how will research help me as a student

5 Reasons Why Undergraduates Should Do Research

• by Julia Ann Easley
• May 02, 2017

Nearly 40 percent of UC Davis undergraduates participate in hands-on research. On the occasion of the 28th annual Undergraduate Research, Scholarship and Creative Activities Conference on April 28 and 29 — where more than 700 students presented their work — we introduce you to some students and graduates who shared what they’ve gained. Consider how the research experience can benefit you, too.

1. Exploring career directions

Here is how undergraduate research influenced the direction of three UC Davis students:

​Shadd Cabalatungan started his studies at UC Davis aiming for a career as a veterinarian. Touched by his aunt’s diagnosis with breast cancer, he got involved with research at the UC Davis Comprehensive Cancer Center . That experience was key in changing his direction to pursue a medical degree. He also did research on how drinking by college students affects others who don’t drink. With a degree in sociology , he is now completing his first year as a medical student at Stony Brook University.

Graduating senior Rong Ben, once fascinated by the aesthetics of fashion, is geeking out on how technology can be incorporated so fashion helps solve problems. As a junior, this design major did a research internship with a professor working on wearable technology, including gloves to provide a patient’s vital statistics. “It opened up a new view for me,” said Ben. As a participant in the University Honors Program , Ben designed a grab-and-go coat for safety in an earthquake with protective materials, lighting, emergency food and water, and more. Next up for Ben: the graduate program in fashion enterprise and society at the University of Leeds.

Physics major Mario D’Andrea took a course related to climate neutrality to confirm his desire to study physics in graduate school. He worked with two other students to research waste reduction and carbon sequestration through composting. He enjoyed the research, and it helped confirm his desire to study condensed matter physics in graduate school. “I wish more classes were open-ended like this,” he said.

2. Building transferable skills and enhancing resumes

Graduating senior Julie Beppler has learned a lot about food options in downtown Davis. The managerial economics major analyzed how 49 restaurants use menu design to promote certain items. But more than that, she developed and demonstrated skills that employers seek. Beppler first worked as a research assistant and then pursued this project for her Undergraduate Honors Thesis . It focuses on the cost of production and price of featured menu items as well as their relative healthiness. She taught herself computer programing; learned time management; practiced professional communications as she interacted with restaurant managers; and proved her ability to motivate herself and direct her own work.

Beppler will soon start in the management development program at E. & J. Gallo Winery, so take her word that doing research can also help students find a mentor who can provide letters of recommendation and advice to support their success. Kristin Kiesel , a faculty member in agricultural and resource economics and a mentor to Beppler, agreed: “There is no better way to recommend a student than by having them successfully complete an undergraduate research project.”

3. Learning to publicly advocate for and defend work

“Nerve wracking.” That’s how graduating senior Kathryn Green described her anticipation of presenting for the first time her research on California’s clean car consumer rebate program. Now she’s a UC undergraduate research ambassador. Last quarter, the political science major participated in the policy program at the UC Center Sacramento , which included classes, an internship with the advocacy organization Environment California and a research project.

Presenting the research was a requirement. Green designed a large poster representing her research and, in a session lasting 90 minutes, explained it one-on-one to attendees. She talked about the process and her policy recommendations not only to policymakers and people from the clean car industry, but also to others who were unfamiliar with the topic. “I became almost a teacher,” said Green. “I took my research and explained it to someone who didn’t know about it.”

Based on her success in that venue, Green represented UC Davis at showcase in Los Angeles earlier in April for alumni, donors, regents and other friends of the University of California. “I’m really proud I got to go down and share my research,” she said.

4. Getting a leg up on graduate or professional school

When Becky Fu came to UC Davis in 2008, she was the first in her family to attend college. Nine years later, this genetics and genomics major is preparing to defend her dissertation and graduate from Stanford University with a doctoral degree in genetics and a master’s degree in biomedical informatics. A 2012 graduate from UC Davis, she credits her participation in undergraduate research as foundational to where she is today. “No question about it,” she said. “Without undergraduate research, there would have been no way I got into any of the graduate programs I did.”

As a freshman, Fu heard others talking about research and sought out the Undergraduate Research Center on campus for more information. She went on to do research with two professors; participate in the undergraduate research conference ; publish in Explorations , the UC Davis journal of undergraduate research; be awarded a Provost’s Undergraduate Fellowship to help pay for her research; and win the Chancellor’s Award for Excellence in Undergraduate Research and other awards.

“Having that experience as an undergraduate to fail a lot and expand on the techniques,” Fu said, “was an integral part of being prepared for and getting through the doctoral program.” At Stanford, she is working in the lab of Andrew Fire, who shared the 2006 Nobel Prize for Physiology or Medicine .

5. Contributing knowledge and impacting the world

Annaliese Franz, associate professor of chemistry  and faculty director of the Undergraduate Research Center , sees students experience the joy of discovery and creation through research. “Students really get the chance to create something new as they go into the lab or out into the field or study new policy.”

Fu, the Stanford student, explained how undergraduate research developed a new quest for her: “I wanted to be contributing to a bigger cause, a bigger realm of intelligence, and that’s advancing medical care in general.”

And Green, who did the research on the clean-car rebate program, discovered a new power. “My research told me that an undergraduate can make an impact,” she said. “You don’t have to have a master’s degree or doctorate to make valuable contributions.”

Julia Ann Easley of News and Media Relations supports communication and writes stories at the heart of the university. Her career includes a noble cause, adventures in learning, working with wonderful people and a beautiful green setting.

Subscribe to our majors blog

Primary Category

• Getting Curious for the JHU Community
• Talking to People in the JHU community
• Taking Action for the JHU Community
• Sharing Your Story for the JHU Community
• JHU At-A-Glance
• Students and Schools
• Ready to Hire?
• Events and Outcomes
• Boundless Blue Jays
• Alumni Life Design Experience
• OneHop Alumni
• Student Mentorship
• Faculty/Staff Mentorship
• Mentorship Resources
• When U Grow Up Podcast
• ILLD Leadership
• Thought Leadership
• Imagine Center
• Media Gallery
• In the News
• Join Our Team
• Our Student Outcomes
• Global Education Office (GEO)
• Hire Hopkins
• Hopkins Connect
• Hopkins Office for Undergraduate Research (HOUR)
• Life Design Lab (LDL)
• Doctoral Life Design Studio (DLDS)
• Student Jobs at Hopkins (SMILE)
• JHU School Career Centers
• Internships and Jobs
• Agriculture, Food & Natural Resources
• Architecture & Construction
• Arts, Media, & Communications
• Education & Training
• Finance & Accounting
• Government & Public Administration
• Health Science
• Hospitality & Tourism
• Human Services
• Information Technology
• Law & Policy
• Operations & Logistics

A student’s guide to undergraduate research

• Share This: Share A student’s guide to undergraduate research on Facebook Share A student’s guide to undergraduate research on LinkedIn Share A student’s guide to undergraduate research on X

Originally written by Shiwei Wang for Nature journal in March 2019.

Participating in original research during your undergraduate studies can greatly expand your learning experience. However, finding the project can be a challenging task, so here’s a short but comprehensive guide that can help you get the most out of an undergraduate research opportunity.

Choose the right lab

Learn to think like a scientist. A lot of people start their undergraduate research by glancing at the faculty list and e-mailing multiple professors whose work seems interesting. Although this might get you a position somewhere, it is not the most effective approach. Before looking at labs, dive into the science to find out which areas fascinate you. Read a lot, go to talks, and talk to your professors not just about their classes, but about science in general as well.

Subscribe to e-mail newsletters from journals such as Nature and Science. Try to read research highlights and science news regularly. Podcasts and articles by, for example, Nature, Science, Scientific American or Quanta can also be interesting sources of information. Follow academics, journals and universities on Twitter. Start your undergraduate research by learning more about science, thinking like a scientist and working out what you love.

Look for questions, not subjects. You might have chosen a major to study, but don’t let this limit your search for research labs. Modern labs are interdisciplinary and very different from what you do in undergrad labs. Instead of limiting your search to your department, try to look at labs in all related departments. Choose labs on the basis of the questions they’re trying to answer.

Mentoring is as important as research. Contact group members to learn about your prospective laboratory’s environment. Are the group members close? Is the lab friendly or competitive and condescending? Is the lab head hands-off or hands-on? The size of the group is also important. If you join a small group, you’ll have a higher chance of being mentored directly by your principal investigator, whereas in a big group, you are more likely to be mentored by a postdoctoral researcher or graduate student.

Reach out with confidence. Once you’ve determined that the research programme interests you and the group dynamic is healthy, send the principal investigator an e-mail. Make sure to explain why you’re interested in working in the lab and that you have spoken to other lab members. Be patient if they don’t reply. If you don’t receive a response after a week or so, send a second e-mail or reach out in other ways, such as by asking group members to enquire for you.

Get the most out of the experience

Start your research with reading, and keep on reading. Usually, the principal investigator will assign you a mentor and a project. Ask for literature to read: learning about the state of the field and why the work is important will help you to push the project forward. Read about your field as well as other, totally unrelated fields. As an undergraduate, you have the freedom to change your major and your future plans. Make sure to strike a balance between reading and conducting experiments. It’s hard to do both at the same time, but it will make you a better scientist.

Set specific goals for yourself and let your mentors know. Think about what you want from your research and how much time you are willing to put in. Besides learning the techniques, do you want to learn how to analyse results and design experiments? Do you want to learn how to write proposals by applying for undergraduate research grants? Do you want to improve your presentation skills by going to conferences? Do you want to potentially finish a project for publication? Working out what you want to achieve will help you to direct your time effectively.

Research takes time. Don’t blame yourself if experiments don’t work or the project is not moving forward as fast as you expected. Science is about failing and trying again. Getting used to and coping with frustration is part of the learning curve of research.

Find a healthy balance. University is already a lot of work, and research will only take up more time. When planning your schedule, try to allocate large blocks of time (whole afternoons or individual days) to research. Rushing through a procedure could be unsafe and will often produce useless results. Always plan extra time for experiments. Consider working less in the lab during exam weeks so you don’t get overwhelmed. Talk to your mentor about your schedule and feelings regularly, so that you can arrange experiments at times that suit you, and you can keep on top of your mental health.

Find financial support. If you wish to do research at your own institution over the summer, your institution might offer funding to cover your expenses. If you want to go to another university, you can apply for funding from that institution’s undergraduate research programme, or from foundations, companies or academic societies. For example, the US National Science Foundation offers a Research Experiences for Undergraduates programme. Universities, foundations and academic societies might also offer grants to cover your travel expense to various conferences. Don’t let money limit what you want to do. Talk to senior students or professors, or search online to find all the opportunities!

Always think about the big picture. Your undergraduate research doesn’t define what you’re going to do after your degree. Keep reading and taking classes outside your comfort zone. Explore and learn as much as possible. Working out what you love is the best preparation you can get for the rest of your career.

Read the full article on the Nature website.

To find a research opportunity at Johns Hopkins University, visit the Hopkins Office of Undergraduate Research website .

Empowering students to develop research skills

February 8, 2021

This post is republished from   Into Practice ,  a biweekly communication of Harvard’s  Office of the Vice Provost for Advances in Learning

Terence D. Capellini, Richard B Wolf Associate Professor of Human Evolutionary Biology, empowers students to grow as researchers in his Building the Human Body course through a comprehensive, course-long collaborative project that works to understand the changes in the genome that make the human skeleton unique. For instance, of the many types of projects, some focus on the genetic basis of why human beings walk on two legs. This integrative “Evo-Devo” project demands high levels of understanding of biology and genetics that students gain in the first half of class, which is then applied hands-on in the second half of class. Students work in teams of 2-3 to collect their own morphology data by measuring skeletons at the Harvard Museum of Natural History and leverage statistics to understand patterns in their data. They then collect and analyze DNA sequences from humans and other animals to identify the DNA changes that may encode morphology. Throughout this course, students go from sometimes having “limited experience in genetics and/or morphology” to conducting their own independent research. This project culminates in a team presentation and a final research paper.

The benefits: Students develop the methodological skills required to collect and analyze morphological data. Using the UCSC Genome browser  and other tools, students sharpen their analytical skills to visualize genomics data and pinpoint meaningful genetic changes. Conducting this work in teams means students develop collaborative skills that model academic biology labs outside class, and some student projects have contributed to published papers in the field. “Every year, I have one student, if not two, join my lab to work on projects developed from class to try to get them published.”

“The beauty of this class is that the students are asking a question that’s never been asked before and they’re actually collecting data to get at an answer.”

The challenges:  Capellini observes that the most common challenge faced by students in the course is when “they have a really terrific question they want to explore, but the necessary background information is simply lacking. It is simply amazing how little we do know about human development, despite its hundreds of years of study.” Sometimes, for instance, students want to learn about the evolution, development, and genetics of a certain body part, but it is still somewhat a mystery to the field. In these cases, the teaching team (including co-instructor Dr. Neil Roach) tries to find datasets that are maximally relevant to the questions the students want to explore. Capellini also notes that the work in his class is demanding and hard, just by the nature of the work, but students “always step up and perform” and the teaching team does their best to “make it fun” and ensure they nurture students’ curiosities and questions.

Takeaways and best practices

• Incorporate previous students’ work into the course. Capellini intentionally discusses findings from previous student groups in lectures. “They’re developing real findings and we share that when we explain the project for the next groups.” Capellini also invites students to share their own progress and findings as part of class discussion, which helps them participate as independent researchers and receive feedback from their peers.
• Assign groups intentionally.  Maintaining flexibility allows the teaching team to be more responsive to students’ various needs and interests. Capellini will often place graduate students by themselves to enhance their workload and give them training directly relevant to their future thesis work. Undergraduates are able to self-select into groups or can be assigned based on shared interests. “If two people are enthusiastic about examining the knee, for instance, we’ll match them together.”
• Consider using multiple types of assessments.  Capellini notes that exams and quizzes are administered in the first half of the course and scaffolded so that students can practice the skills they need to successfully apply course material in the final project. “Lots of the initial examples are hypothetical,” he explains, even grounded in fiction and pop culture references, “but [students] have to eventually apply the skills they learned in addressing the hypothetical example to their own real example and the data they generate” for the Evo-Devo project. This is coupled with a paper and a presentation treated like a conference talk.

Bottom line:  Capellini’s top advice for professors looking to help their own students grow as researchers is to ensure research projects are designed with intentionality and fully integrated into the syllabus. “You can’t simply tack it on at the end,” he underscores. “If you want this research project to be a substantive learning opportunity, it has to happen from Day 1.” That includes carving out time in class for students to work on it and make the connections they need to conduct research. “Listen to your students and learn about them personally” so you can tap into what they’re excited about. Have some fun in the course, and they’ll be motivated to do the work.

Undergraduate Research Experience: A Roadmap to Guide Your Journey

• Conducting Research

Students usually get pretty good guidance on which courses they need to complete to fulfill their major and graduation requirements. Course catalogues detail the general curricular path and advisors are typically available to help students build their semester schedules. 

But coursework is only one piece of the career preparation puzzle. Both employers and graduate programs highly value the real-world training students get when they take advantage of experiential learning opportunities like internships and research assistantships. Unfortunately, the path into these experiences can be challenging to navigate. The goal of this article is to provide you with a roadmap to help you get started on this journey. 

Why is research experience valuable?   

Research experience can help you: 

• hone the skills that all employers seek in college graduates such as the ability to work effectively in teams, engage in critical thinking, and analyze and interpret data (Finley, 2021)
• delve more deeply into the areas within psychology that interest you the most
• cultivate a closer relationship with your professors and gain mentorship
• prepare for a job after graduation as a social science research assistant
• bolster your competitiveness as an applicant for graduate school in psychology or other STEM fields  

Psychology alumni who gain research experience during college rate themselves higher on the skills needed to succeed in the job market, perceive their psychology training to be more useful to them in their current job, and report more satisfaction with their undergraduate education than those without research experience, regardless of the career path they follow (Budesheim et al., 2021).

What is research experience? 

What students actually do when they gain “research experience” can vary widely depending on the nature and setting of the experience. 

From start to finish, the psychology research projects you learn about in your classes involve a lot of complex steps, completed by a team of researchers, over a period of time that can last several years.  

