Background. The University of Namibia’s Bachelor of Medicine and Bachelor of Surgery programme includes compulsory research as part of the undergraduate curriculum. Each student is required to complete a self-directed research project. Objectives. To determine the senior medical students’ knowledge, attitudes, practices and barriers regarding their undergraduate research (UR) projects. Methods. A descriptive cross-sectional study with an online self-developed questionnaire was employed and distributed to students in their fourth, fifth and sixth years of study. Data collection occurred over a 1-month period. Results. Fourth-year (n=27/77), fifth-year (n=15/67) and sixth-year (n=28/80) students, totalling 70, participated. Most students (69%, n=48/70) did not find research interesting. Students felt that the research module did not prepare them well for the research project (73%, n=51/70) and respondents indicated a lack of research ideas (56%, n=39/70), with some needing to develop an original topic (64%, n=45/70). Students felt that there was poor collaboration between the research department and supervisors (77%, n=54/70). Communication with supervisors occurred through email (57%, n=40/70) and face-to-face meetings (37%, n=26/70). Insufficient time for consultation (74%, n=52/70) has been reported. Students chose cross-sectional studies (60%, n=40/70) to make data collection easier (74%, n=52/70). Students indicated that clinical exposure is prioritised in the curriculum (84.3%, n=59/70). Conclusion. UR is predominantly perceived as stressful and uninteresting, and student-supervisor engagement followed a ‘just-in time’ approach. Early scaffolding of research knowledge diminishes, with the emphasis on clinical content delivery. To foster a culture of research among students, a more scaffolded curriculum with protected research is required.
Kuehne et al. (Wed,) studied this question.