Unpacking the teaching–research nexus: a phenomenographic analysis of student experiences in a medical university

Abstract Background The integration of research and teaching in higher education has been widely discussed, with growing emphasis on fostering research-based learning environments. Within medical and health professions education, this integration is particularly critical, as research literacy and evidence‑based practice form core professional competencies. The concept of the teaching–research nexus posits that research-active faculty enhance student learning by introducing current knowledge and inquiry-based practices into the classroom. This not only deepens students’ subject understanding but also cultivates critical thinking and problem-solving skills. Despite its significance, there is a lack of studies exploring students’ perceptions of this nexus. This study addresses the identified need for qualitative insights and aims to explore what students understand as research and how the teaching–research nexus is enacted in their educational context. Methods A phenomenographic design was employed to investigate students’ conceptions of research and how the teaching-research nexus is enacted in their educational context. Semi-structured interviews were conducted with 20 students from five academic programmes: Twelve enrolled in first-cycle health professions degrees and 8 in international master’s programmes in non-clinical disciplines. The analysis followed Dahlgren and Fallsberg’s seven steps of phenomenographic analysis. Results Analysis resulted in four distinct categories of understanding research, presented in an order that reflects increasing complexity: (1) “Research is a spark of curiosity,” (2) “Research is exploring a knowledge gap,” (3) “Research is examining and providing new knowledge,” and (4) “Research is a continuous practice.” These categories were structured along three themes of expanding awareness: students’ own engagement with research, their perceptions of faculty as research-active educators, and the nature of teaching and learning activities. Together, these elements form the study’s outcome space, illustrating variation in students’ understandings, from passive exposure to active, reflective engagement in research-informed learning. Conclusions Findings suggest that aligning pedagogical strategies with students’ current understanding of research can facilitate their transition from passive recipients to active participants in research. Faculty members play a pivotal role as scholarly role models, shaping students’ academic identity and reinforcing the dynamic nature of the teaching–research nexus.