Some of those steps can include:

• conducting a literature review to identify what we already know about a particular psychological phenomenon
• identifying a knowledge gap that a new research project can fill
• designing a study – choosing the participants, methods, and measures
• considering ethical issues related to designing, conducting, and reporting on research
• applying for approval from the Institutional Review Board
• conducting the study, collecting data, etc.
• coding, managing, and analyzing data
• preparing posters and/or manuscripts to share the results with others
• presenting at local, regional, or national conferences

Contributing to ongoing research as a team member.

Most students gain research experience by joining a team that is already in the process of conducting a research study and helping out with one or more of these steps. For example, you might spend a semester helping to run participants through a research study. Or devote part of your summer to coding data that has already been collected. If you join a team at the start of a project, you might be asked to find, read, and summarize research articles that could stimulate the design of a new study. And if your research team is busy juggling multiple projects at one time, you might get the chance to do a little bit of all of the above on different projects.

Designing and conducting your own research project.

Working on specific tasks as one member of a research team is a valuable way to learn more about the field, hone your skills, and gain mentorship. But it is not always what students envision when they imagine gaining research experience. Some students hope to design and conduct their own independent research project. Although that is certainly possible, it can be extremely time intensive, and it requires finding a faculty member or researcher who is willing to provide intensive supervision. Students who’ve developed research skills earlier in their academic journey by working with teams will be better prepared to take on this challenge.  At many institutions, these opportunities are only available to students who are approved to complete an undergraduate thesis and there may be GPA or other requirements. 

Deepening your research experience.

Although it can be rewarding to design and conduct one’s own research project, there are definitely other paths one can follow to deepen their research experience. For example, many students who work on research teams get the opportunity to present a piece of their work at a local, regional, or national conference. Some get the opportunity to contribute to a paper that is published in an academic journal. Authorship on presentations and papers can definitely bolster the application of those looking to pursue a graduate degree in psychology. 

How do I find a research experience and get started on this journey?    

• Take coursework early . Ideally, you should consider completing coursework in research methods and statistics as early as you can in your program of study. Taking these classes early will prepare you to take advantage of opportunities to gain research experience within your college or university. 
• Find out about opportunities within your institution. You can always volunteer to work on a faculty members’ research team, but many departments also offer research experience for academic credit. Check your program manual and ask your academic advisor about research opportunities within your program. Use these resources to figure out if your program offers students the opportunity to conduct a thesis (and if so, if there are any GPA or other eligibility criteria). 
• Use your research skills to find a potential research mentor. Faculty members often have webpages where they describe their research interests and current projects. Once you identify a few faculty members doing research in an area that interests you, reach out and ask if you can set up a meeting or drop in to their office hours to learn more about their research. 
• Don’t start the meeting by asking, “Tell me about your research.”
• Do start the meeting by saying something like “I was fascinated by the paper you recently published on XX, especially the finding that XXXX, and I was wondering if you were working on a follow-up to that study.” 
• Look for research opportunities outside of your institution. Researchers work in a variety of settings including academic institutions, medical centers, research institutes, community-based organizations, and in private industry. Look for opportunities to volunteer, complete an internship, or find a part or full-time paid position in these settings. Some of these opportunities are advertised on the APA webpage , but it can also be helpful to go directly to an organization’s website to search for employment listings. For example, research positions with the U.S. Department of Veterans Affairs can be found at the USA Jobs Website. Exploring the employment websites of large research-oriented medical centers such as Massachusetts General Hospital , the Mayo Clinic or John’s Hopkins can yield research opportunities. Keep in mind that you will be more competitive for these external experiences if you first gain research experience at your institution.   

Although I recommend this path into research for psychology majors who are just starting their journey, there are many roads that lead to research experience. So, if you are a senior or recent graduate who is just now looking for research experience, don’t be discouraged. It is definitely possible to enter the research experience pathways at different points in the journey, although you may need to put in some extra work to secure a position. For example, if you are struggling to secure   a paid research position, you might consider looking for volunteer opportunities. Reach out to faculty members from your undergraduate institution, as well as researchers in your local community to express your interest and ask for help. 

Finley, A. (2021). How College Contributes" to" Workforce Success: Employer Views on What Matters Most.  Association of American Colleges and Universities .

Budesheim, T. L., Khanna, M. M., Klanecky Earl, A. K., & Guenther, C. L. (2021). The Long-Term Impact of Undergraduate Internships and Research Experiences in Psychology: An Alumni Survey Study.  Teaching of Psychology .  https://doi.org/10.1177/009862832110410

About the author:

Sue is also a licensed clinical psychologist, whose clinical research focuses how acceptance-based behavioral therapy–informed strategies can help buffer against contextual stressors, build resilience, improve psychosocial functioning, and enhance quality of life among students and individuals struggling with anxiety and related disorders.

Carnegie Foundation for the Advancement of Teaching - Home

Using new research to improve student motivation, more in this category.

• Improvement Communities and Teacher-Leadership: Celebrating Edit Khachatryan’s Publication April 24, 2024
• Improving for Impact and Equity: Voices of the Improver Community January 8, 2024
• Celebrating the Launch of the National Center for School-University Partnerships September 29, 2023

Explore by topic

• Carnegie Classifications (1)
• Carnegie Unit (3)
• Developmental Math (60)
• Equity & Social Justice (20)
• Future of Assessment (2)
• Improvement Research (7)
• Improvement Science (83)
• Leadership for Improvement (8)
• Learning in NICs (33)
• Learning Leadership Network (1)
• Living Improvement (6)
• Networked Improvement Communities (74)
• Policy for Quality Improvement (4)
• Spreading & Scaling in NICs (13)
• Summit Voices (3)
• Teaching Improvement (6)
• Tim Talks (7)

Get connected

Teachers know that motivation matters. It is central to student learning; it helps determine how engaged students are in their work, how hard they work, and how well they persevere in the face of challenges. Though we hear mostly about the “achievement gap” between demographic groups, researchers have also identified an “engagement gap,” which the High School Survey of Student Engagement calls “both more pernicious and potentially more addressable.”

Despite its obvious importance, student motivation is not a focus of today’s education system. Motivation is hard to characterize and quantify, and it is influenced by many factors outside the classroom. Partly because of these challenges, many teachers feel they can do little to improve motivation. But a growing body of research shows that they can: teachers can employ a number of strategies that have been proven to enhance students’ engagement in learning.

In a recent  Carnegie report, “ Motivation Matters: How New Research Can Help Teachers Boost Student Engagement ,” Susan Headden and Sarah McKay look at the new psychological and behavioral research focused on building motivation—how students respond to incentives to learn, how they see themselves as learners, and what they consider to be their place in school. As the report shows, educators can fortify the non-instructional side of student success in three essential ways: encouraging positive behaviors by offering rewards and emphasizing the value of students’ work, improving their academic mindsets, and enhancing their sense of connectedness with their teachers and their peers.

Teachers can employ a number of strategies that have been proven to enhance students’ engagement. Twitter

Rewards and Value

Teachers have long offered incentives for directing student behavior. Gold stars, detentions, grades—all can light fires under students. But research shows that these sorts of extrinsic rewards can also undermine students’ intrinsic motivation for learning. For example, in an oft-cited 1973 study, preschoolers were promised and received a reward for drawing. The children later chose to spend less of their free time drawing than they had prior to receiving the reward. The findings don’t mean, however, that incentives have a universally negative effect on intrinsic motivation. In the same study, students who initially showed little inherent interest in drawing, and who then received an un expected reward for doing so, later chose to spend more of their free time on that activity.

An additional problem with rewards, says Chris Hulleman, a research associate professor at the University of Virginia, is that they offer the teacher an “out”—they allow him to disregard his role in making a lesson more meaningful. A better motivation-booster, says Hulleman and other experts, is to focus on the value of the task. This requires educators to provide meaningful activities explicitly connected to things students care about. For example, in a 2009 study, Hulleman and Judith Harackiewicz assigned over 250 high schoolers to two groups; one group regularly wrote summaries of the science material they were learning in class, and the other wrote about the usefulness of this material to their lives. In this latter group, students who had started with low expectations of their success in the course reported a higher interest in science and higher grades in the course than similar students in the group that only wrote summaries.

Extrinsic rewards can produce results, particularly if they are unexpected, prize mastery of skills over absolute performance, or encourage identifiable behaviors rather than outcomes. But getting students to see the value in their schoolwork by connecting concepts to their lives may be a more effective way for teachers to boost student engagement.

Getting students to value their schoolwork may be a more effective way to boost engagement. Twitter

Student Mindsets

Evidence is mounting that academic mindsets are extremely important to student success.  Students’ sense of belonging in their learning environment, their perceptions of how or whether “kids like them” succeed academically, and the extent to which they believe that hard work and persistence pay off—all of these have a powerful effect on student motivation.

In a 2011 study, for instance, freshman at a selective college were given reports ostensibly compiled from a survey of older students at the school. One group’s report showed that these older students had initially worried about whether they belonged in college, but that these concerns dissipated over time; the other group’s report did not address the issue of social belonging. Both groups wrote essays and gave speeches describing how their own college experiences related to the survey results. African-American students who read and reflected on how belonging uncertainty is both common and temporary had dramatically higher GPAs over the course of three years than the control group (who read surveys and wrote essays about topics other than belonging, such as social-political attitudes), cutting the achievement gap between black and white students by 79 percent.

The good news for teachers is that student mindsets aren’t set in stone; educators have the power to positively influence students’ perceptions of themselves as learners. Research findings like the above show that even relatively simple classroom interventions can have a large effect.

The good news for teachers is that student mindsets aren’t set in stone. Twitter

Student Relationships

Students care when they believe that other people care about them. They are less likely to drop out, and more likely to feel positively about school, when they have ongoing connections with teachers. Likewise, when they associate with highly-engaged peers, they become more engaged themselves.

Schools can do a lot to ensure that students feel cared about in the learning environment. Check & Connect, a program used by Chicago Public Schools, carefully monitors students’ grades, attendance, and performance data to identify those most at risk of disengaging from school. Each of these students is paired with a trained mentor who helps him with personal and academic issues. In one study, chronically-absent elementary students participated in the program for two years, and at the end of that time, 40 percent were engaged in and regularly attending school. That outcome represents a 135 percent improvement over baseline behavior.

Even smaller-scale classroom interventions can make a big difference in promoting positive school-based relationships. Teachers can hold morning meetings and encourage students to work in groups in order to foster environments in which students feel safe and supported.

An Issue of Scale

None of these strategies for boosting motivation is necessarily new; good teachers have always incentivized productive behaviors, encouraged positive mindsets, and created caring and connected classroom environments. But the new research adds evidence that these factors are vital to student success, and they show that, through practical interventions, they can be changed. The challenge now is to extend best practices beyond isolated classrooms, making the work systematic and sustained.

The barriers to scaling are many. Measurement , in particular, is a significant problem. Tools like Angela Duckworth’s Grit Scale and the KIPP character growth card assess non-cognitive skills and dispositions, but even experts concede that measurement is difficult to do reliably and validly. Professional support for teachers is another issue. Educators need to be trained on how to incorporate motivation-boosting strategies into their everyday instruction. And the education system as a whole must do a better job of translating research findings into practice.

Though challenges remain, researchers and practitioners are conducting promising experiments aimed at identifying and scaling the most effective strategies for improving student motivation. Read the full report to learn more about these efforts.

Permanent link to page: https://www.carnegiefoundation.org/blog/using-new-research-to-improve-student-motivation/

Ten tips to help students develop better research skills

• 30 August 2019
• 9 minute read

By Chia Suan Chong for EtonX

The skill of conducting research is an extremely useful life skill that can help students gather and analyse information, build knowledge, think critically and exercise their mind. It is a skill that benefits students beyond their academic life and enables students to understand the world around them better.

The wealth of information available to us and the ease of accessing it via our phones or laptops may make research seem like a straightforward task. But the sheer volume of sources and the dangers of fake news and media misrepresentation require students to develop the right skills to find what they are looking for. By teaching students to plan their research and judiciously consider the information they get, students can become better decision makers and influencers who can convincingly put forward an argument whether at school or in the workforce.

You might not yet offer research skills training for students (if you do, you might want to consider the EtonX Research Skills course ), but here are ten things that you can do in your day-to-day lessons that can foster better research skills.

1. Encourage curiosity

Curiosity is a strong desire to know things and is a powerful driver of learning. Curious students will naturally ask questions that demand answers.

This hunger for knowledge can see students stepping outside their comfort zone and learning about the unknown. It is also said that curious people are better listeners and are more open to listening to other people’s ideas and perspectives, and not just their own.

What you can do

So, encourage questions, allow time for exploration and help students to enjoy the journey, and not just the destination.

2. Prioritise learner autonomy

Instead of presenting students with information on a platter, have students find out for themselves and get them to draw their own conclusions.  This may take a lot more time than simply spoon-feeding them with information, but the process will teach students to think for themselves, especially if you consider the fact that a lot of the information we impart to students may no longer be accurate or relevant by the time they are in the workforce.

So, the next time a student asks you a question, ask them one right back and have them find things out for themselves. The answer might just be a lot more memorable that way.

3. Vary the ways students find out about things

Do your students turn to Professor Googl e every time they need to find out about something? Do they tend to click on the top answers that their favourite search engine presents them with and be satisfied that they’ve done their research on the topic?

Find opportunities to show students why relying on the same research method and resource can produce skewed results. There are a plethora of publications, search engines, online search methods that can inform students about what’s been previously explored.

Encourage students to find out about things via a range of resources, including ones they are less familiar with. Then get them to build upon this existing knowledge by applying it to their context, conducting surveys, experimenting, or speaking in detail to someone of interest.

4. Help students exercise focus and practise goal-setting

  While it might be more straightforward finding out about the circumference of the earth or how food is digested in the human body, larger questions might require a more extensive research plan.

When confronted by the complexity of the different stages needed to piece together information about a topic, students might feel lost and not know where to start. During the process of their research, they might encounter other interesting pieces of information that might distract them and get them sidetracked. Having a main goal and smaller goals along the way can help them to stay focused.

Use the SMART model when helping students to set goals.

Goals, whether big or small, should be:

M easureable

A chievable

T ime-bound

In your day-to-day lessons, encourage your students to practise setting mini goals and encourage them to fulfill them one at a time. And if your students start to get a bit overwhelmed, guide them along each stage and help them to focus on the smaller parts.

5. Have students practise time management

Do your students constantly complain that they have no time? Do they often come to class without having done their homework? Bad time management skills can impact badly when managing projects and doing extensive research.

In addition to goal setting (see above), students can better manage their time by learning to plan and by eliminating time-wasters (How many times have you heard students say ‘ I don’t know ’ when you asked them how they’d spent their weekend?)

Get students talking how they spend their time and ask them to draw a pie-chart or a table depicting how their time is being divided during the week. Have them commit to set deadlines and get students working in teams so that a delay by one individual will impact on the other team members.

It is only with practice can we eliminate those bad habits and work on improving our time management skills.

6. Help students with reading strategies

The idea of research often puts some people off because it suggests ploughing through reams of academic texts and trying to make sense of what’s been written.

But reading can be made easier once we understand that the strategies we employ in reading for research purposes should not be the same as the ones we use to read a novel.

To begin with, we are less likely to read each word on every page. We might skim the text for gist, or scan it for specific information. We might use it to build on our existing knowledge on the topic or look for emerging themes.

The next time your students read in class, set them tasks that ask them to choose a reading strategy and that hone their skimming and scanning ability.

7. Have students experiment with different note-taking methods

Some students choose to highlight chunks of texts in different colours, some choose to summarise chapters that they’ve read, and others copy out only what is relevant to their research question.

Then there are Mind Maps, Sketch Notes, the Cornell Method, the outlining method, the charting method, etc. Whatever the method, a good note-taking strategy can help students better absorb the information and retrieve it when needed.

Watch how your students take notes the next time you’re in class. See if you can persuade them to experiment with a different note-taking method.

8. Use every opportunity to foster critical thinking skills

When conducting research, students need to be able to identify credible sources, understand the differences between opinion and fact, analyse arguments, and know when they are being manipulated.

In other words, students need to be equipped with critical thinking skills.

Find every opportunity for students to practise their critical thinking skills and get students to question the information they get on a day-to-day basis.

Read my previous article here to find out more about how we can help students implement the skills of critical thinking.

9. Cultivate self-awareness

As well as being aware of other people’s subjective opinions, it is important that we help students to also be aware of their own subjectivity. We are all brought up with a certain view of the world, along with certain biases.

In order to analyse information objectively, we need to help students reflect on their beliefs and attitudes and encourage them to open their minds to other perspectives and ways of looking at things.

