Meeting the Shared Goals of a Student-Selected Component: Pilot Evaluation of a Collaborative Systematic Review (Preprint)

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Abstract
BACKGROUND Research methodology is insufficiently featured in undergraduate medical curricula. Student-selected components are designed to offer some research opportunities but frequently fail to meet student or supervisor expectations, such as completion or publication. We hypothesized that a collaborative, educational approach to a systematic review (SR), whereby medical students worked together, may improve student experience and increase success. OBJECTIVE This study aimed to establish whether offering a small team of students the opportunity to take part in the screening phase of SRs led by an experienced postgraduate team could enhance the learning experience of students, overcome the barriers to successful research engagement, and deliver published output. METHODS Postgraduate researchers from the University of Cambridge led a team of 14 medical students to work on 2 neurosurgical SRs. One student was appointed as the lead for each SR. All students were provided with training on SR methodology and participated in title and abstract screening using Rayyan software. Students completed prepilot, midscreening, and postscreening questionnaires on their research background, perceptions, knowledge, confidence, and experience. Questions were scored on a Likert scale of 1 (strongly disagree) to 10 (strongly agree). RESULTS Of the 14 students involved, 29% (n=4) reported that they had received sufficient training in research methodology at medical school. Positive trends in student knowledge, confidence, and experience of SR methodology were noted across the 3 questionnaire time points. Mean responses to “I am satisfied with the level of guidance I am receiving,” “I am enjoying being involved in the SR process,” and “I could not gain this understanding of research from passive learning e.g., textbook or lecture” were greater than 8.0 at all time points. Students reported “being involved in this research has made me more likely to do research in the future” (mean 8.57, SD 1.50) and that “this collaborative SR improved my research experience” (mean 8.50, SD 1.56). CONCLUSIONS This collaborative approach appears to be a potentially useful method of providing students with research experience; however, it requires further evaluation.
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