Document Type : Original Article
Authors
- . Htoo Htoo Kyaw Soe
- . Nan Nitra Than
- . Htay Lwin
- . Mila Nu Nu Htay
- . Khine Lynn Phyu
- . Adinegara Lutfi Abas
Pediatrics, Melaka‑Manipal Medical College, Melaka, Malaysia
Abstract
CONTEXT: Scientific research not only promotes health and combats diseases of an individual,
but also it can strengthen the effectiveness of health systems. Hence, understanding of scientific
methods becomes a crucial component in the medical profession.
AIMS: This study was conducted to assess the knowledge, attitudes, and barriers toward research
among undergraduate medical and dental students.
SETTINGS AND DESIGN: This cross‑sectional study was conducted among 295 undergraduate
Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS)
students from a private medical college in Malaysia.
MATERIALS AND METHODS: We purposively selected 360 students attending the 3rd, 4th, and
5th year in MBBS course and BDS course in September 2015. A total of 295 students who were
willing to provide written informed consent were included in this study. We collected data using a
validated, self‑administered, structured questionnaire which included 20 questions about knowledge
toward scientific research, 21 attitude items in regard to scientific research, a list of 10 barriers toward
conducting medical research, and 5 questions of confidence to conduct the medical research.
STATISTICAL ANALYSIS USED: Data were analyzed using descriptive statistics, independent
t‑test, ANOVA, and multiple linear regression.
RESULTS: Among the students, 56.9% had moderate knowledge while the majority (83.3%) had
moderate attitude toward scientific research. The majorly cited barriers were the lack of time (79.9%),
lack of knowledge and skills (72.1%), lack of funding (72.0%) and facilities (63.6%), and lack of
rewards (55.8%). There was a significant association between age, academic year, and knowledge
of research as the older age group, and 4th‑ and 5th‑year students had higher knowledge score. The
students of higher attitude score had better‑perceived barriers score toward research with regression
coefficient 0.095 (95% confidence interval 0.032–0.159).
CONCLUSIONS: Even though the students had the positive attitudes toward scientific research, a
supportive and positive environment is needed to improve skills and knowledge of research and to
overcome the barriers toward the conduct of scientific research.
Keywords
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