A survey on the attitudes towards research in medical school

Abstract

BackgroundAn observed decrease of physician scientists in medical practice has generated much recent interest in increasing the exposure of research programs in medical school. The aim of this study was to review the experience and attitudes regarding research by medical students in Canada.MethodsAn anonymous, cross-sectional, self-report questionnaire was administered to second and fourth year students in three medical schools in Ontario between February and May of 2005. Questions were primarily closed-ended and consisted of Likert scales. Descriptive and correlative statistics were used to analyze the responses between students of different years and previous research experience.ResultsThere was a 47% (327/699) overall response rate to the questionnaire. Despite 87% of respondents reporting that they had been involved in some degree of research prior to medical school, 43% report that they have not been significantly involved in research activity during medical school and 24% had no interest in any participation. There were significant differences in the attitudes towards research endeavors during medical school between students in their fourth year compared to second year. The greatest barriers to involvement in research in medical school appear to be time, availability of research mentors, formal teaching of research methodology and the perception that the student would not receive appropriate acknowledgement for work put towards a research project.ConclusionThe results of this self-report survey outline the significant differences in attitudes towards mandatory research as a component of critical inquiry and scholarship in the undergraduate curriculum in Ontario medical schools.

Contemporary global perspectives of medical students on research during undergraduate medical education: a systematic literature review

“…This lack of skills may arise from inadequate early exposure to the basic concepts of scientific inquiry that serves to limit their later research involvement [49–51]. While in some countries students had research exposure before medical school, they still did not feel prepared enough to engage in research [35,47,50].…”

“…Non-institutional barriers included lack of down time, inadequate scientific writing skills, and lack of self-efficacy. Many of the studies [51,56] that investigated factors working against student involvement in undergraduate research cited other key factors such as poor mentorship, lack of role models, and perceived lower salaries of academic physicians. Indeed, quality mentorship is strongly associated with a more positive research experience for students and may bolster interest in a research-oriented career [51,56].…”

Are Medical Students Inclined to do Research?”

“…In the neighbouring Karachi, it was observed that only a meagre forty one percent (41%) had taken part in research though most of them were involved in data collecting and computer work. While in a research conducted in Canada, it has shown that 43% of the student had not made significant research contributions [11]. The Faculty of Health and Medical Sciences at the University of Copenhagen noted that several students were interested in research while a very few of them actually had an research experience [12].…”

Who is responsible? An insight into the factors influencing the publication of undergraduate medical students' research projects

“…[29] In addition, this study revealed lack of scheduled time with their supervisors for research activity and was considered as a strong barrier, which was also found in another study. [26] A study reported that the student would not be able to manage their studying time for research projects and therefore need more supervisor guidance for such activities. [30] Furthermore, lack important research skills and poor writing skills believed to be one of the main obstacles that prevent undergraduate students from publications.…”

“…[23] Nevertheless, many barriers have been identified. Studies have shown that the main barriers for not publishing were lack of time, [18,23,24] lack of important research skills, [25] lack of institutional motivation, insufficient training, [26] lack of supervisor guidance, [27,28] and studies results not required to practice medicine. [14] Furthermore, students' perception that the participation in a research project will not allow them to maintain their educational level and affect their academic achievement in terms of their grade point averages.…”