The next time your students share their opinions or feelings about a topic, ask questions and get them to expand on what they’ve said. Without being confrontational, help them to cultivate an awareness of the foundations upon which they filter the information they receive.

10. Offer opportunities for students to share their findings

You’ve got your students to ask questions and they’ve found some answers. What do they then do with the answers?

Perhaps they share it with their group members or they write it up in a report that only their teacher gets to read. Either way, the long journey seems to end in an anti-climatic fashion with the assumption that the learning achieved from having done the research is enough to satisfy the students.

Giving students the space and platform to present their research and share their findings can be crucial to sustaining the motivation for future research projects. It also gives others the chance of benefitting from the student’s hard work and might inspire them them to do the same.

The next time students come back with answers, consider having them present it in front of the class, share it with the school, record a podcast or write it up for a class blog or a school newsletter. If the extent of the research they’ve done is proportionate to the audience who benefit from those findings, the students are going to be more likely  to embark on future research projects.

There are multiple research skills that can be practised through encouraging students to take on different stages of research in your classroom. And by spotting these opportunities for practice, you’ll be helping your students develop some essential life skills that will enhance their ability to answer those questions that life might throw at them.

If you deem research skills to be of importance to your students, you might also consider getting them to dedicate some time to a course focusing specifically on Research Skills, like this one by EtonX .

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List

Enhancing research and scholarly experiences based on students’ awareness and perception of the research-teaching nexus: A student-centred approach

Katherine howell.

School of Medicine, University College Dublin, Belfield, Dublin, Ireland

Associated Data

All relevant data are within the paper.

Research is a core competency of a modern-day doctor and evidence-based practice underpins a career in medicine. Early exposure encourages graduates to embed research in their medical career and improves graduate attributes and student experience. However, there is wide variability of research and scholarly experiences offered in medicals schools, many developed with a significant degree of pragmatism based on resources and financial and time constraints. We examined undergraduate medical students’ awareness and experience of research throughout their degree to provide recommendations for implementation and improvement of research and scholarly experiences.

Focus groups were conducted with medical students at all five stages of the medical degree programme. Data was coded to facilitate qualitative analysis for identification of important themes from each stage.

Students reported positive impacts of research on undergraduate experience, future career and society in general. Two important themes emerged from the data, the opportunity for research and timing of research experiences. Early-stage students were concerned by their lack of experience and opportunity, whereas later-stage students identified the importance of research to employability, personal development and good medical practice, but ironically suggested it should be integrated in early stages of the course due to limitations of time.

Conclusions

Students provided feedback for improving research and scholarly experiences, ideally involving early exposure, a clear programme overview, with equality of access and a longitudinal approach. An emerging framework is proposed summarising the important issues identified by students and the positive impacts research experiences provide for them. These recommendations can be applied to both existing and new research programmes to provide a student-centred approach designed to augment the students’ critical analysis, inspire life-long learning, enhance the student experience and inevitably train better physicians.

Introduction

The question of how a research-intensive university can integrate and embed research into the curriculum to enhance student learning and improve graduate attributes is a topic of immense importance. The Boyer Commission Report—Reinventing Undergraduate Education: A Blueprint for America’s Research Universities (1998) stimulated debate about the nature of an undergraduate student’s experience at a research university. The value of research in education has been further emphasised in recent Irish reports such as the Hunt report in 2011 (National Strategy for Higher Education to 2030—Report of the Strategy Group). This report highlighted the intimate relationship between research and teaching, and strongly encouraged the integration of research-led teaching in Irish universities at both undergraduate and postgraduate levels.

This research-teaching nexus is particularly relevant in professions such as medicine, where evidence-based practice is essential for enhancing quality of patient care [ 1 – 3 ], however, a diminishing clinical scientist cohort interested in pursuing a career in academic medicine has been observed [ 4 , 5 ]. The clinical scientist is widely viewed as playing a critical role in medical research [ 6 ]. Consequently, this disquieting situation has prompted the implementation of a number of initiatives including the development of a specific Academic Track scheme for medical internships in Ireland, which began in 2017 (Health Services Executive National Doctors Training and Planning Unit). This programme enables medical interns to undertake a fully supported research project with protected time in the areas of medical education, clinical research or healthcare leadership and management, to encourage an increase in clinical scientist numbers.

Although the new academic intern programme has not been fully evaluated, a review of late stage undergraduate medical students in another Irish university, revealed their significant concerns that lack of prior undergraduate research may hinder their ability to be competitive in this programme [ 7 ] and over half of students did not think their application would be successful. The impact of early research opportunities during undergraduate medical training strongly encourages doctors to pursue a career embedded in research [ 8 , 9 ]. Furthermore, exposure of undergraduate students to research opportunities has been suggested to enhance effective student engagement [ 10 ] and encourage deeper learning [ 11 ]. Immersing students in a research-intensive setting improves disciplinary learning, and inculcates both discipline-specific and more generic research skills in graduates. These extensive skills are key for enhancing employability and for the ability to adapt to complexity and rapid change in modern knowledge-based economies.

Research is currently not compulsory for medical licensure, although universities should encourage students to engage in scholarship throughout their degree programme. Consequently, most medical schools are choosing to implement a range of research and scholarship components into their curriculum [ 12 , 13 ]. Although some elements of these scholarship or research programmes are consistent across medical schools, the specific format, content and delivery appear unique to each institution with limited cohesion at a national or global level. Components may be compulsory or optional, delivered in self-contained units of varying length, at different stages of the degree or in some cases longitudinally throughout the curriculum [ 12 , 13 ]. The establishment of such programmes within medical schools, is likely based on a range of pragmatic considerations such as resources, availability of mentors and time constraints, rather than a thorough evaluation or understanding of whether they genuinely meet the needs of students, whether they have a tangible impact on career pathways, or whether they ultimately enhance patient care [ 12 – 14 ]. Proposals for implementation and developing longitudinal scholarly experience projects have concentrated on the logistical difficulties and practical considerations rather than necessarily the needs of the students [ 14 ] and most programmes have not been appropriately evaluated to assess the impact they have [ 15 ].

Despite the consensus of the value of embedding research and scholarship into education, there is limited information from specific evaluation of Research-Teaching linkages in the medical curriculum, Given that delivery of these scholarly experiences varies enormously between institutions, there is little direct evidence evaluating the impact of implementing such diverse approaches [ 15 , 16 ]. Therefore a thorough understanding of the needs of the students is an important consideration when planning to implement successful programmes with tangible long-term benefits.

In this study, the student perspective is evaluated in University College Dublin (UCD) a large research-intensive university, which has defined a commitment to student-focused, ‘research-led’ education in a community based on strong research-intensive disciplines. UCD Medical School provides a 6-year undergraduate medicine programme with an intake of approximately 240 students per year, including up to 70 affiliated with Penang Medical College (PMC). The programme also includes other international students (E.U. and non-E.U.), who complete the full 6-year programme in UCD, and may remain in Ireland for subsequent employment and training. The undergraduate 6-year course includes five stages; Stage 5 incorporates the final two years of clinical training in the UCD network of teaching hospitals. UCD medical school also offers a 4-year Graduate Entry Medicine (GEM) course with over 120 students in each of the 4 stages, bringing the total number of full-time medical students to over 2000.

There is no compulsory substantial research project embedded in the undergraduate medical programme, however medical students can take an optional 8-week research elective module in the summer trimester at any stage, known as Summer Student Research Awards (SSRA). These research experiences can be taken as a module for 5 credits, or simply for audit, meaning the students complete the module in addition to their normal credits. Elective modules are available to students in stage 1–4 of the undergraduate degree programme and approximately one third of undergraduate students complete this module at some stage in their undergraduate degree. A wide variety of projects are offered, including laboratory-based and hospital-based research projects, community-based projects with patient groups or charities, biomedical engineering or veterinary projects and clinical audits or observerships. A selection of the projects are carried out abroad in other institutions, and these are often competitively attained through rigorous selection processes. This programme broadly offers a significant degree of flexibility for students who choose to participate, and fundamental aspects will be similar to programmes offered within other medical schools.

In order to ensure such experiences are effective for students, it is important to understand the medical students’ perspective on the research-teaching nexus. The development of students’ awareness and perception of research throughout the medical degree is also unknown. Identifying opportunities and barriers, and defining examples of best practice, will allow us to tailor our approach to maximise the benefits for medical education.

The aim of this study was therefore to evaluate these important issues in a cohort of undergraduate medical students in UCD, to provide insight and considerations for the development of integrated research and scholarship programmes in medical schools at national and international levels.

Study design

All students registered to the undergraduate medicine programme from Stage 1 to Stage 5 were eligible to participate in the study. The UCD Human Research Ethics Committee granted ethical approval for the study and permission to access students was confirmed from Head of School, Dean of Medicine (Ref# LS-17-106-Howell).

An email was sent to all undergraduate medical students explaining the aims of the project, and informing students that focus groups would be carried out for each stage during the semester. For early pre-clinical stages, a brief overview of the aims of the project was explained to the class at the start of a lecture and the students volunteered to attend the focus group immediately after the lecture, with refreshments provided. In the later clinical stages of the degree, where students are based in the teaching hospitals, students were emailed and requested to voluntarily attend a focus group by specialty coordinators. The focus groups were subsequently carried out in the teaching hospitals. Five focus groups, one per stage, were facilitated by an independent research assistant and limited to 10 students per focus group (n = 7 to 10 per focus group).

Methodological rationale and study procedure

Focus groups are a methodological approach utilising group discussion to gather data from a number of people simultaneously. Although not without limitations, they are a particularly useful tool to collect data from a representative selection of a population to identify group attitudes and experiences [ 17 , 18 ]. A central characteristic of focus groups is that rather than inviting individual responses for each question, they capitalise on the interaction and communication between participants to facilitate an understanding not just of the opinions of participants, but also how those opinions were formed. Focus groups thus encourage participation and interaction, and consequently provide rich content, otherwise difficult to obtain using alternative methods [ 18 ]. In this study, the undergraduate medical cohort was considered to be a relatively homogenous population, despite potential differences between the perceived awareness and experience of early-stage and late-stage students. Participants were not pre-defined to specifically represent, for example, those who had an interest in embedding research in their future career, those who had completed research projects or students who had clinical experience and may have a different view of the relevance of research to their clinical career. Rather the random nature of participant recruitment should give a more varied set of responses, pertinent to the undergraduate medical student cohort in general and thus provide a basis for enhancing research and scholarly experiences for all students, not just those with an interest in research.

At the beginning of the focus group, students were given the focus group schedule, project information leaflet and consent form. The research assistant recorded the focus groups on two separate devices, and each focus group lasted approximately 50–60 minutes. The same questions were posed to each of the five focus groups, to ensure comparisons could be made between students’ perceptions and opinions at different stages of their medical degree. The content evolved organically through interactive discussion, meaning that not all students contributed to all questions. Rather, if the group considered their opinions had already been discussed, the research assistant moved to the next question. This approach allows the identification of emerging themes relevant to all medical students, but moreover facilitates the identification of whether these themes are more or less applicable relative to stage, gender or nationality. The focus group schedule used in this project was adapted from one used previously in a large-scale UCD fellowship project evaluating research-teaching linkages across other degree programmes [ 11 ].

Research questions

The study attempted to address the following broad research questions:

• What do medical students understand about doing research in Medicine?
• Are undergraduate medical students aware of research in the university and how has this awareness developed?
• What research experiences do medical students have and what worked well?
• How have research experiences, if any, impacted their learning?
• Do they perceive research to be important in undergraduate medicine, are there sufficient opportunities and how can we improve this?

The full focus group schedule is included.

Data analysis

Audio files from each of the five focus groups were transcribed, and the text was imported into NVivo software for qualitative analysis (QSR International). In total, approximately 5 hours of discussion was transcribed and evaluated. NVivo facilitates organisation of qualitative data in an advanced format that permits cross- referencing, queries and visualisation of data to identify patterns and themes. Students remained anonymous throughout the focus group, however identified themselves by number prior to each dialogue.

Thematic analysis is a method designed to identify and analyse patterns or themes which emerge from qualitative data [ 19 ] using the principles defined by Morse (2015) [ 20 ]. Each focus group’s transcribed file was coded for thematic analysis by both the author and research assistant independently. Each of the five focus groups was analysed within NVivo as a separate file, allowing identification of comments relative to stage. Each broad question formed a ‘parent node’, and the answers coded within specific ‘child nodes’ according to similar recurring themes. For example, identification of how students were aware of research carried out in UCD (parent node) revealed broad themes such as the ‘built environment’, ‘information from lecturers’, or ‘school emails’, with each of these categories forming a separate child node within the parent node.

Following analysis, each node included a list of linked comments, recognisable by stage. Student answers could be categorised in more than one node depending on the content of the comments. Following the initial analysis, the data was re-evaluated to combine or condense similar nodes or re-categorise if appropriate. Following the second analysis, each node was reviewed to ensure consistency of responses. Recurring themes evident throughout the focus group also emerged during the initial coding process. These nodes were defined and amalgamated during the second analysis phase. The analysis was integrated by incorporating illustrative examples of extracts from the data with the analytical narrative of the coded responses.

Data was thus examined for recurring themes within broad questions and qualitative data was expressed as the number of responses or where appropriate as percentage of total answers in each parent node. NVivo facilitates analysis of responses across stages so that any changes in students’ awareness or perception as they progressed through their degree could be identified. Differences between stages were analysed by performing matrix coding using the nodes as the matrix item and stage as the attribute. Following analysis of the focus groups, the dimensions of research-teaching linkages perceived by the student to be important were identified.

Demographic characteristics

Students participating in the study were all recruited voluntarily and randomly across each of the five stages of undergraduate medicine. Each focus group had 7–10 participants and included 21 men (50%) and 21 women (50%) ( Table 1 ). Penang Medical School (PMC) students, who are awarded a UCD degree but undertake a 5-year degree with their final 2.5 years of clinical training in Malaysia, accounted for four of the nine Stage 2 students but were not represented in the other stages. Students taking part in the focus groups were further categorised based on their nationality. Approximately two thirds (69%) of participants were Irish, 2 students (5%) were from the E.U. namely France and the remaining students represented 7 other countries including Malaysia, Canada, USA, Singapore, Nigeria, Botswana and Australia. This represents the multicultural nature of the course, the university and Ireland in general.

Table showing demographics of the focus group participants. Students identified as Males or Females, and either Irish, E.U., in both cases French, or Non- E.U. from Malaysia, Canada, USA, Singapore, Nigeria, Botswana and Australia. Focus group number ranged from 7–10 per group and 42 students were included in total.

Medical students’ awareness of research

Students were firstly asked whether they were aware that research was carried out in UCD and how that awareness developed. All participants indicated they were aware that research was carried out. There were 69 instances in total where students described how the awareness of research originated, with some students providing more than one example. This awareness stemmed predominantly (30 of the 69 responses) from information imparted by educators associated with the course. Lecturers, and to a lesser extent, demonstrators (often PhD students involved in delivery of practical classes), were mentioned by students across all stages, whereas later stage students, immersed in a clinical setting, were more likely to discuss the influence that clinical tutors had on their awareness of research. Although the lecturer may not have provided sufficient information regarding the precise nature of the research carried out, it made students aware that research was ongoing in the university.

Students’ awareness of research also arose from information sent to them from the school, particularly regarding the SSRA programme (11 of the 69 responses); this peaked at Stage 3 students which corresponds to the most likely stage that undergraduates undertake an SSRA project. Stage 4 and 5 students also discussed an intercalated MSc programme option (6 responses), and the final year medical elective (6 responses), which can potentially be a research project, although this was not widely known. The built environment surrounding the students also heightened their awareness of research activity (6 responses); specifically, students discussed a biomedical research centre adjacent to the Medical School building, but felt somewhat detached from activities within. Other minor influences included information from peers, university reputation and social media.

Medical students’ understanding of research in medicine

Students were then asked about their understanding of what it means to do research in medicine. There were 30 responses in total. Students from all stages referred to improving our understanding of medicine (one third of all responses) and working in a laboratory as examples of what medical research means to them. As the students progressed through the course, their ability to articulate a deeper understanding of what it means to do research in medicine became apparent. Early-stage students refer to medical research as something that increases our understanding of the human body, finding new cures and advancing therapeutics. However, once students have been exposed to a clinical setting, from late Stage 3 onwards, their concept of research in medicine expands to recognise the importance of evidence-based practice, and an understanding of the valuable contribution that clinicians make to medical research and society.

