Feigerlova Eva, Oussalah Abderrahim, Fournier Jean-Paul, Antonelli Arnaud, Hadjadj Samy, Marechaud Richard, Guéant Jean-Louis, Roblot Pascal, Braun Marc
From the University of Poitiers, UFR Médecine Pharmacie (EF, SH, RM, PR); Department of Endocrinology, University Hospital of Poitiers, Poitiers, (EF, SH, RM); Department of Molecular Medicine and Personalized Therapeutics, Department of Biochemistry, Molecular Biology, Nutrition, and Metabolism, University Hospital of Nancy, Vandoeuvre-lès-Nancy, France (AO, J-LG); INSERM, U954, NGERE - Nutrition, Genetics, and Environmental Risk Exposure, Faculty of Medicine of Nancy, University of Lorraine, Vandoeuvre-lès-Nancy, France (AO, J-LG); Medical Simulation Centre, Faculty of Medicine of Nice, University of Nice-Sophia-Antipolis, Nice (J-PF); Direction du Numérique, Faculty of Medicine of Nancy, University of Lorraine, Vandoeuvre-lès-Nancy (AA); Department of Internal Medicine and Infectious Diseases, University Hospital of Poitiers, University of Poitiers, Poitiers (PR); Department of Neuroradiology, University Hospital of Nancy, Nancy, France (MB); and Faculty of Medicine of Nancy, University of Lorraine, Vandoeuvre-lès-Nancy, France ; University Centre for Education by Medical Simulation (CUESIM) - The Virtual Hospital of Lorraine of the Faculty of Medicine of Nancy; INSERM U947, IADI - Diagnostic and Interventional Adaptive Imaging, Vandoeuvre-lès-Nancy, France (MB).
Medicine (Baltimore). 2016 Feb;95(5):e2633. doi: 10.1097/MD.0000000000002633.
Translational research plays a crucial role in bridging the gap between fundamental and clinical research. The importance of integrating research training into medical education has been emphasized. Predictive factors that help to identify the most motivated medical students to perform academic research are unknown. In a cross-sectional study on a representative sample of 315 medical students, residents and attending physicians, using a comprehensive structured questionnaire we assessed motivations and obstacles to perform academic research curricula (ie, research initiation fellowship, Master 1, Research Master 2, and PhD). Independent predictive factors associated with high "motivation score" (top quartile on motivation score ranging from 0 to 10) to enroll in academic research curricula were derived using multivariate logistic regression analysis. Independent predictors of high motivation score for performing Master 1 curriculum were: "considering that the integration of translational research in medical curriculum is essential" (OR, 3.79; 95% CI, 1.49-9.59; P = 0.005) and "knowledge of at least 2 research units within the university" (OR, 3.60; 95% CI, 2.01-6.47; P < 0.0001). Independent predictors of high motivation score for performing Research Master 2 curriculum were: "attending physician" (OR, 4.60; 95% CI, 1.86-11.37; P = 0.001); "considering that the integration of translational research in medical curriculum is essential" (OR, 4.12; 95% CI, 1.51-11.23; P = 0.006); "knowledge of at least 2 research units within the university" (OR, 3.51; 95% CI, 1.91-6.46; P = 0.0001); and "male gender" (OR, 1.82; 95% CI, 1.02-3.25; P = 0.04). Independent predictors of high motivation score for performing PhD curriculum were: "considering that the integration of translational research in medical curriculum is essential" (OR, 5.94; 95% CI, 2.33-15.19; P = 0.0002) and "knowledge of at least 2 research units within the university" (OR, 2.63; 95% CI, 1.46-4.77; P = 0.001). This is the first study that has identified factors determining motivations and barriers to carry out academic research curricula among undergraduate and postgraduate medical students. Improving these 2 areas will certainly have an impact on a better involvement of the next generation of physicians in translational medicine.
转化研究在弥合基础研究与临床研究之间的差距方面发挥着关键作用。将研究培训纳入医学教育的重要性已得到强调。有助于识别最有积极性进行学术研究的医学生的预测因素尚不清楚。在一项对315名医学生、住院医师和主治医师的代表性样本进行的横断面研究中，我们使用一份全面的结构化问卷评估了进行学术研究课程（即研究启动奖学金、硕士1、研究硕士2和博士）的动机和障碍。使用多变量逻辑回归分析得出了与高“动机得分”（动机得分范围为0至10的上四分位数）相关的独立预测因素，以参与学术研究课程。进行硕士1课程的高动机得分的独立预测因素为：“认为转化研究融入医学课程至关重要”（比值比[OR]，3.79；95%置信区间[CI]，1.49 - 9.59；P = 0.005）以及“了解大学内至少2个研究单位”（OR，3.60；95% CI，2.01 - 6.47；P < 0.0001）。进行研究硕士2课程的高动机得分的独立预测因素为：“主治医师”（OR，4.60；95% CI，1.86 - 11.37；P = 0.001）；“认为转化研究融入医学课程至关重要”（OR，4.12；95% CI，1.51 - 11.23；P = 0.006）；“了解大学内至少2个研究单位”（OR，3.51；95% CI，1.91 - 6.46；P = 0.0001）；以及“男性”（OR，1.82；95% CI，1.02 - 3.25；P = 0.04）。进行博士课程的高动机得分的独立预测因素为：“认为转化研究融入医学课程至关重要”（OR，5.94；95% CI，2.33 - 15.19；P = 0.0002）以及“了解大学内至少2个研究单位”（OR，2.63；95% CI，1.46 - 4.77；P = 0.001）。这是第一项确定本科和研究生医学生进行学术研究课程的动机和障碍的决定因素的研究。改善这两个方面肯定会对下一代医生更好地参与转化医学产生影响。
