Regular Workshops for Intercalated Research Degree Medical Students Create a Community of Practice and Support...

Medical students undertaking intercalated research degrees often face challenges related to the research environment and producing a thesis. To address the potential lack of research skills and help overcome the inherent difficulties students face transitioning into such activities, a series of structured support workshops was implemented at a New Zealand medical school to upskill and support medical research students. This study aimed to explore student experiences of these workshops to understand their perceived value. Focus groups were used to acquire data around student experiences and perceptions of the workshops, utilizing thematic analysis to analyse transcripts. Eight BMedSc(Hons) students participated in two focus groups (mean 39 min), with open-ended questions used to explore student perceptions of workshops. Four key themes were identified, including Professional Development, capturing students' acquisition of new skills and comfort in the research environment; Community of Practice, reflecting the role of workshops in reducing isolation and fostering peer learning; Workshop Delivery, addressing the timing, frequency, and format of sessions; and Workshop Content, highlighting the relevance and applicability of topics covered. Multiple subthemes across each theme provided further insight into how students perceived the effectiveness of the workshops. Findings indicate the workshops were viewed as beneficial, providing support to the student experience and enhancing the professional development of students as emerging clinical academics. These outcomes suggest that a modest series of structured workshops can enhance the educational experience for intercalated students. Insights may inform the design of future support interventions for early-career clinical academics.