Stage 1, Female

“ Erm , I guess it’s about contributing to the field , erm trying to advance it . You know , clinical trials , looking for new drugs to cure diseases that aren’t curable . Trying to progress the drugs and treatments that are out there . ”

Stage 5, Male

“ I guess my understanding of research in medicine has come on a lot in the last year since we have lectures in hospital with the consultants we see out on the wards , but who also who talk about their research interests . I think that reinforced the idea that medicine is evidence-based and research has to play a key part in it . I feel like when we were book-learning in college and stuff , it didn’t seem… it wasn’t as tangible the link between medicine and research , whereas when you are in hospital you can see that much more clearly , especially when the people you are learning from are talking about it . And erm… I guess the clinicians are best placed to see where improvements could be made . I feel like more so in the last year than in my pre-clinical years I have a gained an understanding of the importance of research . ”

Medical students’ exposure to research in their medical degree

Students were next asked to describe instances where they had learned about research, been taught about research, or had any research experiences. Responses were coded as ‘learning about others’ research’ ( research-led ), ‘learning about research’ ( research-tutored ), ‘learning by doing research’ ( research-based ) and ‘learning to do research’ ( research-orientated ) based on the framework of Healey [ 11 ].

Broadly, the undergraduate medical students perception of their experience of research was fairly limited. Early Stage 1 and 2 students in particular articulated that they had little or no research experience. Despite their awareness of research predominantly emanating from staff discussing their research, students rarely described ‘learning about others’ research’ as a research experience. Where students described their research experiences, it was associated with describing research they had carried out i.e. ‘learning by doing research’.

Interviewer:

“ Can you identify any instances where you have learned about research , been taught about research , or had any research experiences during your studies ? ”

Stage 2: Female

“ I wouldn’t personally count lectures as like significant contact , so I would answer no to this question . ”

Stage 1: Female

“ I wouldn’t say we had research experiences . Erm , I don’t know what is available in the school of medicine as it is very far removed from us . Kinda what participant 5 was saying there , I am not sure we can have research at the moment , we are not really sure what is involved . We are not sure what we could add , who is involved in the research . As in , is it to lead research , what knowledge do you need to have ? If it is research assistants what do they have to do . We don’t know how able we have to be to actually get involved in SSRA or anything , ‘cos we don’t know what that would mean . ”

Stage 4: Male

“ In terms of learning about research or being taught about research , we have a lot of lectures across multiple modules across multiple years on research methods and statistics and epidemiology as well . They are not particularly practical , but they give you a good sort of basis in that you emerge with an awareness of what research is , what kind of research exists but it always seems a little bit more theoretical than any sort of practical day to day how to go about it and one thing about these modules is they never include any sort of opportunities–it’s almost like you are studying about research but they don’t seem to presume that you are ever going to be doing research rather that you have an awareness of it so when you are reading a paper you can understand the terminology . ”

From Stage 3 onwards, the proportion of students who discussed their personal experiences of doing research, particularly the SSRA, increased. In some cases, late-stage students had undertaken more than one SSRA project or had independently acquired research experiences outside of the university. Approximately one third of the students in the focus group had experience of research through doing an SSRA project. This correlates closely with the number of undergraduate students completing an SSRA project in the medical school.

The impact of research experiences on students’ learning

The impact of research experiences on students’ learning could be categorised broadly as negative or no impact, potential/perceived impact, or positive impact ( Fig 1 ). Approximately one third of responses (18 from 53 comments) stated that research had no impact on their learning, mostly because they had no research experience or occasionally because they did not perceive a relationship between research and learning outcomes or educational experience. In some cases, students did not see a benefit to doing research.

Across all 5 stages, there were 53 references or responses to the impact of research. Over half (53% of 53 responses) suggested that research had a positive impact. These positive impacts are represented in the second smaller pie chart. Approximately one third (34% of 53 responses) indicated no impact of research, predominantly because of lack of research experiences or occasionally because students did not see a role for research in their career.

Stage 3 Male:

“ Erm , I think , for the vast majority of people who I would be talking to in my year would have a very practical approach to the medical degree . Erm , that I think the majority of people will be expected to work in medical practice and not in research . The people I hang out with generally would be focusing towards that and maybe research would be easier to avoid , if that is not going to be part of your career . ”

Some students without research experience appreciated the potential that research could have on enhancing their learning experience. Over half of responses (35 of 53 statements) described the positive effect that research had on their learning. These benefits including making subjects more relevant or enhancing their understanding or interest in a topic.

Stage 1 Female:

“ Even like the tiny bits , you know some lecturers would mention , especially in the biology ones that they are doing some research . It just make it more relevant , even regardless of what we have to do in the future it makes it easier to connect what’s going on . Just so , you know if you are just given the material and it might be , I don’t know , some material and you are told to go learn it , you don’t really know why you are doing . Whereas when they talk about the research you understand why you are being taught it . ”

Stage 5 Male

“ I don’t know if it’s impacted learning but more impacted your interests . So say like if you did a research project in a certain area , like , depending on whether you like the project or not , you may have an increased interest in that area . So it might propel you to study that topic a bit more or look into it in a bit more detail . But I don’t think it impacts your learning overall . ”

Medical students were aware of the potential impact research experiences would have on their career progression, such as enhancement of their curriculum vitae or an achievement of fulfilling an expectation. The impact on career progression was almost exclusively reported by Stage 5 students.

Stage 5 Female

“ That being said , I think I got a better appreciation for the fact that people within medicine are very well respected if they are researchers , in a lot of ways . So like , they might be clinicians by day but then , you know , researchers by night , but they’ll have publications and the more publications the more prestigious or like there is kind of , there is a respect for researchers in medicine and I think I noticed that a lot more when I was involved in the SSRA . ”

Emerging themes: Opportunity and timing of research

Two specific thematic areas emerged following coding of the focus group transcripts–‘opportunity for research’ and ‘timing of research’. Students reported a lack of opportunity to undertake research, particularly in early Stages 1 and 2. More importantly, students described how a lack of research experience hindered the opportunity to undertake research projects ( Fig 2 ). This was a recurring theme throughout all stages of the programme.

In total, 56 responses or references to research opportunity were discussed during the focus groups. Lack of experiences being a barrier to research was discussed by students in all 5 stages. Early stage students described a lack of opportunity for research, whereas later stage students were more aware of a variety of research opportunities, however considered there was an inequality of opportunity to undertake research.

“ I would add that , if applying to the SSRA because a lot of them are so specialised , you do need to have very specific skills if you want to do the research properly , so I definitely feel that is a barrier because I don’t have my research skills at this point and I feel there are very little opportunities to gain them”

Late-stage students reported that research experiences were available, however they felt that there was an inequality of access to research opportunities, particularly if students were not available in the summer to complete an SSRA ( Fig 2 ).

Stage 4 Female

“ […] the SSRA projects it’s a great initiative and it has tons of projects for people to do but its I think the engagement is probably low . The only way I wanted to do research last summer is if I got paid for it and I ended up getting some money and so I was just very lucky that everything fell together and while I did have a great experience and I am doing research again this summer I think it was just everything falling in to place–the opportunities are sometimes hard to find . ”

Despite not being specifically addressed in the focus group schedule, the timing of research experiences was discussed extensively by medical students throughout the focus group session. A substantial cohort of Stage 1 students suggested that research opportunities should be available early in the course ( Fig 3 ), however this was tempered by a consideration that lack of experience hinders their opportunity to be competitive for research projects available ( Fig 3 ) and consequently research opportunities were more likely to occur later in their course.

Each of the five stages of undergraduate medicine is represented individually, to facilitate an understanding of when research experiences are considered most appropriate. Students largely believed that research opportunities should be available early in the curriculum, although some later-stage students perceived that their enhanced understanding of curricular content would mean later research experiences would be more relevant.

‘ At this stage I don’t want a research role as that would be a lot of responsibility but any sort of lab work would be helpful in the future because really I have no experience and I am sure everyone would agree that we have no experience in lab work and I am sure that would help us in further years in applying and getting these opportunities . And also I had work experience in a clinic where they were doing clinical trials and were doing research and I can definitely see how that would transfer into our professional careers in the future . So, it is important to start as early as possible ”

The remainder of early-stage medical students had limited interest in early research opportunities, however the majority were acutely aware that research would be necessary later in the course.

Stage 1 Male

“ I think there are very little incentives to get involved in the early stages . So , pre-med (stage 1) students wouldn’t be particularly interested in getting involved in various different types of research but I think as the years go on , it is not just an expectation , it is a necessity for us to get involved in terms of where we want to go after we graduate . ”

A substantial cohort of late-stage students also suggested that early opportunities for research projects would be beneficial, particularly from availability of time perspective. Elective modules are available in the earlier years, giving students the opportunity to potentially incorporate research into their curriculum. Late-stage students also acknowledged that their advanced clinical knowledge made later-stage research experiences more relevant.

Stage 4: Female

“ I think as well you need to look at the curriculum in medicine . I mean at the end of pre- med and with no discredit to the course you haven’t actually learned a lot about medicine and in first med you are just getting to grips with the topics and then you do pharmacology and you are getting a broader understanding of medicine so then maybe that enables you or you feel more equipped to carry out a project but then you are like … oh actually I have learned about this and you can relate to it better because often times as I have said before the topics for SSRA or other research projects were quite complex , and maybe you are like … . oh I understood that word but I don’t necessarily know what that means but later you are like oh I remember that from that lecture or we learned about that here”

Recommendations for improvements

There was an overwhelming assertion that it is valuable to include experiences of research and/or learning about research skills in the undergraduate medical programme, however students asserted that there were insufficient research opportunities currently available. The students were subsequently asked for recommendations to rectify this situation ( Table 2 ).

The number of responses for recommendations for improvement of research-teaching linkages in undergraduate medical curriculum across all five stages. Final column shows the percentage of responses for each recommendation.

However almost half of the 110 responses to this question in the focus group recommended that research be embedded within the curriculum, either as a core component or as an elective module, and particularly around Stage 2.

“ I think it would be better if it was included and didn’t involve giving up 2 months of your summer , ‘cos there are loads of people who feel they have to earn money or want to travel and I think if we were able to do even 3 weeks then we have time to do other stuff as well instead of taking up the whole summer and being in UCD for another 2 months . ”

Stage 1 Female

“ […]we kinda have just done science this year and so we wouldn’t be able to contribute to research . So then we have a disinterest , but maybe if the opportunity was presented to us to even observe research being done . Just because it will benefit us in the future , then if we can have that exposure we might realise how interested we are in the research . You know , it could follow from there , like even if we had a research elective or module where you go and watch others do research and if it was built in . ”

Stage 3 Male

“ […] I see how important research is but I feel like , for most hospital jobs , you need to have done research at some stage . It would be great to have an introduction to it in college . If we were going to do research at some stage it would be good to get some introduction to research . ”

Stage 5: Female

“ In my mind it’s obviously a question of how much UCD is prioritising research for medical graduates to take part in . Because obviously it is very important to be involved in research for evidence-based medicine but , our only exposure to it is really through anecdotal stuff in lectures and through the SSRA and that’s like another elective five credit module . Whereas if there was say , a five or ten credit module , that was mandatory that focused on research , then we might have more of an incentive to try and get ourselves involved in research and then it would also be a UCD statement saying that we think that research is very , very important and so important that its worth mandatory credits . ”

Approximately 10% of the 110 responses requested an improvement to the SSRA programme, namely a more structured approach, more variety of projects and more information. Students also described how early exposure to researchers, peers, clinical role models was inspirational. This was linked to a request for improved research information, more research opportunity in general and specifically more information about the importance of research to a career in medicine.

“ …we are seeing in the journal clubs here and the grand rounds these people that we could be in their position and they think research is really important , so if we had role models–I don’t know if you know Prof H ? She gave the key note address at the student medical summit last year , just talking about how to integrate research into a clinical career . I think everyone came out of that thinking like , oh wow yeah that’s really cool and these are the steps she took and that’s something I could definitely do if I had to go down one route or another . It’s something to do with having role models . ”

Focus group schedule.

• Tell me a little about that.
• How did that awareness develop?
• How did that understanding develop?
• Can you talk about what you know of their research?
• Can you explain how that knowledge developed?
• Can you outline any specific examples?
• What worked well and what did not work so well? Why was that?
• Would you consider that you had research experiences other than the SSRA, and if so, how well did they work?
• Did that change over the course of your degree? (Stage 2 onwards)
• When did that change /those changes happen?
• Why did that change /those changes happen?
• In what way?
• Do you think that your programme has provided adequate experience of, and training in, research skills? Explain.
• We have come to the end now of the focus group. Before we finish up, is there anything that you would like to add?

The intimate relationship between research and teaching is now considered to be core to the effective functioning of research-intensive universities. This is particularly important in disciplines reliant on evidence-based practice such as medicine, which benefits greatly from the valuable insight provided by clinical scientists and their unique perspective from interactions with patients. The nature of the research-teaching nexus is constantly adapting to the ever-changing landscape of the educator-student dynamic [ 21 ]. The perceptions and experiences of the academic on research-teaching linkages are well-documented [ 22 , 23 ], however there are obvious disciplinary and institutional contexts.

A clear inconsistency of research opportunities offered during the medical degree persists at a global level. The development of these programmes is likely driven by an element of pragmatism, coupled with a consideration of the educational ethos of the institution. These fundamental, but potentially important differences such as duration of research experiences, extent of integration, availability, content and variety of projects, assessment, governance and stage at which they are available, generate a significant variance in programmes and consequently student experience. An ability to tailor research and teaching to maximise the benefit to students and enhance graduate attributes and outcomes relies on an understanding of the students’ perception.

This study evaluated the undergraduate medical student awareness of and exposure to research in a research-intensive university. It further examined whether research experience impacted student learning, whether current research opportunities were sufficient, identified examples of best practice and sought recommendations for improvements from students. The data was analysed across the five stages of undergraduate medicine to evaluate any changes that developed throughout the course.

The demographics of the participants reflected the multi-cultural diversity of the nature of a modern Irish medical school, including the connection with Penang Medical College (PMC) in Malaysia. Not all focus groups were an exact representation of the specific demographics of that stage. For example, Stage 2 participants were all non-E.U students, including 4 from Malaysia, who were potentially associated with PMC and therefore not represented in Stage 4 and 5 because of their return to clinical training in Penang. Stage 3 participants were all male, clearly not representative of the student cohort in that year. Overall the 42 participants were reflective of the undergraduate population at the time of the study and it is likely that a sufficient number of focus groups were performed to capture the important themes [ 17 , 24 ]. It has been suggested that 3 to 6 focus groups, with a homogenous population and a semi-structured discussion guide such as the focus group schedule used in this study, will likely capture 90% of all themes, including the most important ones [ 24 ]. Striking the balance between too few and too many focus groups is always open to discussion, and retrospectively it could be argued that more focus groups in each stage, or grouping pre-clinical and clinical students may strengthen the overall quality of the data.

Whilst it is possible that students from every individual medical school may also have unique perceptions on individual aspects of the study, dependent on the specific research experiences available to them, the overall themes that emerged from the data are highly likely to be relevant to the majority of medical students. The consistency of education governed by global standards determined by the World Federation for Medical Education (WFME) suggests that students are likely to have shared perceptions and opinions. Hence data presented here may be transferable and applicable to a wider international setting.

The first question in the focus group addressed whether students were aware of research and how that awareness had developed. Although all students were aware of research ongoing in the university in general, almost 45% of the responses described how their awareness of research in Medicine developed from lecturers, clinical educators and, to a lesser extent, demonstrators, who are mostly active researcher students.

Research-intensive universities have achieved a dominant position within the third-level education system, and the impact of educating students in such an environment, despite the obvious added cost, is considered valuable to the student, researchers and institution alike. Inspired by the recommendations of the Boyer Commission on Educating Undergraduates in the Research University [ 25 ], and with the growing awareness of the benefits of incorporating research experiences into undergraduate curricula, there was an explosion of interest in this area [ 26 ]. Although there was an understanding of the link between teaching and research, not all supported the concept that they were mutually interdependent (Future of Higher Education White paper UK 2003), advancing the concept of teaching-only institutions in the UK. However, many case studies have been reported and reviews have concluded that the benefits are real and substantial [ 27 – 32 ], albeit when care is taken to avoid potential pitfalls [ 33 ]. This growing awareness of the positive influence on the student experience and graduate attributes has narrowed the gap between research and teaching in the academic setting, encouraging academics to attempt to incorporate their research into their lectures and creating scholarly research experience programmes such as the SSRA programme described here.

