Download PDFPDF
Medical research and audit skills training for undergraduates: an international analysis and student-focused needs assessment
Compose Response

Plain text

  • No HTML tags allowed.
  • Web page addresses and e-mail addresses turn into links automatically.
  • Lines and paragraphs break automatically.
Author Information
First or given name, e.g. 'Peter'.
Your last, or family, name, e.g. 'MacMoody'.
Your email address, e.g.
Your role and/or occupation, e.g. 'Orthopedic Surgeon'.
Your organization or institution (if applicable), e.g. 'Royal Free Hospital'.
Statement of Competing Interests


  • Responses are moderated before posting and publication is at the absolute discretion of BMJ, however they are not peer-reviewed
  • Once published, you will not have the right to remove or edit your response. Removal or editing of responses is at BMJ's absolute discretion
  • If patients could recognise themselves, or anyone else could recognise a patient from your description, please obtain the patient's written consent to publication and send them to the editorial office before submitting your response [Patient consent forms]
  • By submitting this response you are agreeing to our full [Response terms and requirements]

Vertical Tabs

Other responses

Jump to comment:

  • Published on:
    Re: [Medical research and audit skills training for undergraduates: An international analysis and student-focused needs assessment]
    • Duranka S Perera, Medical student King's College London
    • Other Contributors:
      • Adeeba T Anwar, Medical Student
      • Mehreen Anwar, Medical Student

    Dear Sir,

    It was a pleasure reading Fitzgerald’s study on provision of research/audit opportunities and skills required to conduct such projects[1]. As medical-students, it was revealing to read statistics on how our contemporaries reported lack of formal research opportunities and training. As part of Europe’s largest medical school[2], one with a strong reputation that no doubt hinges on viable research output, we were not surprised by these results.

    Though we agree with the article’s conclusions, we’d like to offer our thoughts on factors affecting student output and improvements that could be made.

    From our experience, the main ways students are granted research opportunities are through Student Selected Components (SSCs) and intercalated BScs. Timescales for these are 5-6 months, with most having a shorter duration. Usually this is enough for a topic introduction, let alone information accumulation for an acceptable paper. Moreover, iBSc-derived research offers opportunities to access respected research teams and get better publications. We know students published in Nature due to their iBSc modules[3]. However, these modules are invariably oversubscribed, meaning students without sufficient marks are often excluded. Lastly, because of time and location demands on students during clinical years, it is likely most student publications come from research exposure during iBSc. The importance of this publication route needs further investigation....

    Show More
    Conflict of Interest:
    None declared.