Detached or devotee? Medical students and research

Medical students frequently participate in medical education research, yet their ready availability may render them vulnerable to coercion. We undertook a phenomenological exploration of medical students' experiences of participating in medical education research drawing on Pierre Bourdieu's theory of practice. Our research questions were: How do medical students perceive their role within medical education research? Why do medical students participate? What aspects of their involvement do medical students consider to be beneficial?

Participants were year 3-5 Newcastle University MBBS students who had previously participated in medical education research. Eight participants were recruited-all provided informed, written consent. Data collection was via in depth semi-structured telephone interviews. Findings were interpreted using Bourdieu's Theory of Practice. Thematic analysis was performed iteratively, employing constant comparison throughout. The interview schedule was modified after five interviews to facilitate exploration of recurring themes of interest.

Although students enjoyed contributing and felt a sense of well-being afterwards, there was uncertainty about their roles, with some considering themselves 'guinea pigs'. An unexpected finding was that students had designed and delivered medical education research, which influenced their participation in research. There was a perception of 'research fatigue', particularly around examination periods. Non-participation was uncommon, but students, wishing to maintain valued relationships with senior colleagues, a form of capital, sometimes exhibited participation 'by default'.

These findings enabled local reflection on the student experience of medical education research. Local processes were implemented and adapted to enhance the consent process. Our findings should prompt medical educationalists to reflect on recruitment processes for projects involving their students, as well as considering strategies to enhance student autonomy.