Incorporating research-led experiences [ 11 ] for students in this study has a positive impact on students’ awareness of the research ongoing in the university, however some students articulated a disconnect, either because these discussions of research were not assessed, or because it was not relevant to their studies. This is perhaps unsurprising given the suggestion that active involvement in research by students i.e. research-based experiences are the most effective form of research in terms of maximising depth of learning [ 11 ]. Moreover, despite the good intentions of staff to incorporate their research into their teaching, students did not report these circumstances of ‘learning about others’ research’ or research-led as a research experience.

This study also highlighted the impact of the built environment on students’ awareness of research in medicine. The presence of research centres on campus inculcates an awareness from as early as recruitment days in secondary schools, and some students iterated the positive influence this had on university choice. Surrounding the medical students in an environment of research can potentially stimulate research-mindedness, however most early-stage students in this study were unaware of the research carried out, further precipitating a sense of disconnect.

This disconnect between early-stage students and their comprehension of research was evidenced in terms of their verbalisation of understanding of what it meant to carry out research in medicine. All students appeared to understand that doing research in medicine furthered our understanding of clinical medicine and potentially contributed to improving society. However, later-stage students had a greater appreciation for the relevance, importance and clinical applicability that research served, discussing evidence-based practice and how their understanding of what research means has changed after doing research or as they progress through their course and experience how research impacts on clinical practice.

Addressing this disconnect between students and staff and research and teaching at an early stage must be priority in all research-intensive institutions. A number of models have been proposed to address these issues, however, student engagement must be at the heart of any proposals [ 11 , 34 , 35 ]. This is likely to involve a significant shift in how we structure and deliver the undergraduate curriculum, not just at a modular, programme or institutional level but at national and international levels.

This study also evaluated the impact that research had on students’ learning throughout their degree. Unsurprisingly, the later-stage students who were more likely to have completed a research project, recognised the impact of research on learning. Whilst some students, particularly early-stage students, had no experience of doing research, they could still articulate the potential positive impact that doing research may provide. Approximately two thirds of responses relating to this question were positive, and referred to benefits such as career enhancement and improved knowledge and skills. Of particular significance were the comments that research was simply interesting and made learning more relevant, but did not necessarily impact on learning.

It is not uncommon for students to underestimate the impact that research has on their education [ 36 ], however, it is also likely that the delivery of a coherent structured research experience, potentially embedded in the curriculum, would permit the student to reflect on their experience and evaluate the impact more cohesively. As academics, we frequently witness a transformative effect of completion of significant independent research projects on the confidence and capabilities of students. In the absence of formal reflection, it is probable that students do not appreciate or recognise this flourishing effect on their educational journey.

One of the main themes that emerged from the data was the issue of opportunity. Students across all stages, but particularly Stage 1 and 2, described a lack of opportunities for research despite the availability of a research module. Students have the opportunity to take a research elective module in the summer, the SSRA scheme, which involves an 8-week project supervised by a mentor, culminating in the submission of an abstract to the Irish Journal of Medical Sciences, and an oral presentation of the project in poster form. Each summer over one hundred national and international SSRA projects are completed, of which just over half are undertaken by undergraduate medicine students. Typically, the undergraduate medical students choose to do this module at the end of Stage 3 and approximately a third of undergraduate students would complete the module during their undergraduate course.

From the focus group analysis it was clear that students generally choose to wait until Stage 3 to complete this research project because they perceive that a lack of experience hinders their competitiveness. Students are permitted to do an SSRA every summer if they choose to, although they can only take it for 5 credits on one occasion. It was reassuring to see a few students describe completing two or more SSRAs in different areas of research, indicating a desire to pursue research within their course.

However, there was criticism of the scheme, particularly from later-stage students, who describe an inequality of opportunity for students who do not have the ability to do research in the summer, due to inexperience or financial or personal reasons. Although some of the projects, both national and international, are formally advertised, and can be applied for by any student, many projects are sought independently by students actively contacting researchers in other institutions who work in a field that is of interest to the student, or through personal contacts. This creates a somewhat ad hoc system of projects, which in many ways brings a unique variety to the programme. However, the lack of structure, consistent opportunity and equality is off-putting to some students.

The second theme to emerge from the data was the issue of timing of research opportunities. Although some later-stage students suggested that research was more relevant in later stages due to their superior knowledge, there was a consistent opinion across all stages that early research opportunities would be ideal. The motivation for early introduction to research was either to enhance competitiveness later in the course to overcome lack of experience, because they had more flexibility, time or less pressure in the early part of the course, or because they could take the SSRA for credits in the first three stages to contribute to the next stage GPA.

The evidence to support the benefits of incorporating research experiences into a medical curriculum is extensive [ 37 , 38 ] however much of the impetus for stimulating research predominantly focussed on MD or PhD programmes rather than the undergraduate experience [ 9 , 39 ]. More recently, the emphasis has somewhat shifted to research experiences for medical students throughout their course, whether these are embedded within the curriculum or as voluntary electives [ 8 , 9 , 37 , 39 ]. A number of large-scale funded programmes such as the Medical Student Research Fellowship Programme in the U.S. [ 9 ] and Medical Student Research projects in Norway [ 16 ] and the Netherlands [ 40 ] have been introduced to engage students at this crucially influential stage of their training and try to introduce a degree of consistency in student experience.

Research experiences provide a context for students’ learning and augment the understanding of the importance of research in their future careers. The data presented here demonstrate how understanding of research in undergraduate medical students evolves based on experience, and underlines the importance of early research opportunities to maximise the progression of this research journey. However this journey must surely not only be structured in nature but also mutually beneficial for both staff and students.

Most literature in this area looks at how research can impact on teaching and student engagement rather than the impact of teaching on research [ 41 ]. However, it has been suggested that not only does research have the ability to enhance teaching, but furthermore that teaching has the potential to enrich research [ 23 , 42 ] creating a dynamic relationship between academics and students. Nurturing of this important relationship has the potential to bridge the gap between research and teaching, and also staff and students, particularly by encouraging research-intensive staff to actively become involved in partnerships with students in research. A recent study by Fanghanel et al. (2016) [ 43 ] emphasised that the engagement of students is essential for the scholarship of teaching and learning, and recommended that institutions should provide sustained undergraduate research opportunities through staff-student partnership in order to develop meaningful student engagement.

Proposal for enhancement—Considerations for optimising the impact of research experiences for medical students

The recommendations of the students and important dimensions were encompassed into an emerging framework ( Fig 4 ), which was used as a basis for suggesting enhancement to research programmes. In this study, students overwhelmingly recommended early research opportunities embedded within the course, ideally in the form of structured research electives delivered longitudinally through the course, with clear programme overview and delivered at appropriate times during the course. This would facilitate all students potentially having equal access to basic research or scholarly experiences, with the opportunity to create a significant portfolio of sequential experiences, each building on previous skills and knowledge. Students suggest that research experiences should be recorded and verified to provide a useful mechanism to substantiate students’ appropriateness for future research opportunities, suggesting a passport style portfolio may be useful. Furthermore students require valuable research techniques to enhance their CV, meaning, where possible, students should have the opportunity to complete a module on relevant research skills.

The conceptualisation of an emerging framework places the student at the central character, identifies issues important to students (inner circle), and defines their perceived positive impacts in terms of their educational experience and future professional career (outer circle). This framework places the student at the central character, identifies issues important to students, and defines their perceived positive impacts in terms of their educational experience and future professional career.

Students consistently described how naïve and inexperienced they perceive themselves to be, lacking even a basic understanding of research. Hence, an early module in the fundamentals of research, available to a large cohort of medical students, is likely to be useful in terms of enhancing student basic knowledge and experience in research. This module could include input from senior clinical scientists, acting as role models to facilitate an early understanding of the benefits of research to the medical student. Fundamental skills such as hypothesis generation, critical analysis of published articles, how to find appropriate resources to support our discussion of data or even the ability to ask pertinent questions should be incorporated into early research modules.

Subsequent modules would ideally build on this fundamental research module, potentially incorporating small research projects, exploring more detailed research topics including for example qualitative and quantitative data analysis. Given the number of students who perceive medical research to be about ‘working in a lab’, coupled with the fact that this prospect does not appeal to all students, suggests that increasing the variety of projects offered to students may be crucial to improving the student uptake. Green et al., published a compendium of examples of scholarly concentration programmes, including detailed concentration areas. Whilst biomedical sciences make up the large proportion of research projects, there are examples of some very creative non-medical projects, such as creating art programmes for patients [ 12 ].

The constraints of fulfilling academic requirements from professional bodies may provide barriers for large-scale longitudinal research experiences in the absence of significant re-structuring of existing timetables. However a number of medical schools, particularly in the U.S., have successfully incorporated longitudinal research programmes across the duration of the course culminating in the production of a dissertation. The positive impact of such programmes have been successfully evaluated [ 8 , 12 – 14 ].

It is well-documented that the impact of students tangibly carrying out research projects is likely to be the most transformative [ 11 ], suggesting that any implementation of recommendations should, where possible, include a capstone project. This capstone project could potentially include, projects of limited duration (6–12 weeks), or more substantial such as an intercalated masters or PhD, or an M.D or clinical internship following graduation. An early opportunity to complete medicine-specific research elective modules is likely to have a significant impact on the undergraduate research journey and potentially encourage an increase in clinical scientist roles.

Limitations of the study and future research

The use of focus groups in Healthcare and Medical education has increased exponentially over the past few decades, mostly due to the ability to gain understanding not simply what people think, but importantly why they think that way. However it is still clear that more stringent guidelines are required to help define appropriate sampling strategies, focus group number, homogenous versus heterogenous sampling balance, with the aim to maximise the methodological approach and ensure the approach is fit for purpose. In this study, it could be argued that the opinions and experiences of first year and final students may vary quite differently and therefore the undergraduate medical student cohort is not completely homogenous. Moving forward, it may be more appropriate to increase the number of focus groups from early and late- stage students, in order to analyse differences in opinions between these more homogenous groups of students and strengthen the quality of the data obtained.

The approach taken in this study was to avoid pre-conceptions during sampling, and these differences emerged naturally from the data, with early-stage (1–3) and later-stage (4–5) students expressing divergent opinions on some aspects of the discussion. This corresponded to exposure to the clinical environment, where the impact, usefulness and relevance of research could more easily be appreciated. It may also have coincided with the point at which students were more likely to have experience of independent research and scholarly experiences, giving them a more informed opinion of the value of research. However, it was also reassuring to see that although there were differences of opinion and awareness between early and later-stage students, there was also consistency across all students, particularly in their recommendations for enhancement of scholarly experiences. Furthermore, the experiences of all undergraduate students, regardless of stage, research or clinical experience were captured.

In summary, this data provides an insight into medical students perception, awareness and impact of research-teaching linkages and the opportunity to undertake scholarly activity and research as part of their medical education. Research opportunities vary considerably between medical schools, however, the goal of these experiences is to augment the students’ critical analysis, improve communication skills, inculcate a curiosity to inspire life-long learning, enhance the student experience and inevitably train better physicians. Ideally, this will increase the number of clinical scientists, a measure which will undoubtable have positive impacts on patient outcomes. Whilst pragmatic issues will inevitably dictate elements of scholarly programmes, this framework places the student at the central character, identifies issues important to students, and defines their perceived positive impacts in terms of their educational experience and future professional career.

Acknowledgments

The author wishes to thank Ms. Rachel Niland, research assistant on the project for her outstanding contribution to the focus groups and analysis.

Funding Statement

KH R17781 Irish Network of Medical Educators (INMED) now name changed to INHED https://www.inhed.ie/ The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Data Availability

• Quick-Bytes
• Web Stories
• Success Stories

Shoolini, RKMV Secure ₹ 25 Lakh ICSSR Grant for Research 

Healthy Living Takes Centrestage on National Nutrition Week 

SPICMACAY Founder Talks ‘Freedom & Discipline’ on Campus

Shoolini Students Ace GPAT & NIPER Exams

Unwind in Shimla: Top Things to See and Do

Yogananda Happiness & Wellness Centre Inaugurated

1,000 Students Unite for Swachhta Pakhwada

Shoolini Campus Wonders

Neharika’s Story: From Shoolini to Oxford… Unplugged!

Literary Odyssey: Rsvika Authors ‘Draupadi’s 13 Relations’

Shoolini helped me become a better person

A Grateful Alumini Reciprocates Gesture

Shoolini Student Lands ₹42-Lakh Job at Algo8

Placement Vision, Strategies and Goals for 2024 

From Shoolini to the Bank of America!

Cognizant Hires 13 Btech CSE & Food Tech Students | Shoolini

‘Rising Demand for Mental Health Professionals in India’ 

Creating Next-Gen Media Mavericks with Prof Pubby

Driving Innovation in Pharmaceutical Sciences at Shoolini

Innovating Liberal Arts for the Future at Shoolini

New Cooling Tech Extends Solar Panel Lifespan 

Shoolini hosts talk on ‘academic publishing with springer’.

Shoolini Patents Cast High-Tech Road Safety Net 

Why and How does Research Matter in a Student’s Life?

The essence of student life is lost in the quest to be a class topper. Unfortunately, the world only cares about a report card and top grades. Bereft of choice, students take the easy way out  they lose interest in going above and beyond the academic curriculum. Is a degree just a means to financial independence? What about the fire, the passion for exploring unchartered territory? What about innovations that can change the world?

Only a handful of students understand that research has the power to change the world, to change the very fabric of our being, and to create something innovative and novel.

Every student should go through the journey of research, see why?

Success comes from curiosity, concentration, perseverance and self-criticism  Albert Einstein

The irresistible desire to learn and know new things is the foundation of research. A curious student will observe, question, experiment, and then learn. This will lead him to discover and uncover new things, which may change the face of the world forever.

Research is critical for improving society, sustaining the economy, propelling innovation, and tackling problems that ordinary people confront daily. Studying, analysing, experimenting and discovering teach students about our rich history and help them understand our present context and plan their future.

The research component provides a comprehensive learning experience as students can investigate the impact of implementing new thought processes through research and testing. Discoveries are being made in numerous domains daily, particularly science-related, and research is at its centre.

Research keeps you from lagging or harbouring inaccurate information about a subject. You might utilise the most recent data to expand on ideas or speak eloquently about a topic. This brings us to the second point about establishing credibility.

Research enables us to tackle global challenges and make evidence-based decisions. It sheds light on issues that have remained buried for long and allows people to discuss concerns and answer questions that society does not address.

Let us discuss why and how research matters in a students life.

Research for self-sufficiency: Importance

The benefits of scholarly research in higher education are innumerable. With a more functional deep dive into the subject matter under investigation, students improve their capacity to analyse and discuss any topic. The educational journey of research helps students learn all about current discussions. Developing essential library skills is a huge benefit to becoming self-sufficient. Thus, research aids in evaluating other writing styles and improving one’s reading and writing skills. A thoroughly explained bibliography is often an essential initial step in performing scholarly research. Reviewing, assessing, and synthesising information from multiple sources helps students improve their critical thinking power. Research takes effort and time, but it can yield enormous benefits and help students grow personally & professionally.

Find, measure & grab opportunities

Research is a way to nurture students potential and diversify opportunities and goals. This includes obtaining work, receiving scholarships or grants, project funding, beginning a business relationship, or getting other minor victories. These opportunities can help broaden one’s social network, raise awareness or start a new business or a project. Its a way to help people make the right life-changing decisions. This helps in self-growth and productive living.

Industry & research

When in need, industries inadvertently turn to academics to solve vital issues. The need to share knowledge, explore, innovate, and create is paramount to industrial and research interdependency. Without academic research, it is impossible to plan, strategise, and discover solutions. Thus, global development is dependent on research in higher education institutions .

Encourages research-based practice & knowledge production

In-depth research during higher education motivates students to publish their journals, implement research activities in studies, etc. Thus, educational institutes, colleges, and universities should also understand the significance of research and design their academic curriculum accordingly. This can be achieved if individually assigned professors encourage and mentor students in researching and writing high-impact journal publications.

Start your research journey with Shoolini Universitys elite programs

In the modern age of dynamic globalisation, research cannot be conducted in isolation. As a result, the importance and demand for research-driven universities have grown exponentially.

Shoolini, India’s No.1 Research University , has always been at the forefront of research-based education. Shoolini University is ranked first in India and 9th in Asia for citations per paper by QS World University Rankings Asia 2023 .

