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Research Participation and Training Needs Among Medical Experimental Technology Undergraduates: Evidence from a
Bin Wang1, Yutao He1, Meixi Peng1,2
1Department of Medical Experimental Technology, College of Basic Medicine, Chongqing Medical University, Chongqing, 400016, People's Republic of China.
Purpose:
Undergraduate research is increasingly incorporated into biomedical education, yet students' interest does not always translate into participation. Medical Experimental Technology (MET) is a four-year undergraduate program in China emphasizing biomedical experimentation and laboratory technologies. This study examined research participation, perceptions, motivations, barriers, and training needs among MET undergraduates and characterized participation in a formal undergraduate research program.
Methods:
We conducted a cross-sectional survey from October to November 2025 among MET undergraduates in the 2022-2025 cohorts at one medical university in China. Of 162 enrolled students, 152 completed the survey (93.8%). We also retrospectively reviewed institutional records from the undergraduate research and innovation program for 2019-2022.
Results:
Fifty-six students (36.8%) reported prior involvement in research-related activities, although 137 (90.1%) considered research beneficial and 134 (88.2%) were willing to participate. Participation differed across cohorts (P = 0.0016) and was lowest in the 2025 cohort, whose students had been enrolled for only a few months. Perceived benefit was strongly correlated with willingness to participate (Spearman's ρ = 0.745, P < 0.001). Personal interest was the most common motivation (72.4%). The leading barriers were insufficient introductory guidance (75.7%), unclear application procedures (50.7%), and scheduling constraints (42.1%). Program records identified 25 MET students across 15 projects; 18 students (72.0%) first joined during their third academic year, and 12 projects (80.0%) were interdisciplinary.
Conclusion:
MET undergraduates showed a substantial gap between willingness to participate in research and previous participation, while entry into the formal research program was concentrated in the third academic year. Earlier research orientation, clearer application pathways, and staged research skills training may help convert student interest into participation.