ArticleBMC medical education2025
The effect of research training on research skills, academic performance, and stress level among medical undergraduates in China: a cross-sectional survey.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
2 citing papers in PubMed.
- Confounding by gender and academic year masks null effects of a Cooperative Training Community framework on undergraduate research outcomes: a mixed-methods study.BMC medical education · 2026Article
- Evaluating Research Preparedness and Skill Gaps Among Osteopathic Medical Students Pursuing Surgical Specialties.Cureus · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
backgroundAn increasing number of medical undergraduates are participating in research training. However, little is known about the benefits and challenges of undergraduate research training and how to optimize the training process. This study investigated the effects of medical undergraduates' engagement in research training on their research skills, academic performance, and stress level.
methodsA single-center cross-sectional study was conducted at Central South University to collect data on research training from 123 medical undergraduates using structured questionnaires. The quantitative measures included assessments of research skills, medical English test scores, grade point averages and stress scores among undergraduates with or without research training. The effects of the weekly training duration and mentorship quality on these indicators were further explored.
resultsCompared with the untrained group, the medical undergraduates in the trained group had higher scores on scientific literature reading, research data analysis, scientific paper writing, and the medical English test scores, with no significant differences in grade point average or stress scores. Among the trained undergraduates, those with ≥ 10 training hours per week had higher scores on scientific literature reading, research data analysis and scientific paper writing. Weekly training hours were positively correlated with the scores on scientific literature reading, research data analysis, scientific paper writing and stress. Undergraduates rating mentorship quality ≥ 7 points presented better scores on scientific literature reading, research data analysis and scientific paper writing.
conclusionsThe participation of medical undergraduates in research training improves their research skills without adversely affecting their academic performance. A longer weekly training duration and better mentorship quality can further enhance the research skills of undergraduates, but their mental health, including their stress level, should be carefully monitored.
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Registered trials
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