to identify the challenges students encountered during the research process and suggest potential areas for improving the undergraduate research experience.