Relationship between knowledge society, research methodology, and student scientific production in medical students in Chile

Abstract

The literature proposes that the scientific production of the students of medicine and health sciences in Latin American countries is very poor and contradicts one of the key functions of universities when the concept of Knowledge Society is taken into account. The sequential and systematic application of courses related with the Research Methodology decreased the unsatisfactory indicators when applied to students at the Fines Terrae University Medical School (Chile). It was observed that those students who received the aforesaid courses were able to successfully complete their scientific investigation. Some of them were able to present their results in scientific meetings, whilst others could also produce publications. The referred system generates conditions for developing interdisciplinary processes (basic and preclinical subjects and approaching to clinical ones), contributes to diminishing the poor indicators linked to Student Scientific Production, guarantees that all students may acquire investigative competences, even under critical circumstances, and collaborates with the approach between Faculties of Health Sciences and the Knowledge Society.

Advancing Research Training in Medical Education: Global Perspectives and Paradigms for Future Development

“…In Table 4 [ 10 - 16 ], we note that, except for the Chilean study by Díaz [ 11 ], all the experiences identified originate from the United States. Given that medical education in the U.S. takes place at the postgraduate level, research training is integral to it.…”

“…Hence, through the successful experiences detailed in the mapped articles, it was possible to ascertain how advanced they are in terms of research education. Two articles mapped (Table 4 ) focused exclusively on the student body [ 11 , 15 ] and highlighted the qualitative gains achieved by students who experienced research in a processual manner during their undergraduate studies.…”

“…Diaz [11] A continuous research education system was implemented, consisting of three annual programs named Research Methodology I, II, and III. These programs are incorporated into the curriculum of the first three years of graduation, enhancing research skills among students.…”

Advancing Research Training in Medical Education: Global Perspectives and Paradigms for Future Development

“…In Table 4 [10-16], we note that, except for the Chilean study by Díaz [11], all the experiences identified originate from the United States. Given that medical education in the U.S. takes place at the postgraduate level, research training is integral to it.…”