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Abstract Background Research activities undertaken during University studies contribute to preparation of medical students for practice of evidence-based medicine. This study aimed to understand medical students’ experiences, perceived research skills development and satisfaction associated with completion of mandatory research projects. Methods An online survey was sent to five cohorts of students (n = 1375) from years 2017–2021 at the completion of their research projects. Univariate analysis was conducted to understand students’ perception of research skills development, followed by linear regression modeling to explore factors influencing satisfaction with their research project. Manifest content analysis employing a framework approach was used to analyse qualitative data from responses to open ended questions. Results Response rate was 42%, with 513 (89%) returned surveys being complete and included in analysis. Whilst 37% of students felt they had requisite research skills before undertaking the research project, 84% reported they had these skills after completing the project (χ2 = 8.99, P = 0.02). Mean satisfaction score of the students was 5.0/10 (+/- 2.5, median = 6 (IQR = 3.0–7.0) with 59% of students reporting satisfaction scores higher than the average. Higher satisfaction scores were reported by those who perceived that: research methods and teaching was useful in preparing them for conducting research; the research project helped them acquire new skills; the project resulted in peer-reviewed publication; and, who felt supported by their supervisors. Responses to open ended questions offered important insights into student experience and emphasised the importance of supportive supervisors and the need for a dedicated research block in the busy medical program. Conclusions The majority of students reported positive outcomes from the mandatory research project. Student satisfaction can be improved by ensuring supportive research environments and high-quality supervision, and inclusion of dedicated research time in the medical curriculum.

60-year-old man with known chronic urinary retention (CUR) managed with clean intermittent catheterization (CIC); He presented with difficulty with CIC. A KUB revealed 13 cm in conglomeration bladder stones. Routine preoperative bloodwork revealed calcium >12 and a subsequent PTH was also elevated. Osteoporosis was confirmed on DEXA. Sestamibi parathyroid scan had increased uptake within one parathyroid gland. The patient underwent open suprapubic 92 gm prostatectomy with evacuation of 254 gm calcium phosphate bladder stones; this was followed by removal of the offending parathyroid gland. On follow up, the patient was voiding well with normalization of other symptoms related to hyperparathyroidism.

Abstract Background Medical degree programs use scholarly activities to support development of basic research skills, critical evaluation of medical information and promotion of medical research. The University of Sydney Doctor of Medicine Program includes a compulsory research project. Medical student projects are supervised by academic staff and affiliates, including biomedical science researchers and clinician-academics. This study investigated research supervisors’ observations of the barriers to and enablers of successful medical student research projects. Methods Research supervisors (n = 130) completed an anonymous, online survey after the completion of the research project. Survey questions targeted the research supervisors’ perceptions of barriers to successful completion of projects and sources of support for their supervision of the student project. Data were analysed by descriptive statistics and using manifest content analysis. Further quantitative investigation was made by cross-tabulation according to prior research supervision experience. Results Research supervisors reported that students needed both generic skills (75%) and research-based skills (71%) to successfully complete the project. The major barrier to successful research projects was the lack of protected time for research activities (61%). The assessment schedule with compulsory progress milestones enabled project completion (75%), and improved scientific presentation (90%) and writing (93%) skills. Supervisors requested further support for their students for statistics (75%), scientific writing (51%), and funding for projects (52%). Prior research supervision experience influenced the responses. Compared to novice supervisors, highly experienced supervisors were significantly more likely to want students to be allocated dedicated time for the project (P

An annotated inventory of the herpetofauna of Lawachara National Park in Bangladesh is presented, based primarily on original field observations recorded during a six-year survey of the park. A total of 71 species are reported, including 19 Anura, one Apoda, two Chelonii, and 49 Squamata. The course of the survey revealed 16 range extensions including 11 new country records for Bangladesh. Eight of the 16 range extensions including six of the 11 country records are reported here for the first time. Deleted from previous Lawachara National Park checklists are 23 species that had been erroneously reported due to misidentification, a species split, or the subsumption of the species within another taxa.