English abstract
Abstract: Undergraduate research (UGR) is a valuable experience that can potentially enhance the
quality of graduates, and raise awareness of the importance of research and its impact on career
development. These outcomes, however, depend on the environment under which students conduct
research. The present study assessed the staff and students' perspective of UGR in an intensive
teaching setting at the college of Medicine and Health Sciences (COMHS), Sultan Qaboos University
(SQU), Oman. We assessed the perception of supervisors (n = 90) and students (n = 314) of UGR
and factors that hinder the research experience. Satisfaction towards UGR among supervisors and
students was good (mean = 72.4 ± 13.0) and moderate (mean = 57.8 ±14.2), respectively. The students
reported a good satisfaction towards the relevance of UGR (mean = 71.34 ± 20.0), the research skills
acquired (63.43 ± 18.9), and interaction with research supervisors (68.47 ± 23.5). Female students
were more positive towards UGR than males. The students' grade in the UGR module was the only
independent factor influencing their satisfaction. Similar to the students, supervisors were highly
satisfied with the relevance of UGR (mean = 84.4% ± 20.7), the module structure (mean = 73.3 ± 14.6),
workload (mean = 73.3 ± 14.6) and the students' performance (71.8% ± 18). However, supervisors
were less positive about the students' acquired skills (mean = 69.0% ±12.8) and available logistics to
support UGR (mean = 67.8% ± 16.3). In summary, supervisors and students in COMHS, Oman, (SQU)
regard UGR as valuable and recognize its relevance. Supervisors were more likely than students to
report a lack of resources to run UGR. Thus, resources should be maintained to inspire supervisors
and sustain an active research environment to inspire students.
