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Bu sayfa, 26. Dünya Psikiyatri Kongresi'nde sunulan çalışmanın yapay zekâ desteğiyle hazırlanmış Türkçe özetidir. Çalışmanın sahibi sunan yazarlardır; atıf için orijinal kaynağa başvurun.

EV0992

Establishing a Psychiatry Scholarship Hub: A Needs Assessment to Support Early Academic Engagement Among Medical Students

BUILDING A PSYCHIATRY SCHOLARSHIP HUB: A NEEDS ASSESSMENT TO SUPPORT EARLY SCHOLARLY ENGAGEMENT IN MEDICAL STUDENTS

Although medical students show very high interest in psychiatric research, the main barrier is not motivation but a lack of infrastructure for accessing projects, obtaining mentorship, and navigating research processes.

The study aimed to identify local barriers to early academic engagement among medical students in an increasingly competitive psychiatry residency admissions environment and to inform the design of a centralized Psychiatry Scholarship Hub that would connect students with residents, fellows, and faculty mentors. A cross-sectional pilot survey was administered via Qualtrics to students at the University of Miami Miller School of Medicine in February 2026 (n=20), followed by a comprehensive survey in August 2026; items assessed interest in psychiatric scholarship, access to mentorship, confidence in performing research tasks, and perceived barriers, and responses were analyzed descriptively. The comprehensive survey yielded 111 complete responses; 94% of participants (104/111) reported being very or extremely interested, and 64% (58/90) felt capable of completing a scholarly project. In contrast, only 28% (25/90) reported being able to navigate institutional review board (IRB) and compliance processes, 22% (24/111) were aware of existing psychiatry projects, 21% (19/91) knew where to find opportunities, and 17% (15/90) felt confident about identifying a faculty mentor. The most frequently reported barriers (n=20, up to three selections) were a lack of clarity about available projects, at 90% (18/20); insufficient time, at 55% (11/20); difficulty finding a mentor, at 45% (9/20); and feeling overwhelmed by IRB processes, at 30% (6/20). The findings indicate limited infrastructure despite high motivation, suggesting that students need practical support structures for study design and IRB processes rather than further encouragement. The authors propose a hub organized around three functions: a centralized research registry, structured onboarding and mentor matching, and skills development in study design and IRB processes.

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