Implementing group research assignment in undergraduate medical curriculum; impact on students’ performance and satisfaction

BACKGROUND: Medical educators need to integrate research skills within undergraduate medical curriculum to help students perceive their relevance to routine doctor’s practice. The current work aimed to assess the impact of including group research assignment in the endocrine module to third year medical students on attaining some research, communication and E learning skills and on their performance in the module. METHODS: Students carried out a group research activity (N = 10), wrote a report and presented their work as a poster, booklet or video clip. Multiple evaluation methods were used; a questionnaire to assess students’ satisfaction and perception towards the skills acquired and a rubric to grade the research report and presentation. Also, students’ final grades in the module were compared with that of the previous cohort who didn’t conduct the research assignment. RESULTS: Students’ response rate to the questionnaire was 50%. 73.6% of students agreed that research enhanced critical evaluation of literature while 65.5% felt confident to further participate in research and 66.7% were satisfied about the whole research experience. Mean score of assignment was 84% for female students and 78% for male students. Grades of the current cohort in the endocrine module were significantly higher than that of the preceding cohort (78.7 ± 11 and 70.2 ± 13 respectively P< 0.001). CONCLUSION: The current study pointed to the positive impact of implementing group research assignment within the undergraduate medical curriculum. Students were satisfied about the research exposure, agreed attaining some skills and got higher grades than preceding peers.