The institution is located in the foothills of the Himalayas and is well-known for its treasure trove of herbs. The infrastructure is designed to foster cutting-edge research in various fields such as science , engineering , yoga , management , and liberal arts .

Shoolini University is also well-known for its elite research programs. To make these programs more impactful, students are given hands-on experience with cutting-edge research and are guided to create technical articles. Personal mentoring elevates the curriculum to a new level, transforming it into a research-based Shoolini University innovation.

Shoolini has maintained an H-index (index used to assess Research Output and Quality) of 100, the highest for any university created after 2009. The FWCI is 2.22, which is equivalent to the top 10 worldwide colleges. Students and professors have submitted over 1200+ patents , making it the top research institution in India.

Artificial intelligence, bioenergy, biofuels, ageing and nutrition, drug discovery for cancer, genomics, water purification, probiotics, and other fields are being researched broadly at Shoolini university.

Shoolini has been placed third in patent filings (2019), joining the ranks of research institutions such as IITs and IIMs.

Shoolini’s dedicated research centres aid in achieving these goals. These centres offer comprehensive research facilities for producing qualitative research findings. Recognition from major institutes such as SCIMAGO and QS Rankings validate that Shoolini Research Centres have performed splendidly.

Benefits of taking part in Shoolini research programs:

• You can work closely with a faculty mentor and have the opportunity to network with academic and student researchers in your field.
• You can earn academic credit, scholarships, stipends, and/or other awards for research efforts.
• You can hone leadership and teamwork skills.
• You can acquire academic credentials to build a well-rounded resume by publishing works and collaborating with a research team.
• You can learn essential skills, such as how to use online research tools.
• You can learn vital life and classroom skills (professionalism, time management, multi-tasking).
• You can learn how to effectively communicate thoughts while analysing and criticising the work of others.
• You can better grasp scientific processes as you design research questions, form hypotheses, and test them.
• You can learn to work in a lab, plan studies, write grants, and report findings.
• You may be compensated, sometimes as an employee, sometimes as a scholarship recipient.
• You have the option to publish your work. If you assist a faculty member, they may acknowledge your work, or you may mention your work.
• This is an excellent opportunity to meet faculty members who work in your field of interest and network with fellow researchers. After developing a solid working relationship with them, you can request a letter of recommendation from a faculty mentor.

Also read: Benefits of Conducting Research at Indias No.1 Research University

Realising the need to promote research that can develop solutions to world problems and issues, Shoolini University has risen to the top. Its support for researchers and sustained research activities have resulted in ground-breaking innovation and the filing of more than 1200 patents. No wonder Shoolini researchers have featured in the World’s Top 2% Scientists List released by Stanford University.

Impactful research that can change the world is in high demand. You can join this exclusive group of scholars by enrolling in any research program at Shoolini University!

Admissions Open. Apply Now!

• No. 1 research university
• No.1 Research University in India
• Research at Shoolini University
• Research focused university
• research programs
• Shoolini Research
• student research
• Top Research University
• Top Research University in India

Follow Us For Regular Updates:

Shoolini b tech innovator in global healthcare, daniel weaves ai magic with young data scientist award, shoolini mba stars score fully funded internships in taiwan, admissions 2024 open apply now, related stories, student survey: most popular courses at a university, what makes a great manager debunking common beliefs, top weekend getaways for shoolini students near solan.

© Copyright - Shoolini by Shoolini Team

This will close in 0 seconds

Educational resources and simple solutions for your research journey

Research Skills: 7 Ways for Students to Restore Focus on Learning

Do you know that there are some simple research skills that can give your PhD journey a boost?   

You have embarked on your doctoral journey, eager to carry out original research, learn research skills , and contribute to the existing universe of knowledge in your field. However, this many-year journey is also a challenging one; a highly intellectual and often emotional pursuit with its share of anxieties and pressures. But don’t get disheartened. There are a few simple strategies you can adopt to cope with issues and distractions along the way , re-focus your mind and learn new research skills in the process.  

Table of Contents

7 Ways to improve your research skills  

Let’s look at some techniques to help you to keep up with everything you need to do and restore focus on learning research skills while you attain your doctorate.  

1. Develop a confident and resilient attitude: Deciding to take the step to equip yourself with a doctorate is a commendable decision by itself. One of the simplest research skills you should have is internalizing your confidence in being able to tackle challenges. Remember that the road may have its share of ups and downs but you are in it for the long haul. Keeping up your morale and staying motivated is an important research skill if you are to get through the gruelling four-to-five-year journey to attaining your PhD.  

2. Set your own targets: The road to a PhD can be a lonely one, but it allows you to develop some crucial research skills . Since it is a personal journey, the more proactive you are the more rewarding it. Setting manageable targets will help lessen any feeling of anxiety you may have. While your supervisor plays an integral role in providing advice and support, you should aim to create your own daily to-do lists, work plans, weekly and monthly goals that will enable you to work within a timebound framework. This basic research skill will help you to progress with your field/lab work as well as make progress with writing and preparing initial drafts of, for instance, your thesis introduction and literature review.  

3. Continue the learning process: While learning the basics of how to be an effective researcher, make time to build and enhance your research skills . As part of your PhD requirements, you will be expected to write impactful research articles, present them in seminars, and even publish them in peer-reviewed journals. These require specific research skills that have their own gradual learning curve and need to be carefully cultivated. Reaching out to your supervisor or advisor and attending seminars or training courses offered by your department or university will help a great deal. You can also learn new research skills by yourself and at your own pace by taking up some expert-led online courses for researchers .  

4. Master your time management skills: One of the most important research skills you need to learn is time management. This essential skill will help you all through life, helping you lessen your stress as you proceed to meet tight deadlines. Great time management skills also allow you to balance your regular field or lab work with learning activities such as seminars, courses, and lectures, and even leave you some time for socializing. However, keep in mind that things may not always go as expected, for example, when experiments may take longer than expected to yield results. This should not lead to a state of anxiety or stress instead your time management skills will empower you to make the best of the situation at this point of time.  

5. Enroll in research groups or communities: Building a network of peers , where you can learn useful research skills , discuss ideas, share experiences, and get inputs is a great way to refine your work. So make an effort to connect with other PhD students, post-docs and senior researchers by enrolling in research groups or attending events by your institute. Actively engaging with a thriving global researcher community can broaden your perspective, aid your learning process, and add to your research skills .  

6. Embrace suggestions and advice: The best strategy for PhD students, and one of the important research skills , is to remain focused and adapt quickly if you think things are not going your way. Be open to new ideas and suggestions that have the potential to enhance your work, take time to carefully consider each one (discuss these with your supervisor, if possible), and then be ready to tweak your approach. The advice you receive can add new dimensions to your work and further enrich your research.  

7. Keep the larger goal in sight: In navigating the ups and downs of this academic journey, the larger goal of earning your PhD and the work that you eventually desire to take on should be your driving force. Reminding yourself of this aspect will certainly help you learn the research skills required to tackle the many hurdles and overwhelming tasks that inevitably arise.  

Remember that you are on this journey because you are passionate about the topic you have chosen for your doctorate. Therefore, inculcating a winning attitude and building essential research skills should be your main motivation. When you learn research skills and keep practicing these, you will find your PhD journey getting easier. However, remember, that it is also important to take a step back once in a while to indulge in other activities or interests, which will help you maintain a healthy work-life balance as you learn new research skills and race toward your goal.  

Related Posts

How to Write a Dissertation: A Beginner’s Guide 

Back to School – Lock-in All Access Pack for a Year at the Best Price

• research tools
• get research help
• for Students

Research and Engagement Librarians for Students

As a student at CWRU, you have a Research and Engagement Librarian (REL) dedicated to helping you with research in your specific major, minor, or even elective courses.

How can my REL help me?

• Guide you through using library services
• Provide research assistance in any stage of the process
• Assist you in developing a search strategy
• Refer you to other campus departments as needed

You can meet with your REL in person or on Zoom, or connect via email or phone. Find the REL for your discipline, their appointment booking calendar, and contact information below. If you need additional help, visit Ask KSL !

Case School of Engineering

Biomedical Engineering

Daniela Solomon

Email: [email protected] Phone: 216-368-8790

Schedule Appointment

Chemical and Biomolecular Engineering

Civil and Environmental Engineering

Computer and Data Sciences

Electrical, Computer, and Systems Engineering

Macromolecular Science Engineering

Materials Science Engineering

Mechanical and Aerospace Engineering

College of Arts and Sciences

Anthropology

Olivia Hobbs

Email: [email protected] Phone: 216-368-2757

Art History and Art

Email: [email protected] Phone: 216-368-5309

Evan Meszaros

Email: [email protected] Phone: 216-368-3509

Cognitive Science

Jacey Kepich

Email: [email protected] Phone: 216-368-6676

Earth, Environmental, and Planetary Sciences

Nicole Clarkson

Email: [email protected] Phone: 216-368-8689

Shatha Baydoun

Email: [email protected] Phone: 216-368-6229

Mathematics, Applied Mathematics, and Statistics

Modern Languages and Literatures

• Spanish 

Political Science

Email: [email protected] Phone: 216-368-5457

Psychological Sciences

Religious Studies

Weatherhead School of Management

Accountancy

Banking and Finance

Design and Innovation

Organizational Behavior

Interdisciplinary Areas and Centers

Environmental Studies

Ethics Studies

Email: [email protected] Phone: 216-368-5407

Women's Studies

How to Write a Research Proposal Paper

Table of Contents

What is a research proposal paper, why write a research proposal paper.

• How to Plan a Research Proposal Paper

Components of a Research Proposal Paper

Research proposal examples, help & additional resources, this resource page will help you:.

• Learn what a research proposal paper is.  
• Understand the importance of writing a research proposal paper. 
• Understand the steps in the planning stages of a research proposal paper.  
• Identify the components of a research proposal paper.  

A research proposal paper:   

• includes sufficient information about a research study that you propose to conduct for your thesis (e.g., in an MT, MA, or Ph.D. program) or that you imagine conducting (e.g., in an MEd program). It should help your readers understand the scope, validity, and significance of your proposed study.  
• may be a stand-alone paper or one part of a larger research project, depending on the nature of your assignment. 
• typically follows the citation format of your field, which at OISE is APA .    

Your instructor will provide you with assignment details that can help you determine how much information to include in your research proposal, so you should carefully check your course outline and assignment instructions.  

Writing a research proposal allows you to  

• develop skills in designing a comprehensive research study; 

learn how to identify a research problem that can contribute to advancing knowledge in your field of interest; 

further develop skills in finding foundational and relevant literature related to your topic; 

critically review, examine, and consider the use of different methods for gathering and analyzing data related to the research problem;  

see yourself as an active participant in conducting research in your field of study. 

Writing a research proposal paper can help clarify questions you may have before designing your research study. It is helpful to get feedback on your research proposal and edit your work to be able to see what you may need to change in your proposal. The more diverse opinions you receive on your proposal, the better prepared you will be to design a comprehensive research study. 

How to Plan your Research Proposal

Before starting your research proposal, you should clarify your ideas and make a plan. Ask yourself these questions and take notes:  

What do I want to study? 

Why is the topic important? Why is it important to me? 

How is the topic significant within the subject areas covered in my class? 

What problems will it help solve? 

How does it build on research already conducted on the topic? 

What exactly should I plan to do to conduct a study on the topic? 

It may be helpful to write down your answers to these questions and use them to tell a story about your chosen topic to your classmates or instructor. As you tell your story, write down comments or questions from your listeners. This will help you refine your proposal and research questions. 

This is an example of how to start planning and thinking about your research proposal assignment. You will find a student’s notes and ideas about their research proposal topic - "Perspectives on Textual Production, Student Collaboration, and Social Networking Sites”. This example is hyperlinked in the following Resource Page: 

A research proposal paper typically includes: 

• an introduction  
• a theoretical framework 
• a literature review 
• the methodology  
• the implications of the proposed study and conclusion 
• references 

Start your introduction by giving the reader an overview of your study. Include:  

• the research context (in what educational settings do you plan to conduct this study?) 
• the research problem, purpose (What do you want to achieve by conducting this study?) 
• a brief overview of the literature on your topic and the gap your study hopes to fill 
•  research questions and sub-questions 
• a brief mention of your research method (How do you plan to collect and analyze your data?) 
• your personal interest in the topic. 

 Conclude your introduction by giving your reader a roadmap of your proposal. 

 To learn more about paper introductions, check How to write Introductions .  

A theoretical framework refers to the theories that you will use to interpret both your own data and the literature that has come before. Think about theories as lenses that help you look at your data from different perspectives, beyond just your own personal perspective. Think about the theories that you have come across in your courses or readings that could apply to your research topic. When writing the theoretical framework, include 

• A description of where the theories come from (original thinkers), their key components, and how they have developed over time. 
• How you plan to use the theories in your study / how they apply to your topic. 

The literature review section should help you identify topics or issues that will help contextualize what the research has/hasn’t found and discussed on the topic so far and convince your reader that your proposed study is important. This is where you can go into more detail on the gap that your study hopes to fill. Ultimately, a good literature review helps your reader learn more about the topic that you have chosen to study and what still needs to be researched 

To learn more about literature reviews check What is a Literature Review . 

The methods section should briefly explain how you plan to conduct your study and why you have chosen a particular method. You may also include  

• your overall study design (quantitative, qualitative, mixed methods) and the proposed stages 
• your proposed research instruments (e.g. surveys, interviews)  
• your proposed participant recruitment channels / document selection criteria 
• a description of your proposed study participants (age, gender, etc.). 
• how you plan to analyze the data.  

You should cite relevant literature on research methods to support your choices. 

The conclusion section should include a short summary about the implications and significance of your proposed study by explaining how the possible findings may change the ways educators and/or stakeholders address the issues identified in your introduction. 

Depending on the assignment instructions, the conclusion can also highlight next steps and a timeline for the research process. 

To learn more about paper conclusions, check How to write Conclusions . 

List all references you used and format them according to APA style. Make sure that everything in your reference list is cited in the paper, and every citation in your paper is in your reference list.  

To learn more about writing citations and references, check Citations & APA . 

These are detailed guidelines on how to prepare a quantitative research proposal. Adapted from the course APD2293 “Interpretation of Educational Research”. These guidelines are hyperlinked in the following Resource Page:  

Related Resource Pages on ASH

• What is a Literature Review?
• How to Prepare a Literature Review
• How to Understand & Plan Assignments
• Citations and APA Style
• How to Integrate Others' Research into your Writing
• How to Write Introductions
• How to Write Conclusions

Additional Resources

• Writing a research proposal– University of Southern California   
• Owl Purdue-Graduate-Specific Genres-Purdue University  
• 10 Tips for Writing a research proposal – McGill University  

On Campus Services

• Book a writing consultation (OSSC)
• Book a Research Consultation (OISE Library)

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• Starting the research process
• Writing Strong Research Questions | Criteria & Examples

Writing Strong Research Questions | Criteria & Examples

Published on October 26, 2022 by Shona McCombes . Revised on November 21, 2023.

A research question pinpoints exactly what you want to find out in your work. A good research question is essential to guide your research paper , dissertation , or thesis .

All research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly

Table of contents

How to write a research question, what makes a strong research question, using sub-questions to strengthen your main research question, research questions quiz, other interesting articles, frequently asked questions about research questions.

You can follow these steps to develop a strong research question:

• Choose your topic
• Do some preliminary reading about the current state of the field
• Narrow your focus to a specific niche
• Identify the research problem that you will address

The way you frame your question depends on what your research aims to achieve. The table below shows some examples of how you might formulate questions for different purposes.

Using your research problem to develop your research question

Note that while most research questions can be answered with various types of research , the way you frame your question should help determine your choices.

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

Research questions anchor your whole project, so it’s important to spend some time refining them. The criteria below can help you evaluate the strength of your research question.

Focused and researchable

Feasible and specific

Complex and arguable

Relevant and original

Chances are that your main research question likely can’t be answered all at once. That’s why sub-questions are important: they allow you to answer your main question in a step-by-step manner.

Good sub-questions should be:

• Less complex than the main question
• Focused only on 1 type of research
• Presented in a logical order

Here are a few examples of descriptive and framing questions:

• Descriptive: According to current government arguments, how should a European bank tax be implemented?
• Descriptive: Which countries have a bank tax/levy on financial transactions?
• Framing: How should a bank tax/levy on financial transactions look at a European level?

