In:
PLOS ONE, Public Library of Science (PLoS), Vol. 16, No. 11 ( 2021-11-19), p. e0260193-
Abstract:
Extracurricular research programmes (ERPs) may contribute to reducing the current shortage in physician-scientists, but usually select students based on grades only. The question arises if students should be selected based on their motivation, regardless of their previous academic performance. Focusing on grades and lacking to take motivation into account when selecting students for ERPs might exclude an important target group when aiming to cultivate future physician-scientists. Therefore, this study compared ERP students with lower and higher previous academic performance on subsequent academic performance, ERP performance, and motivational factors. Methods Prospective cohort study with undergraduate medical students who filled in a yearly questionnaire on motivational factors. Two student groups participating in an ERP were compared: students with first-year grade point average (GPA) ≥7 versus 〈 7 on a 10-point grading scale. Linear and logistic regressions analyses were used to compare groups on subsequent academic performance (i.e. third-year GPA, in-time bachelor completion), ERP performance (i.e. drop-out, number of credits), and motivational factors (i.e. intrinsic motivation for research, research self-efficacy beliefs, perceptions of research, curiosity), while adjusting for gender and motivational factors at baseline. Results The 〈 7 group had significantly lower third-year GPA, and significantly higher odds for ERP drop-out than the ≥7 group. However, there was no significant between-group difference on in-time bachelor completion and the 〈 7 group was not inferior to the ≥7 group in terms of intrinsic motivation for research, perceptions of research, and curiosity. Conclusions Since intrinsic motivation for research, perceptions of research, and curiosity are prerequisites of future research involvement, it seems beneficial to focus on motivation when selecting students for ERPS, allowing students with lower current academic performance to participate in ERPs as well.
Type of Medium:
Online Resource
ISSN:
1932-6203
DOI:
10.1371/journal.pone.0260193
DOI:
10.1371/journal.pone.0260193.t001
DOI:
10.1371/journal.pone.0260193.t002
DOI:
10.1371/journal.pone.0260193.t003
DOI:
10.1371/journal.pone.0260193.s001
DOI:
10.1371/journal.pone.0260193.s002
DOI:
10.1371/journal.pone.0260193.s003
DOI:
10.1371/journal.pone.0260193.s004
DOI:
10.1371/journal.pone.0260193.r001
DOI:
10.1371/journal.pone.0260193.r002
DOI:
10.1371/journal.pone.0260193.r003
DOI:
10.1371/journal.pone.0260193.r004
DOI:
10.1371/journal.pone.0260193.r005
DOI:
10.1371/journal.pone.0260193.r006
DOI:
10.1371/journal.pone.0260193.r007
DOI:
10.1371/journal.pone.0260193.r008
Language:
English
Publisher:
Public Library of Science (PLoS)
Publication Date:
2021
detail.hit.zdb_id:
2267670-3
Permalink