Abstract:

Background:
Self-efficacy refers to having the strong, positive belief in one’s capacity and skills to achieve a goal. Self-efficacy plays an important role in the learning and development of new skills and knowledge. An observed decrease of physician scientists in medical practice has generated much interest in increasing the exposure of research programs in medical school. Research self-efficacy (RSE) has been speculated to be a significant factor influencing successful engagement of research. Given the demands and competing interests of formulating an undergraduate medical curriculum and results of attitudes of learners during medical training, it appears pivotal to investigate factors that promote student research during the undergraduate years. We thus sought to investigate medical students’ experience and attitudes towards research, their perceived goals and barriers to such endeavors during their educational experience, and identify factors associated with RSE.

Methods:
An anonymous, online survey was distributed to incoming medical students attending a large U.S. medical school during fall 2019. Pertinent published studies and anecdotal evidence guided the creation of the 72-item questionnaire to assess student experiences and attitudes towards research. Validated scales (i.e., RSE, security in understanding research, confidence to conduct research) were incorporated in the survey. Linear regression modeling was used to determine if certain attitudes toward research (i.e., feeling secure in their understanding of research, confidence in their ability to do research, and level of importance of research in their future career) were associated with students’ perceptions of RSE. Data were analyzed with independent t-tests and linear regression in SPSS.

Results:
Of the 233 students in this study, 49.8% were women. The mean age was 23.9 years. Although women in the sample scored slightly higher than men on the RSE scale, no statistical significance between the groups was found. Most of the students reported research is important for their future career. Linear regression modeling successfully explained 24% of the variance in predicting students' RSE: F(3, 220)=22.296, p<0.001, with an R2 of .253 (adj. R2=.242). Higher levels of confidence to conduct research and the opinion that research was important in their future career were associated with medical students’ perceptions of their research self-efficacy. Security in understanding research was not a significant predictor.

Conclusions:
Findings indicate that certain attitudes (i.e., confidence to conduct research) combined with student opinions of future career success were associated with RSE in this sample. However, understanding research was not associated with RSE. Teaching research facts alone may not be enough to promote RSE. Incorporating strategies to help students understand the relevance of research and how it impacts daily medical practice is warranted. Learning activities should be developed to transform the way medical students learn and prepare for careers in clinical care and scientific inquiry, including goal setting strategies. To develop the next generation of physicians who will think critically, practice evidence-based medicine, participate in meaningful and ethical research, and pose thoughtful questions as life-long learners to enhance the care of patients, more thought needs to be given to integrating a comprehensive, innovative research curricula.

Keywords:

Research, self-efficacy, medical student, medical education, confidence, curriculum.