Keep in mind that sub-questions are by no means mandatory. They should only be asked if you need the findings to answer your main question. If your main question is simple enough to stand on its own, it’s okay to skip the sub-question part. As a rule of thumb, the more complex your subject, the more sub-questions you’ll need.

Try to limit yourself to 4 or 5 sub-questions, maximum. If you feel you need more than this, it may be indication that your main research question is not sufficiently specific. In this case, it’s is better to revisit your problem statement and try to tighten your main question up.

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

As you cannot possibly read every source related to your topic, it’s important to evaluate sources to assess their relevance. Use preliminary evaluation to determine whether a source is worth examining in more depth.

This involves:

• Reading abstracts , prefaces, introductions , and conclusions
• Looking at the table of contents to determine the scope of the work
• Consulting the index for key terms or the names of important scholars

A research hypothesis is your proposed answer to your research question. The research hypothesis usually includes an explanation (“ x affects y because …”).

A statistical hypothesis, on the other hand, is a mathematical statement about a population parameter. Statistical hypotheses always come in pairs: the null and alternative hypotheses . In a well-designed study , the statistical hypotheses correspond logically to the research hypothesis.

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, November 21). Writing Strong Research Questions | Criteria & Examples. Scribbr. Retrieved September 9, 2024, from https://www.scribbr.com/research-process/research-questions/

Is this article helpful?

Shona McCombes

Other students also liked, how to define a research problem | ideas & examples, how to write a problem statement | guide & examples, 10 research question examples to guide your research project, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

 Support nonprofit news

The Hechinger Report

Covering Innovation & Inequality in Education

Students aren’t benefiting much from tutoring, one new study shows

Share this:

• Click to share on LinkedIn (Opens in new window)
• Click to share on Pinterest (Opens in new window)
• Click to share on Reddit (Opens in new window)
• Click to share on WhatsApp (Opens in new window)
• Click to email a link to a friend (Opens in new window)

The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our  weekly newsletters  to get stories like this delivered directly to your inbox. Consider supporting our stories and becoming  a member  today.

Get important education news and analysis delivered straight to your inbox

Matthew Kraft, an associate professor of education and economics at Brown University, was an early proponent of giving tutors — ordinarily a luxury for the rich — to the masses after the pandemic. The research evidence was strong; more than a hundred studies had shown remarkable academic gains for students who were frequently tutored every week at school. Sometimes, they caught up two grade levels in a single year. 

After Covid shuttered schools in the spring of 2020, Kraft along with a small group of academics lobbied the Biden administration to urge schools to invest in this kind of intensive tutoring across the nation to help students catch up from pandemic learning losses. Many schools did — or tried to do so. Now, in a moment of scholarly honesty and reflection, Kraft has produced a study showing that tutoring the masses isn’t so easy — even with billions of dollars from Uncle Sam. 

The study, which was posted online in late August 2024 , tracked almost 7,000 students who were tutored in Nashville, Tennessee, and calculated how much of their academic progress could be attributed to the sessions of tutoring they received at school between 2021 and 2023. Kraft and his research team found that tutoring produced only a small boost to reading test scores, on average, and no improvement in math. Tutoring failed to lift course grades in either subject.

“These results are not as large as many in the education sector had hoped,” said Kraft in an interview. That’s something of an academic understatement. The one and only positive result for students was a tiny fraction of what earlier tutoring studies had found.

“I was and continue to be incredibly impressed with the rigorous and wide body of evidence that exists for tutoring and the large average effects that those studies produced,” said Kraft. “I don’t think I paid as much attention to whether those tutoring programs were as applicable to post-Covid era tutoring at scale.”

Going forward, Kraft said he and other researchers need to “recalibrate” or adjust expectations around the “eye-popping” or very large impacts that previous small-scale tutoring programs have achieved.

Kraft described the Nashville program as “multiple orders of magnitude” larger than the pre-Covid tutoring studies. Those were often less than 50 students, while some involved a few hundred. Only a handful included over 1,000 students. Nashville’s tutoring program reached almost 7,000 students, roughly 10 percent of the district’s student population. 

Tennessee was a trailblazer in tutoring after the pandemic. State lawmakers appropriated extra funding to schools to launch large tutoring programs, even before the Biden administration urged schools around the nation to do the same with their federal Covid recovery funds. Nashville partnered with researchers, including Kraft, to study its ramp up and outcomes for students to help advise on improvements along the way. 

As with the launching of any big new program, Nashville hit a series of snags. Early administrators were overwhelmed with “14 bazillion emails,” as educators described them to researchers in the study, before they hired enough staff to coordinate the tutoring program. They first tried online tutoring. But too much time and effort was wasted setting kids up on computers, coping with software problems, and searching for missing headphones. Some children had to sit in the hallway with their tablets and headphones; it was hard to concentrate. 

Meanwhile, remote tutors were frustrated by not being able to talk with teachers regularly. Often there was redundancy with tutors being told to teach topics identical to what the students were learning in class. 

The content of the tutoring lessons was in turmoil, too. The city scrapped its math curriculum midway. Different grades required different reading curricula. For each of them, Nashville educators needed to create tutor guides and student workbooks from scratch.

Eventually the city switched course and replaced its remote tutors, who were college student volunteers, with teachers at the school who could tutor in-person. That eliminated the headaches of troublesome technology. Also, teachers could adjust the tutoring lessons to avoid repeating exactly what they had taught in class. 

But school teachers were fewer in number and couldn’t serve as many students as an army of remote volunteers. Instead of one tutor for each student, teachers worked with three or four students at a time. Even after tripling and quadrupling up, there weren’t enough teachers to tutor everyone during school hours. Half the students had their tutoring sessions scheduled immediately before or right after school.

In interviews, teachers said they enjoyed the stronger relationships they were building with their students. But there were tradeoffs. The extra tutoring work raised concerns about teacher burnout.

Despite the flux, some things improved as the tutoring program evolved. The average number of tutoring sessions that students attended increased from 16 sessions in the earlier semesters to 24 sessions per semester by spring of 2023. 

Why the academic gains for students weren’t stronger is unclear. One of Kraft’s theories is that Nashville asked tutors to teach grade-level skills and topics, similar to what the children were also learning in their classrooms and what the state tests would assess. But many students were months, even years behind grade level, and may have needed to learn rudimentary skills before being able to grasp more advanced topics. (This problem surprised me because I thought the whole purpose of tutoring was to fill in missing skills and knowledge!) In the data, average students in the middle of the achievement distribution showed the greatest gains from Nashville’s tutoring program. Students at the bottom and top didn’t progress much, or at all. (See the graph below.)

“What’s most important is that we figure out what tutoring programs and design features work best for which students,” Kraft said. 

Average students in the middle of the achievement distribution gained the most from Nashville’s tutoring program, while students who were the most behind did not catch up much

Another reason for the disappointing academic gains from tutoring may be related to the individualized attention that many students were also receiving at Nashville’s schools. Tutoring often took place during frequently scheduled periods of “Personalized Learning Time” for students, and even students not selected for tutoring received other instruction during this period, such as small-group work with a teacher or individual services for children with special needs. Another set of students was assigned independent practice work using advanced educational software that adapts to a student’s level. To demonstrate positive results in this study, tutoring would have had to outperform all these other interventions. It’s possible that these other interventions are as powerful as tutoring. Earlier pre-Covid studies of tutoring generally compared the gains against those of students who had nothing more than traditional whole class instruction. That’s a starker comparison. (To be sure, one would still have hoped to see stronger results for tutoring as the Nashville program migrated outside of school hours; students who received both tutoring and personalized learning time should have meaningfully outperformed students who had only the personalized learning time.)

Other post-pandemic tutoring research has been rosier. A smaller study of frequent in-school tutoring in Chicago and Atlanta , released in March 2024, found giant gains for students in math, enough to totally undo learning losses for the average student. However, those results excluded a quarter of the roughly 1,500 students who had been assigned to receive tutoring but did not attend sessions.

Kraft argued that schools should not abandon tutoring just because it’s not a silver bullet for academic recovery after Covid. “I worry,” he said, “that we may excuse ourselves from the hard work of iterative experimentation and continuous improvement by saying that we didn’t get the eye-popping results that we had hoped for right out of the gate, and therefore it’s not the solution that we should continue to invest in.”

Iteratively is how the business world innovates too. I’m a former business reporter, and this rocky effort to bring tutoring to schools reminds me of how Levi’s introduced custom-made jeans for the masses in the 1990s. These “personal pairs” didn’t cost much more than traditional mass-produced jeans, but it was time consuming for clerks to take measurements, often the jeans didn’t fit and reorders were a hassle. Levi’s pulled the plug in 2003. Eventually it brought back custom jeans — truly bespoke ones made by a master tailor at $750 or more a pop. For the masses? Maybe not. 

I wonder if customized instruction can be accomplished at scale at an affordable price. To really help students who are behind, tutors will need to diagnose each student’s learning gaps, and then develop a customized learning plan for each student. That’s pricey, and maybe impossible to do for millions of students all over the country. 

This story about  tutoring research was written by Jill Barshay and produced by  The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for  Proof Points  and other  Hechinger newsletters .

Related articles

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn't mean it's free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

Join us today.

Jill Barshay SENIOR REPORTER

(212)... More by Jill Barshay

Letters to the Editor

At The Hechinger Report, we publish thoughtful letters from readers that contribute to the ongoing discussion about the education topics we cover. Please read our guidelines for more information. We will not consider letters that do not contain a full name and valid email address. You may submit news tips or ideas here without a full name, but not letters.

By submitting your name, you grant us permission to publish it with your letter. We will never publish your email address. You must fill out all fields to submit a letter.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Sign me up for the newsletter!

College Admissions

Should high school students do academic research, by maggie hicks     sep 9, 2024.

AlexStern / Shutterstock

A growing number of high school students are looking for opportunities to do academic research, hoping to add ‘published author’ to their list of achievements when they apply to colleges.

Just look on popular Facebook groups and Reddit threads for tips on getting into selective colleges, and you’ll likely find posts recommending that students participate in intensive research or compete in science competitions as a way to stand out on college applications. It seems that many aspiring applicants and their parents have fixed on the idea that getting research published in an academic journal as a high school student has arisen as a new trophy to strive for in an escalating race to try to stand out as an applicant, especially after more selective colleges have dropped requiring the SAT or other admissions tests.

But experts say that the trend of high school research, while well-intentioned, has plenty of pitfalls. After all, academic research often requires deeper knowledge of a field than is typical in high school, and it involves carefully following ethical guidelines to protect research subjects from potential harm that students may not be aware of without expert guidance.

“A piece of research, even a basic piece of research, can take years to produce,” says Bob Malkin, the executive director at the International Research Institutes of North Carolina. “High school students have classes they need to worry about. They may be playing sports. They might be pursuing other hobbies or interests. So mixing this in with all the other things they need to do can definitely be a bad idea, just because it takes so much time.”

Pushing students to get involved in research early can also amplify inequities among those who don’t have access to expensive research programs or opportunities at elite institutions. That’s because many students can’t afford to participate in summer programs to hone research skills, or they aren’t taught important research skills in high school, says Bethany Usher, the provost and senior vice president of academic affairs at Radford University. As a result, they don’t have the same experiences that will help them find a job in a lab or conduct their own project when they get to college freshman year, she says.

That’s not to say that teaching research skills in high school is bad, though. In fact, Malkin recently co-wrote a book about how to help young students along the path, called “ A Guide to Academic Research for High School Students. ”

The hope, experts say, is that teaching research skills becomes a more mainstream affair, making its way into high schools and undergraduate courses outside of elite private schools. That could help build basic skills without chasing publication at too young an age.

Building Skills

Bonnie Hale, an independent counselor advising high school students on their college applications, says that she sees students whose attempts to do research to enhance their resume does them more harm than good.

One student, for instance, asked Hale to help her send out a survey to parents across California, a task that would’ve required the oversight of an institutional review board.

Other students will try to submit their work for publication without the proper elements of an academic paper, such as a background literature review or a methods section. One student hoped to submit a paper that didn’t even include a research question, Hale says. No peer reviewed journal would publish this work, she adds.

Some journals cater toward research from high schoolers, but they often require high fees, are run by other high school or undergraduate students or aren’t reputable journals, Hale says. Plus, publishing in these journals likely won’t impress college admissions officials, she adds. For students looking to get research published, Malkin suggests they work with a college faculty member, though that can be difficult to pull off.

Publishing research without proper mentorship or oversight can also have major consequences for the student, says Hale, who co-wrote the book on student research with Malkin. She’s worked with some students who say they participated in a study, only for Hale to find out they overstated their role in the paper. If students get caught conducting research unethically or mis-representing themselves on an application, a college could rescind its offer or put that student on probation, she says.

“That’s what students don’t understand,” Hale says. “That the pressure makes them go in a direction that they ought not to go.”

To Hale and Malkin, improving the environment starts with changing parent attitudes. Parents need to lower the pressure and understand that their child will learn and be happy in college even if they don’t get into their dream school, Malkin says. If they’re interested in research, encourage them, but if they’re not, don’t force it, he says. “Somehow somebody's got to convince these parents that your kid's going to be okay,” he adds.

Usher, of Radford, says more high schools around the country should also help teach research skills — without pushing too hard too soon. She says high school teachers could encourage their students to participate in community-based projects, for example, such as surveys or other outreach in their local area. Often the skills young students learn through doing research, like critical thinking, are what help them later on rather than the research itself, she says.

“If we want to reach a greater majority of students, being able to have those teachers well-equipped to be taking advantage of research opportunities from communities and making them relevant to students” is essential, Usher says.

Early exposure to core research skills could also help with college readiness and retention, she adds. “Students may not have seen themselves as being interested in doing something like that, but if they're taught inquiry and research opportunities in high schools, that doesn't require a university to be nearby,” she adds.

Some colleges have also begun incorporating research skills into courses. Throughout a student’s time in college, classes will continue to build on those skills, which students can use when they enter the workforce or graduate school, says Lindsay Currie, executive officer for the Council on Undergraduate Research.

Most graduate programs now require some level of research, Malkin says, and students need to start as early as possible. Working research into classes encourages students to sign up for additional opportunities outside of the classroom once they build their confidence in the subject, Currie adds.

“If you just have a flyer that says, ‘hey, do you want to participate in my lab,’ you might not, as a college freshman, really understand what that means if you don't have any context for it,” she says. These courses “make it so students understand the value and can test out whether it's the right fit for them.”

In one biology class at Radford, students conducted research on a specific fungus among bees. After a semester of trapping bees and testing them using various methods, the students presented their original findings at a research fair. These types of projects can be conducted in any type of course, says Usher, who was the previous president of the Council on Undergraduate Research. She suggests that students could each choreograph their own routines in a dance class rather than just all learning the same steps.

“They don't have to step out of their comfort zone, everybody's going to class so there's not a ‘you get selected for a thing’” type of process, Usher says. “Sometimes students do research and they don't even know they've done it,” she adds “You need to be like, ‘this thing that you thought was really cool and exciting, that was research.’”

Maggie Hicks is a freelance education reporter covering student life, mental health and other topics in higher education.

More from EdSurge

New Data Shows Some Improvement in Youth Mental Health, With a Long Way Still to Go

By nadia tamez-robledo.

EdSurge Podcast

Ai chatbots reflect cultural biases. can they become tools to alleviate them, by jeffrey r. young.

How Home Visiting Programs Benefit the Whole Family

By cara craig.

How to Transform Lessons Into Adventures

By abbie misha.

Journalism that ignites your curiosity about education.

EdSurge is an editorially independent project of and

• Product Index
• Write for us
• Advertising

FOLLOW EDSURGE

© 2024 All Rights Reserved

Pre-sessional Academic English for Postgraduate Research (one semester plus summer)

Year of entry 2024, course overview.

Watch our recorded talk

Hear from current students how a pre-sessional helped them adapt to study and life in the UK.

Improve your academic English level to the standard needed to study a research degree and prepare for postgraduate research and life in the UK.

You’ll have the chance to:

• experience and adapt to study in the UK
• study academic English relevant to studying a research degree
• become familiar with the University facilities, such as libraries, study spaces and learning platforms
• settle into Leeds before your degree begins
• meet other students and build a community of peers

If English isn’t your first language, this presessional course will help you to develop your academic reading, writing, speaking and listening skills using practical techniques designed to enhance your development. These include:

• building your fluency, confidence and accuracy in English
• participating in lectures and seminars
• researching academic sources
• analysing and summarising academic texts
• structuring academic writing and developing an argument
• using critical analysis

Dedicated facilities

To support your learning, you’ll have access to our Language Zone – a study and resource centre for independent language learning equipped with a computer cluster for personal study, books and magazines, audio and video resources. You’ll also be able to take part in workshops and conversation groups to get the most out of your studies.

