Pereira Margarida, Correia Gustavo, Severo Milton, Veríssimo Ana Cristina, Ribeiro Laura
Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal.
Institute of Biomedical Sciences Abel Salazar, University of Porto, 4050-313 Porto, Portugal.
Healthcare (Basel). 2021 Oct 12;9(10):1357. doi: 10.3390/healthcare9101357.
The integration of scientific research into medical curricula remains insufficient despite its advantages for medical students' professional development and the advancement of medicine. This study aimed to evaluate the impact of first-year medical course attendance on medical students' attitudes and perceptions towards scientific research and clinical practice, while also assessing the contribution of sociodemographic and academic factors. Two hundred and thirteen medical students self-administrated a questionnaire at the beginning and at the end of the first school year. Their responses were compared and two regression models were calculated to assess factors influencing students' attitudes and perceptions. After freshman year, students displayed significantly lower positive attitudes towards science and research. Their motivation to perform research and to integrate it into the curriculum also decreased, while the importance attributed to research skills for clinical practice increased. Motivation to perform research and negative attitudes were positively and negatively associated with grade point average (GPA), respectively. Female students and those who attended public secondary schools attributed greater importance to communication skills. This study reinforces the need to early develop research skills and positive attitudes in medical students, motivating them to become physician-scientists. Additional follow-up studies may offer further contributions to the integration of research into medical curricula.
尽管科研融入医学课程对医学生的专业发展和医学进步具有诸多益处，但目前这种融合仍不充分。本研究旨在评估一年级医学课程学习对医学生对科研和临床实践的态度及认知的影响，同时评估社会人口学和学术因素的作用。213名医学生在第一学年开始和结束时自行填写了一份问卷。对他们的回答进行了比较，并计算了两个回归模型以评估影响学生态度和认知的因素。大一结束后，学生对科学和科研的积极态度显著降低。他们开展科研并将其融入课程的动力也有所下降，而对临床实践中科研技能的重视程度则有所增加。开展科研的动力和消极态度分别与平均绩点（GPA）呈正相关和负相关。女生以及那些曾就读于公立中学的学生更重视沟通技能。本研究强化了在医学生中尽早培养科研技能和积极态度的必要性，激励他们成为医学科学家。更多的后续研究可能会为科研融入医学课程做出进一步贡献。
