A new study co-authored by UCRH academic Natalie Edmiston has taken a deep dive into how medical students in Australia and New Zealand are learning to do research, and what kinds of projects they’re working on.
Research is a key part of becoming a doctor. It helps students learn how to ask the right questions, find reliable answers, and use evidence to make better decisions for their future patients. But until now, there hasn’t been a clear picture of how research training is actually being taught in medical schools across the region.
To find out, the research team being the work published in BMC Medical Education surveyed 23 medical schools in Australia and New Zealand. Eighteen schools responded, sharing details about how they teach research, what kinds of projects students do, and how these projects fit into their overall studies.
The results showed a wide variety of approaches. Some schools offer research as part of regular coursework, while others give students the option to do a separate project or even a full Honours year. In about half the schools, doing a research project is a must. Most schools also set aside time in the schedule for students to focus on their projects.
The study also looked at the types of research students completed in 2023. Most projects focused on biomedical or clinical science topics, like how the body works or how to treat diseases. Others explored broader health issues. Around a third of the projects tackled national health priorities, with cancer and mental health being the most common themes.
This research gives medical schools and policymakers a better understanding of what’s working and where there’s room to grow. And for students, it shows just how many different paths there are to explore in medical research.