Watching in China? View on Bilibili

Accreditation

Course accredited by BALEAP

Course details

You’ll study core academic English and develop your ability to research at postgraduate level in the UK.

You’ll focus closely on the skills needed for your research degree and you’ll study with other postgraduate researchers. As a PhD researcher, you’ll learn how to use listening and speaking skills to get the most out of your meetings with your supervisor during your degree.

During the summer, you’ll learn how to use academic English that specifically prepares you for research using material from your degree subject area.

Course structure

The list shown below represents typical modules/components studied and may change from time to time. Read more in our terms and conditions.

For more information and a full list of typical modules available on this course, please read Pre-sessional Academic English for Postgraduate Research (one semester plus summer) in the course catalogue

Learning and teaching

You’ll learn how to use language appropriate for your degree to express your thoughts and ideas effectively.

To prepare you for research at a UK university, you’ll be taught in classes, lectures and group seminar discussions. You’ll work individually and with others. Independent study is an important element of this course, allowing you to practise your skills, deepen your knowledge and prepare for your degree. Throughout the course, you’ll be encouraged to think critically.

You’ll also have dedicated time with your tutor to address questions you may have about your language and learning.

In normal circumstances, teaching takes place on the University of Leeds campus. You’ll study full-time, with classes scheduled Monday to Friday between 9am and 5pm.

Your pre-sessional course will include teaching and assessment time, as well as dates when the University will be closed , such as for Christmas, Easter and other public holidays.

Teaching staff at the Language Centre contribute to academic research in language teaching. This research informs our course content, which means you’ll receive high-quality teaching designed to help you get the most out of your studies.

On this course you’ll be taught by our expert academics, from lecturers through to professors. You may also be taught by industry professionals with years of experience, as well as trained postgraduate researchers, connecting you to some of the brightest minds on campus.

You’ll be assessed in a variety of ways, including written assignments, speaking assignments, research projects and producing a piece of work.

Entry requirements

Entry requirements for this pre-sessional course depend on your current English language level and the language requirement for your research degree.

If your research degree requires an overall IELTS score of 6.0 To apply for this pre-sessional course you'll need:

A minimum overall IELTS score of 5.0

No components below 4.5

If your research degree requires an overall IELTS score of 6.5 To apply for this pre-sessional course you'll need:

A minimum overall IELTS score of 5.5

No components below 5.0

If your research degree requires an overall IELTS score of 7.0 To apply for this pre-sessional course you'll need:

A minimum overall IELTS score of 6.0

No components below 5.5

If your research degree offer is from one of the following schools, please email your offer letter and most recent English language qualification to [email protected] so that we can advise you on your eligibility for a pre-sessional course:

School of Computing

School of Media and Communication

School of Fine Art, History of Art and Cultural Studies

Leeds University Business School

For other English qualifications, read English language equivalent qualifications .

The minimum age for students studying on this course is 18 years old.

How to apply

For application deadlines and important dates, please see our deadlines for pre-sessional courses page .

You may not need to hold an offer for a research degree when you take this pre-sessional course – our admissions team will contact you when you apply.

The ‘Apply’ link at the top of this page takes you to information on applying for taught programmes and to the University's online application system.

If you're unsure about the application process, contact the admissions team for help.

Read about visas, immigration and other information in International students . We recommend that international students apply as early as possible to ensure that they have time to apply for their visa.

Admissions policy

University of Leeds Admissions Policy 2025

This course is taught by

The Language Centre

Email: [email protected] Telephone:

International: £11897 (per year)

Read more about how to pay .

Additional cost information

Access to all learning materials and software needed for the course is included in the tuition fee.

When teaching takes place on campus, the Language Centre provides a weekly programme of optional social activities during this course. Some of these are free, and some have a cost, normally no more than £30.

Accommodation is not included in the tuition fee.

There may be additional costs related to your course or programme of study, or related to being a student at the University of Leeds. Read more on our living costs and budgeting page .

Scholarships and financial support

For further information on University of Leeds funding for degree courses, please visit our fees and funding for international students page .

Student profile: Abdullah Soliman Nouraldeen

My pre-sessional course helps me to be well acquainted with all academic skills related to being a PhD researcher such as critical thinking, reading and writing, being an independent learner... Abdullah Soliman Nouraldeen, Postgraduate pre-sessional English

An official website of the United States government

Here's how you know

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS. A lock ( Lock Locked padlock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

NSF Graduate Research Fellowship Program (GRFP)

View guidelines, important information about nsf’s implementation of the revised 2 cfr.

NSF Financial Assistance awards (grants and cooperative agreements) made on or after October 1, 2024, will be subject to the applicable set of award conditions, dated October 1, 2024, available on the NSF website . These terms and conditions are consistent with the revised guidance specified in the OMB Guidance for Federal Financial Assistance published in the Federal Register on April 22, 2024.

Important information for proposers

All proposals must be submitted in accordance with the requirements specified in this funding opportunity and in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. It is the responsibility of the proposer to ensure that the proposal meets these requirements. Submitting a proposal prior to a specified deadline does not negate this requirement.

Supports fellowships for outstanding graduate students who are pursuing full-time, research-based masters and doctoral degrees in science, technology, engineering or math or STEM education.

The purpose of the NSF Graduate Research Fellowship Program (GRFP) is to help ensure the quality, vitality, and diversity of the scientific and engineering workforce of the United States. The program recognizes and supports outstanding graduate students who are pursuing full-time research-based master's and doctoral degrees in science, technology, engineering, and mathematics (STEM) or in STEM education. The GRFP provides three years of support over a five-year fellowship period for the graduate education of individuals who have demonstrated their potential for significant research achievements in STEM or STEM education.  NSF actively encourages submission of applications from the full spectrum of diverse talent that society has to offer which includes underrepresented and underserved communities.

NSF GRFP was established to recruit and support individuals who demonstrate the potential to make significant contributions in STEM. NSF especially encourages applications from undergraduate seniors and Bachelor's degree-holders interested in pursuing research-based graduate study in STEM.  First- and second-year graduate students in eligible STEM fields and degree programs are also encouraged to apply.

Program contacts

The Graduate Research Fellowship Operations Center is responsible for processing applications and responding to requests for information.  General inquiries regarding the Graduate Research Fellowship Program should be made to:

Graduate Research Fellowship Operations Center, telephone: 866-NSF-GRFP, 866-673-4737 (toll-free from the US and Canada) or 202-331-3542 (international). email: [email protected]

Program events

• August 15, 2024 - Information and Intelligent Systems (IIS) Office Hours
• August 12, 2024 - DEB Virtual Office Hour: Graduate Research Fellowship Program
• July 18, 2024 - IOS Virtual Office Hour: Graduate Research Fellowship Program
• August 15, 2023 - Division of Biological Infrastructure (DBI) Virtual Office…
• August 9, 2023 - MCB Virtual Office Hour: Graduate Research Fellowship Program

Additional program resources

• Non-NSF website with comprehensive information on how to apply, eligibility, phone numbers and email addresses
• Frequently Asked Questions (FAQs) for the Graduate Research Fellowship Program
• Administrative Guide for Fellows and Coordinating Officials
• List of Fellows and Honorable Mentions

Awards made through this program

Organization(s).

• Directorate for Biological Sciences (BIO)
• Directorate for Computer and Information Science and Engineering (CISE)
• Directorate for STEM Education (EDU)
• Division of Graduate Education (EDU/DGE)
• Directorate for Engineering (ENG)
• Directorate for Geosciences (GEO)
• Directorate for Mathematical and Physical Sciences (MPS)
• Directorate for Social, Behavioral and Economic Sciences (SBE)
• Directorate for Technology, Innovation and Partnerships (TIP)
• Office of Integrative Activities (OD/OIA)
• Office of International Science and Engineering (OD/OISE)

Along with Stanford news and stories, show me:

• Student information
• Faculty/Staff information

We want to provide announcements, events, leadership messages and resources that are relevant to you. Your selection is stored in a browser cookie which you can remove at any time using “Clear all personalization” below.

• Researchers surveyed 650 women serving sentences for murder and manslaughter in two California prisons.
• Nearly three-fourths of respondents reported experiencing intimate partner violence (IPV) in the year before their offense took place. Of these, two-thirds were in “extreme danger” of being killed by their intimate partner.
• Nearly a third said that in the year before their offense, they had been strangled or choked more than once or felt dizzy, confused or blacked out after being choked—injuries that can cause a traumatic brain injury.
• The report urges the criminal legal system to take measures to more consistently screen for IPV and to better take into account how traumatic brain injuries as a result of intimate partner violence can affect survivor-defendants’ ability to remember and communicate details relating to their abuse and alleged crimes.

A groundbreaking new study provides extensive documentation of the “IPV-to-Prison Pipeline”—the pathways through which women who are survivors of intimate partner violence (IPV) find themselves serving long prison sentences for acts of survival.

The report, Fatal Peril: Unheard Stories from the IPV-to-Prison Pipeline and Other Stories Touched by Violence , is the product of a multi-year study by the Regilla Project , a research initiative of the Stanford Criminal Justice Center that focuses on women incarcerated for homicide offenses growing out of their own abuse.

Fatal Peril gives voice to approximately 650 people serving time for murder and manslaughter in two California prisons, the Central California Women’s Facility in Chowchilla and the California Institution for Women in Chino. Through surveys proctored at the prisons in July and November 2023, the researchers sought to better understand how people experiencing IPV are criminalized for actions they took to survive abuse. Stanford students contributed to the proctoring, data analysis, and drafting of the report.

A first-ever approach to IPV research

The study represents the first time the Composite Abuse Scale and Danger Assessment, two validated instruments used to assess intimate partner violence and intimate partner homicide, have been used in the study of a population who is incarcerated. In addition to quantitative results, the report presents qualitative data collected from hundreds of study respondents who shared their experiences of abuse, the circumstances of the offenses, their experiences of the criminal legal system, and their feelings of regret, remorse, and healing.

The women’s self-reported testimonies of surviving abuse are remarkably similar, according to Debbie Mukamal , executive director of the Stanford Criminal Justice Center, who led the study with Dr. Andrea N. Cimino, an expert in gender-based violence research. Cimino serves as research director and Mukamal is co-director of the Regilla Project, along with David Sklansky , Stanley Morrison Professor of Law and the faculty co-director of the Stanford Criminal Justice Center, which released a companion report in 2023 . “The stories of these women reflect a persistent belief that their lives were in danger,” Mukamal said, “often from an accumulation of their intimate partner’s threats and attempts to kill them, their children, or other loved ones.”  

“These are a group of forgotten women,” Cimino said. “Their experiences of violence were silenced in the courtroom and they have been neglected in IPV research which focuses on non-incarcerated populations.” She hopes the study amplifies survivor’s voices and creates change in the criminal legal system.

“Our practices of criminal blaming and punishment have long failed to take adequate account of the realities of intimate partner violence, and of the ways in which abused women can be driven to violence by their own victimization," Sklansky said. "This new report, by giving long overdue attention to the accounts of women serving prison sentences for homicide—and the high rate at which these women report extreme levels of IPV in the year prior to their offenses—underscores the pressing need for comprehensive reform in this area. It deserves urgent study from judges, prosecutors, defense attorneys, law enforcement officers, correctional officials, and policymakers.”

Our practices of criminal blaming and punishment have long failed to take adequate account of the realities of intimate partner violence, and of the ways in which abused women can be driven to violence by their own victimization.” David Sklansky Stanley Morrison Professor of Law and faculty co-director of the Stanford Criminal Justice Center

The women’s stories reflect lives lived in constant fear: “I was three days at the hospital because I lost my voice because he strangled me and my neck and throat was purple with bruises. And I couldn’t talk for three days,” reported one respondent. Another said: “He had us scared, both [my children] and me, that if I told anything to the police and they arrested him, he was going to get out and kill us.”   

“As we approach the 30th anniversary of the Violence Against Women Act (VAWA) this month, this new study should embolden us to do more to prevent victimization and to help those who find themselves in abusive relationships,” said retired U.S. Representative Jackie Speier, who represented California’s 14th Congressional District until 2023. “The findings—while based in California—have broad national implications for how we treat some of the most vulnerable women in our communities. Our work is far from done.”

Cory Booker, U.S. Senator from New Jersey, agreed: “This is an urgent report, and it is well timed as we mark the 30th anniversary of the Violence Against Women Act,” he said. “Most incarcerated women are survivors of sexual violence. We must do more as a society to prevent that violence and to help the survivors. Prisons cannot be substitutes for our failures to keep people safe. And for those who enter our prisons and jails, they must be places that do not compound trauma but help people heal from it. I am proud that VAWA Reauthorization includes provisions to address the specific needs of incarcerated women, many of which are highlighted through the study’s stories of women incarcerated for crimes stemming from their histories of abuse. There is a moral imperative to address the issues in this report. To fail to do so harms and implicates us all.”

‘Stark and troubling’ findings

Nearly three-fourths of respondents reported experiencing IPV in the year before their offense took place, a rate that is 10 times higher than women in the United States , according to the report. Fatal Peril acknowledges that while IPV exists for people of all genders, the researchers focused on women given their disproportionate rates of severe and lethal intimate partner abuse. 

The respondents recounted physical, psychological and sexual abuse, including being hit, threatened with weapons, having partners who controlled all or most of their daily activities, and having to perform unwanted sex acts. Nearly a third of all respondents said that in the year before their offense, they had been strangled or choked more than once or felt dizzy, confused or blacked out after being choked—injuries that can cause a traumatic brain injury , according to the report. 

Among the 464 respondents who were experiencing IPV, two-thirds of them were in “extreme danger” of being killed by their intimate partner , according to their Danger Assessment scores. It didn’t matter who was killed – stranger, intimate partner, child, family member, acquaintance, or friend – they all were at risk for intimate partner homicide. The data suggests that the risk of being killed due to IPV tragically extends to all of those around the survivor. 

About half of respondents believed they were treated unfairly at trial due to gender, racial, and socioeconomic bias , according to the report. “Respondents who experienced IPV were more likely to perceive gender and income bias compared to those who were not abused,” said Cimino. “Harmful courtroom stereotypes like being called masterminds, femme fatales, gang members, and bad mothers triggered beliefs about the survivor-defendants’ culpability.” 

“Our findings are stark and troubling, and have implications for the entire criminal legal system, from policing to parole,” Mukamal said. “It is particularly critical that the system considers the potential lethality of abuse suffered by these women and how traumatic brain injury from hits to the head and strangulation may affect survivor-defendants’ testimony and experiences in prison.”

Recommendations and IPV prevention

Kelly Savage-Rodriguez, who advocates for ending life-without-parole sentences through the California Coalition for Women Prisoners, said she “was not surprised by the findings” and was “grateful to see this new data being published.”

“The results affirm my own experiences and those of too many others who have been criminalized for surviving abuse here in California and across the nation,” Savage-Rodriguez said. “These survivors need support, not long prison sentences.”

The report makes recommendations for addressing the impact of IPV on survivor-defendants, including urging the criminal legal system to take measures to more consistently screen for IPV and to better take into account how traumatic brain injuries as a result of intimate partner violence can affect survivor-defendants’ ability to remember and communicate details relating to their abuse and alleged crimes .

The study also calls for enhanced attention to programs and policies that can prevent IPV in the first place , including strengthening access to mental health and substance use treatment to address cumulative trauma for survivors, their children, and their partners. “Cross-sector collaboration between the criminal legal system, the domestic violence response system, and child welfare systems are critical to violence prevention,” said Cimino.

The Regilla Project plans to convene a diverse set of stakeholders this Fall to identify concrete and viable legal and policy solutions to respond to the report’s findings.

Read the Full Report

Learn More About the Regilla Project

For more information

About Stanford Law School

Stanford Law School is one of the nation’s leading institutions for legal scholarship and education. Its alumni are among the most influential decision makers in law, politics, business, and high technology. Faculty members argue before the Supreme Court, testify before Congress, produce outstanding legal scholarship and empirical analysis, and contribute regularly to the nation’s press as legal and policy experts. Stanford Law School has established a model for legal education that provides rigorous interdisciplinary training, hands-on experience, global perspective and focus on public service, spearheading a movement for change.