S1

Emphasis on engaging students in active learning for effective higher education.
Study objective: synthesize evidence on medical students’ perspectives on research engagement through systematic review and meta-analysis.
14 observational studies included, varying in methodologies and measurements, which complicated pooled results.
Findings: 74% of students engaged in research had positive attitudes towards the experience; 49.5% had positive attitudes toward medical sciences; 62.3% reported changes in practices; 64% published their work.
Highlights the need for standardized research tools in future studies on student engagement in research.

Active learning engagement is crucial in education and has gained scholarly attention.
Definition of student engagement: energy devoted by students to purpose-driven activities and institutional policies encouraging participation.
Focus on individual student engagement in medical education has increased, with advocacy from the General Medical Council for developing research skills in medical graduates.
Engagement in research linked to acquisition of transferable skills and positive attitudes toward science.
Existing studies lack a synthesized overview; hence, the need for this systematic review and meta-analysis.

Database Searches: Google Scholar, PubMed, Medline, EMBASE, ERIC, and Social Science Citation Index.
Limitations to English language publications until November 2014.

Participants: Medical students from diverse backgrounds and settings including colleges, universities, and institutes.
Design: Observational or randomized trials focusing on research involvement.
Key outcomes based on modified Kirkpatrick's model:
- Learners' reaction to educational experience.
- Learning in terms of modification of attitudes and knowledge acquisition.
- Behavior reflecting self-reported practice changes.
- Organizational outcomes such as publication output.

Independent screening and extraction of data regarding publication details, participant demographics, and reported outcomes by two authors.
Methodological quality assessed according to established checklists.

Individual survey items identified and standardized for analysis; random-effects model used to handle heterogeneous data.
Bayesian meta-analysis for uncertainty estimation, yielding posterior distributions and credible intervals.

Initial 359 citations narrowed down to 14 studies with 17 datasets identified for review.

Varied geographical studies: USA, Canada, UK, China, and others, with diverse designs (cross-sectional, case-control, longitudinal).
Lack of methodological consistency and sufficient information complicates pooled analysis.

Positive learners’ reactions reported by 74% of participating students.
49.5% demonstrated positive attitudes towards science in medicine.
62.3% noted self-reported beneficial changes in practice due to engagement in research.
64% of students reported having published their work.

Significant heterogeneity across studies suggests varying contexts and reporting issues.
Bayesian methods confirmed findings but indicated the need for careful interpretation due to heterogeneity.

Research engagement leads to favorable outcomes, including positive reactions and insights into students' practices.
Motivation and self-efficacy are enhanced through research activities.
Institutional approaches must promote multifaceted strategies to support student involvement in research.

Size of study populations and response biases (e.g., gender distributions) may lead to inaccuracies.
Limited pooled analysis due to methodological differences in studies.

Comprehensive analysis of primary studies with established educational outcomes.
Holistic view integrating various studies under a systematic framework.

Engagement in research positively impacts medical students' attitudes and practices.
The review underscores the need for future studies utilizing standardized tools to maximize engagement efficacy.