Attitudes and Views of Medical Students toward Science and Pseudoscience

Abstract

Medical students' attitudes toward science are generally not favorable.

Attitudes toward Science and Scientific Literacy Among Romanian Young Adults

“…According to Miller (2010), the most reliable predictors of scientific literacy were attending at least three courses of science during the undergraduate programme, followed by obtaining a college degree and staying in touch with scientific news through media sources. In line with these findings, research showed that medical students demonstrate the same low level of scientific literacy, albeit the importance of scientific reasoning in healthcare (Peña, 2004). These systematic findings of low levels of scientific literacy have led to what has come to be termed as "the deficit model" (Sturgis & Allum, 2004).…”

Investigating Understandings of Turkish Medical Graduate Students about Nature of Scientific Knowledge, Scientific Method, Characteristics of Scientists and Definition of Science

“…The studies with undergraduate and post-graduate levels showed some problematic situations about attitudes and understandings regarding to science in medical education. Although they took these courses, studies showed that medical students had positive attitudes toward pseudoscience including medical concern such as parapsychology, therapeutic touch, homeopathy and alternative medicine [9,10]. In addition, Pena and Paco showed majority of medical students did not read or follow any sources related to science for a five-year long period and did not know definition and aspects of science [10].…”

“…Although they took these courses, studies showed that medical students had positive attitudes toward pseudoscience including medical concern such as parapsychology, therapeutic touch, homeopathy and alternative medicine [9,10]. In addition, Pena and Paco showed majority of medical students did not read or follow any sources related to science for a five-year long period and did not know definition and aspects of science [10]. Again, Pena, Paco and Peralta found that no physicians knew the pre-assumptions of science and majority of them did not know definition of scientific theory [11].…”

“…With these insufficiencies for making informed decisions on medical problems, importance of biology courses to learn NOS in medical settings becomes clearer as stated by Petersen [9]. One of the most important characteristics of scientifically literate individual, with narrower sense, biologically literate person is to distinguish and recognize NOS, scientific, unscientific, pseudoscientific, dogma and importance of evidence in the context of biology [10]. In their professional lives, medical graduate students will come across pseudoscientific, dogmatic and inappropriate situations out of scientific approaches and they should conclude about scientific ways in these situations by using their biological literacy skills and knowledge about NOS aspects.…”

Interrelations of paranormal and pseudoscientific beliefs and critical thinking disposition among undergraduate medical students of RSU

“…Critical thinking skills and dispositions are generally considered desirable outcomes of the educational process. Beliefs in the paranormal and pseudoscience may indicate a decline in scientific literacy and critical thinking, their prevalence among university students has motivated some to affirm that education in industrialized countries is not fulfilling its mission appropriately [13]. On the whole, the relationship consistently tended in the direction that believers in psi have lower critical thinking ability, but only with moderate effect size, depending on measures and conceptual foundation.…”