# A Qualitative Analysis of Letters to Successors to Evaluate Medical Students’ Experience of a Mandatory Research Project

## TL;DR

This study explores how medical students in Australia experienced a required research project, identifying factors that helped or hindered their success.

## Contribution

The study provides new insights into student experiences of mandatory research in medical education through analysis of reflective letters.

## Key findings

- Students valued project alignment with personal interests and accessible supervision for positive outcomes.
- Barriers included limited supervisor availability, social isolation, and time constraints.
- Autonomy and skill development were key enablers of student satisfaction and engagement.

## Abstract

Research capability is a key graduate outcome in medical education, yet student experiences of mandatory research components remain underexplored. This study investigated medical students’ experiences of a compulsory research project within an Australian medical degree program, identifying enablers, barriers, and perceived outcomes.

A mixed-methods study was conducted using survey data from two student cohorts (2022 and 2023) following the completion of a 14-week research block. Quantitative data described participant characteristics, project types, and grades. Qualitative data, drawn from reflective “letters to successors”, were thematically analysed using iterative coding and external validation.

A total of 410 responses were analysed (74% response rate). Five core themes were identified: collaborative learning and support, skills and knowledge development, positive and negative project outcomes, autonomy, and professional skill development. Positive experiences were linked to project alignment with student interests and accessible supervision. Barriers included limited supervisor availability, social isolation, and time constraints. Many students valued the opportunity to develop research and transferable skills, with some reporting intentions to publish their work.

Student satisfaction was influenced by interest, support, and project relevance. Autonomy and skill development emerged as key enablers, while isolation and supervisor inaccessibility were common barriers. These findings highlight the importance of structured support, protected time, and student-centred project selection in enhancing engagement and ensuring high-quality, equitable research education in medical programmes.