Journal of Education and Health Promotion

Abstract BACKGROUND: Biomedical research is not given adequate attention during undergraduation
due to the failure of the medical curriculum to motivate the students to take up research, teach the
research methodology, and emphasize the scope of research in the future. Our objective was to
study the perceptions of medical undergraduate students toward biomedical research and to explore
the facilitators and barriers to biomedical research.
MATERIALS AND METHODS: This was an explanatory, sequential, mixed‑method study. Consenting
medical undergraduate students, irrespective of their previous contribution to research, were
interviewed by a pretested questionnaire concerning biomedical research, its barriers, and facilitators.
For the qualitative component, two focused group discussions (FGDs) were conducted among
students in the nonclinical and clinical phases. Data were analyzed and expressed as percentages.
Thematic manual content analysis of the transcribed manuscripts was performed.
RESULTS: This study included 553 participants. Only 5.52% had previous experience undertaking
research. Self‑interest and acquiring deeper knowledge were identified as drivers. Lack of motivation,
proper guidance, and training in research methodology was found to be the barrier among 90% of
the subjects. The FGD reflected the perceptions of students and variations in their ideologies toward
taking up research.
CONCLUSION: It becomes important to analyze the factors that promote or avert a student from
taking up research. A thorough investigation in this regard will be helpful for future cohorts of
medical students and will impact their decisions on taking up research and in seeking a career in
research‑based fields.

Abstract BACKGROUND: Research is a core essential component of evidence‑based medicine. The current 
study was undertaken to sensitize the undergraduate medical students the concept of biomedical 
research to sharpen their clinical skills.
MATERIALS AND METHODS: This educational interventional study was done with a systemic 
random sample of 120 medical students in a tertiary care hospital. A workshop on biomedical research 
was conducted by the institutional ethics and medical education committee members followed by 
group activity regarding how to write the protocol of a research study. The protocols were then 
assessed using prestructured checklist by facilitators and feedback from the students and facilitators 
were assessed using student t‑score.
RESULTS: The pretest (5.86 ± 1.75) scores and posttest scores (11.82 ± 2.47) of multiple choice 
questions and open‑ended questions showed statistically significant difference. The feedback of 
students showed that 49.48% of students strongly agreed that contents discussed in the workshop 
were adequate, 61.85% agreed about better understanding of the topics of the workshop, 60.80% 
agreed that their queries and doubts are cleared, 53.6% agreed that the workshop motivates them 
to do research, and 44.3% agreed that they will attend the similar workshops in future. The protocols 
submitted by groups of students using the checklist showed 26%–80% scores.
CONCLUSION: The student’s knowledge on research methodology was significantly improved and 
teaching basic research methods to medical students at an early stage motivates the student to do 
research.