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Predictors of High Motivation Score for Performing Research Initiation Fellowship, Master 1, Research Master 2, and PhD Curricula During Medical Studies A Strobe-Compliant Article

机译:从事研究工作,研究硕士,研究硕士2和博士学位课程的动机高的预测指标符合频闪技术的文章

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Translational research plays a crucial role in bridging the gap between fundamental and clinical research. The importance of integrating research training into medical education has been emphasized. Predictive factors that help to identify the most motivated medical students to perform academic research are unknown. In a cross-sectional study on a representative sample of 315 medical students, residents and attending physicians, using a comprehensive structured questionnaire we assessed motivations and obstacles to perform academic research curricula (ie, research initiation fellowship, Master 1, Research Master 2, and PhD). Independent predictive factors associated with high "motivation score" (top quartile on motivation score ranging from 0 to 10) to enroll in academic research curricula were derived using multivariate logistic regression analysis. Independent predictors of high motivation score for performing Master 1 curriculum were: "considering that the integration of translational research in medical curriculum is essential" (OR, 3.79; 95% CI, 1.49-9.59; P = 0.005) and "knowledge of at least 2 research units within the university" (OR, 3.60; 95% CI, 2.01-6.47; P < 0.0001). Independent predictors of high motivation score for performing Research Master 2 curriculum were: "attending physician" (OR, 4.60; 95% CI, 1.86-11.37; P = 0.001); "considering that the integration of translational research in medical curriculum is essential" (OR, 4.12; 95% CI, 1.51-11.23; P = 0.006); "knowledge of at least 2 research units within the university" (OR, 3.51; 95% CI, 1.91-6.46; P = 0.0001); and "male gender" (OR, 1.82; 95% CI, 1.02-3.25; P = 0.04). Independent predictors of high motivation score for performing PhD curriculum were: "considering that the integration of translational research in medical curriculum is essential" (OR, 5.94; 95% CI, 2.33-15.19; P = 0.0002) and "knowledge of at least 2 research units within the university" (OR, 2.63; 95% CI, 1.46-4.77; P = 0.001). This is the first study that has identified factors determining motivations and barriers to carry out academic research curricula among undergraduate and postgraduate medical students. Improving these 2 areas will certainly have an impact on a better involvement of the next generation of physicians in translational medicine.
机译:转化研究在弥合基础研究与临床研究之间的鸿沟中起着至关重要的作用。强调了将研究训练纳入医学教育的重要性。有助于确定最有动力的医学生进行学术研究的预测因素尚不清楚。在对315名医学生,住院医师和主治医师的代表性样本进行的横断面研究中,我们使用了全面的结构化问卷,评估了进行学术研究课程的动机和障碍(即研究启动研究金,硕士1,研究硕士2和研究硕士)。博士)。使用多元逻辑回归分析得出与高“动机分数”(动机分数的最高四分位数在0到10之间)相关的独立预测因素,以进入学术研究课程。执行硕士1课程的动机得分高的独立预测因素是:“考虑到将转化研究整合到医学课程中是必不可少的”(OR为3.79; 95%CI为1.49-9.59; P = 0.005)和“至少具备以下知识:大学内有2个研究单位”(OR,3.60; 95%CI,2.01-6.47; P <0.0001)。从事Research Master 2课程的高动机评分的独立预测因子是:“主治医师”(OR,4.60; 95%CI,1.86-11.37; P = 0.001); “考虑到将转化研究整合到医学课程中是必不可少的”(OR,4.12; 95%CI,1.51-11.23; P = 0.006); “知道大学内至少有2个研究单位”(OR为3.51; 95%CI为1.91-6.46; P = 0.0001);和“男性”(OR为1.82; 95%CI为1.02-3.25; P = 0.04)。从事博士课程的高动机评分的独立预测因子是:“考虑到将转化研究整合到医学课程中是必不可少的”(OR为5.94; 95%CI为2.33-15.19; P = 0.0002)和“知识至少为2大学内的研究单位”(OR,2.63; 95%CI,1.46-4.77; P = 0.001)。这是第一项确定了决定本科生和研究生医学生开展学术研究课程的动机和障碍的因素的研究。改善这两个领域肯定会对下一代医师更好地参与转化医学产生影响。

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