Purpose: The study aimed to evaluate the research experiences of undergraduate medical science students at a university of technology to identify challenges and opportunities and determine the affordances of research participation for student success. Method: The study population comprised all third-year medical science students (n=30) enrolled in the research methods module, which is the only such module offered as part of the medical science academic program. Participation was voluntary and so the final sample represents a self-selected subset of fourteen individual from the full cohort. The data collection tool comprised closed and open-ended questions evaluating challenges, lessons learned, skills developed, and preparedness for future research prospects. Research data analysis was conducted using descriptive statistics and thematic analysis. Results: Students reported initial feelings of pressure to learn the required skills and manage their research projects while also conducting academic tasks for other modules. They also reported initially struggling to identify research problems, formulate research questions, and synthesise the findings of other researchers in their literature reviews. However, all reported that their research projects developed skills and a level of self-reliance that they did not possess before engaging in research. Students further noted that their involvement in research facilitated the development of critical thinking and problem-solving skills, both essential for professional development. Conclusion: The skills gained during the research journey highlight the value of research experiences in preparing students for future academic and professional pursuits. However, challenges related to comprehension of various research concepts indicate the need for more structured guidance to address challenges and enhance UREs.
Ziningi Nobuhle Jaya (2026) studied this question.