Survey of attitudes and knowledge about science in medical students in southeast Europe
BMJ 2005; 331 doi: https://doi.org/10.1136/bmj.331.7510.195 (Published 21 July 2005) Cite this as: BMJ 2005;331:195
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EDITOR-I have read with the interest the article about attitudes and
knowledge about science in medical students in five post-communist
countries in southeast Europe. The authors sent us an optimistic message
that having positive attitudes toward science during studies, despite
lacking knowledge, is enough to produce critical mass of academic
physicians.1
Optimism is fine, but, in my opinion, a little too great. As I am
currently a resident, I would like to point few things that deal with the
issue and none of them oppose the question of importance of attitudes and
knowledge.
First of all, after finishing medical school and after being happy to
start with some residency programme most physicians are faced with
completely different approach to work. Over the influence of everyday
clinical ruotine, lack of time and new duties they reevaluate all learned
points during studies and put them in new order of priorities. Is research
priority? Or even to say: is it a must? If residents are lucky to have the
residency programmes that includes research programmes and have research
oriented supervisors, research will definitively be the priority.
Unfortunately, in Croatia most residency programmes do not include
research programmes meaning that any further research activity of
residents is left on their own.
Secondly, active research participation does not depend solely on
positive attitudes. Previous research activity in residents’ curriculla
does not imply post-residency greater research participation.2 Positive
attitudes mean only positive receptive audience for future research
projects. However, if there is no proactive approach in setting up the
research system from all research participants, it is very possible that
all will stay only at the level of expectations.
Thirdly, barriers toward research are still being explored.
Unfortunately, some of them such as stress and bulling are ubiquitous but
till recently not openly spoken.3
Finally, it should not be forgotten that the residency is the period
that lasts approximately four to six years. That is long enough to switch
attitudes and to forget all learned points about scientific methods during
studies, if not practicing scientific work. Therefore, targeting future
researchers should not finish with the graduation but should be prolonged
for the period of residency too.
References:
1.Burazeri G, Civljak M, Ilakovac V, Jankovic S, Majica-Kovacevic T,
Nedera O, et al. Survey of attitudes and knowledge about science in
medical students in southeast Europe. BMJ 2005;331;195-6.
2. Smith M. Research in residency: do research curricula impact post-
residency practice? Fam Med 2005;37:322-7.
3.Stebbing J, Mandalia S, Portsmouth S, Leonard P, Crane J, Bower M,
et al. A questionnaire survey of stress and bullying in doctors
undertaking research. Postgrad Med J 2004;80:93-6.
Competing interests:
None declared
Competing interests: No competing interests
Positive attitudes toward research during undergraduate studies must be identified to fortify them
Scientific knowledge is the tool that lets medicine advance,
making possible medical formation and being an essential factor in the
development of clinical practice. This knowledge is generated through
scientific research, whose last step is publication (1).
But the investigation process requires not only a specialized preparation
that includes a clear understanding of its foundations and a basic
handling of its methodology, but also stimulus, attraction, enthusiasm and
commitment (2).
Studies like Burazari et al(3) are very important because they allow
appreciation of medical students tendencies, and fortify those who are
positive, and attenuate and correct the refusals (Evidence Based Medical
Education)(4).
The new tendencies in medical education stimulates Universities to
promote critical reading, research and publication in undergraduate teaching (1):
- through courses, seminars and obligatory matters during the career
- editions of periodical publications that give doctors and
students clarified and updated information
- early incorporation of students in investigative projects
In resident’s activities it is difficult to do research, since time, effort and sacrifice (and knowledge) are necessary, but it is
indesputable that evidence is needed to make medical practices (Evidence Based Medicine), and investigation must be the axis of that activity,
since it contributes to medical formation with ethical and professional
preparation to investigate, diagnose and solve public health problems.
References
1. Avila RE, Camps D, Recuero Y, Samar ME. Medical students pasants
on biomedical research laboratories: our experience 2000-2003. Serie
monografica y didactica 2004; 44:12.
2. Bobenrieth Astetea MA. Myths and truths in scientific
publications. Med Clin (Barc) 2000; 114: 339-41.
3. Burazeri G, Civljak M, Ilakovac V, Jankovic S, Majica-Kovacevic
T, Nedera O, et al. Survey of attitudes and knowledge about science in
medical students in southeast Europe. BMJ 2005; 331: 195-6.
4. Centeno AM, Martinez Carretero JM. Innovations, research and
evidences in medical education. The BEME Collaboration (Best Evidence
Medical Education). Educ Med 2003; 6(1):32-6.
Competing interests:
None declared
Competing interests: No competing interests