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This sequential explanatory mixed-methods study used an online quantitative questionnaire followed by qualitative focus groups to examine health sciences students’ attitudes toward undergraduate research and identify perceived facilitators and barriers to engagement. Survey respondents (N=377) generally held positive views but differed sharply on perceived accessibility, supportiveness, and appreciation. Focus groups (N=11) highlighted four themes: hidden curriculum, limited meaningful research work for emerging researchers, administrative barriers, and inequitable access. Results indicate actionable ways to improve the undergraduate research experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/undergraduate-student-attitudes-and-perspectives-on-accessibility-supportiveness-and-appreciation-of-research-opportunities-in-the-health-sciences/596992/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/undergraduate-student-attitudes-and-perspectives-on-accessibility-supportiveness-and-appreciation-of-research-opportunities-in-the-health-sciences/596992.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research method was used to study undergraduate students’ attitudes?","Question",{"text":112,"@type":113},"The study used a sequential explanatory mixed methods design: a quantitative online questionnaire followed by qualitative focus group interviews.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did undergraduate health sciences students generally feel about undergraduate research?",{"text":117,"@type":113},"Survey respondents (N=377) reported generally positive attitudes toward undergraduate research, although their perceptions of accessibility, supportiveness, and appreciation were polarized.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers and inequities did the focus groups identify?",{"text":121,"@type":113},"Focus groups (N=11) highlighted the hidden curriculum, lack of meaningful research work, administrative barriers, and inequitable access to research opportunities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596992,1792109541,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Undergraduate Student Attitudesand Perspectives of the Accessibility, Supportiveness, and Appreciation of Research Opportunities in the  \nHealth Sciences  \nOwen Dan Luo McGill University  \nSabrina H. Lin  \nUniversity of Toronto  \nSanya Grover  \nUniversity of British Columbia  \nPraveen Sritharan McMaster University  \nStine Hansen McMaster University  \nAbstract  \nUndergraduate research is a “high-impact” educational practice that enriches student learning and facilitates student career advancement. This sequential explanatory mixed methods study, composed of a quantitative online questionnaire followed by qualitative focus group interviews, sought to explore undergraduate student attitudes on research and elicit perceived facilitatorsand barriers to undergraduate research engagement. The survey respondents (N = 377), all undergraduate health sciences students at McMaster University in Hamilton, Ontario, generally had positive attitudes toward undergraduate research, but had polarized perceptions of its accessibility, supportiveness, and appreciation. Follow-up focus group interviews with selected participants (N = 11) revealed four main themes: (1) the hidden curriculum of undergraduate research,(2) the paucity of meaningful research work for emerging student researchers,(3) the administrative barriers within the undergraduate research landscape, and (4) the inequitable access to undergraduate research opportunities. This study’s findings suggest potential avenues to improve the undergraduate student research experience.  \nKeywords: undergraduate research, accessibility, mixed methods, student perspectives, post-secondary students, higher education  \nRésumé  \nLa recherche au premier cycle enrichit l’apprentissage des étudiants et facilite l’avancement de leur carrière. Cette étude séquentielle explicative à méthodes mixtes, comprenant un questionnaire suivi de groupes de discussion, visait à explorer les attitudes des étudiants de premier cycle en sciences de la santé à l’égard de la recherche, ainsi que les facilitateurs et les obstacles perçus quant à leur engagement dans celle-ci. Les n = 377 répondants au questionnaire avaientgénéralement une attitude positive à l’égard dela recherche au premier cycle, mais avaient des perceptions polarisées quant à son accessibilité, au soutien reçu et à l’appréciation obtenue. Les groupes de discussion avec n = 11 participants ont révélé quatre thèmes principaux : 1) le « programme caché » de la recherche au premier cycle; 2) la rareté des travaux de recherche significatifs pour les étudiants chercheurs; 3) les barrières administratives; et 4) l’accès inéquitable aux possibilités de recherche. Les résultats de cette étude suggèrent des méthodes pour améliorerl’expérience de recherche des étudiants de premier cycle.  \nMots-clés : recherche au premier cycle, accessibilité, méthodes mixtes, perspectives des étudiants, étudiants postsecondaires, enseignement supérieur  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 52:3 (2022)   \nIntroduction  \nUndergraduate research (UGR) is a “high-impact” educational practice (Kuh, 2008) that has been articulated as “an underlying principle” of undergraduate programs (Katkin, 2003) . UGR is an invaluable means of enriching student learning, skill development, and self-actualization, and, in many disciplines, has become a prerequisite for student career advancement. The importance of early research exposure for undergraduate student learning is well-established in the literature. In addition to developing their research and critical appraisal skills (Ashcroft et al., 2020), UGR involvement also extends student learning by helping students conceptualize course content and appreciate the rationale underlying scientific inquiry, hypothesis testing, and knowledge generation (Madan & Teitge, 2013). As a result, across a diversity of student populations and disciplines of study, students have reported that UGR experiences have le","cbCaif6nn9IiUcSX","https://ap.wps.com/l/cbCaif6nn9IiUcSX","pdf",211563,16,"English","# Abstract\n# Introduction\n## Purpose and value of undergraduate research\n## Personal development and career advancement\n## Accessibility barriers and prior literature","[{\"question\":\"What research method was used to study undergraduate students’ attitudes?\",\"answer\":\"The study used a sequential explanatory mixed methods design: a quantitative online questionnaire followed by qualitative focus group interviews.\"},{\"question\":\"How did undergraduate health sciences students generally feel about undergraduate research?\",\"answer\":\"Survey respondents (N=377) reported generally positive attitudes toward undergraduate research, although their perceptions of accessibility, supportiveness, and appreciation were polarized.\"},{\"question\":\"What barriers and inequities did the focus groups identify?\",\"answer\":\"Focus groups (N=11) highlighted the hidden curriculum, lack of meaningful research work, administrative barriers, and inequitable access to research opportunities.\"}]","Undergraduate Student Attitudes and Perspectives on Accessibility, Supportiveness, and Appreciation of Research Opportunities in the Health Sciences | PDF",1792084160]