A Qualitative Analysis of Letters to Successors to Evaluate Medical Students’ Experience of a Mandatory Research Project

Student satisfaction was influenced by interest, support, and project relevance. Autonomy and skill development emerged as key enablers, while isolation and supervisor inaccessibility were common barriers. These findings highlight the importance of structured support, protected time, and student-centred project selection in enhancing engagement and ensuring high-quality, equitable research education in medical programmes.