Scientific research as defined byÇaparlar & Dönmez, 2016, is a planned study with a

systematic collection of data that is interpreted and evaluated. Over the years, there has been a

significant increase in the amount of scientific research done, accounting for several new

developments in the medical world(Re, 2006). Research is the bedrock of future medicine and it

has been greatly involved in providing clearer perspectives in medicine (Dellis et al., 2014). 

Despite this, there has been a documented decline in physician-scientists in medical practice

(AlGhamdi et al., 2014). Postulated explanations for the decline include fewer financial

incentives, family pressures, practice philosophy, and inadequate exposure to research before

career paths are determined (AlGhamdi et al., 2014).

A continuous decline could pose a serious threat to the future of academic medicine. A

loss in medical discoveries and innovations could eventually influence the effective practice of

clinical medicine. Thus, the essential nature of scientific research in medicine creates the need

for potential solutions to the loss of physicians in academia. One such solution is the approach of

investing in future academic physicians. Several studies highlight the need for proper mentorship

in clinical research for medical students (Bruekner Collins et. al, 2018: Hernandez et al., 2009;

Areephanthu et al.,2015). The goal would be to create awareness of medical research and its

importance, as well as to garner career interest in it. 

With medical research influencing the development of newer medical interventions,

diagnosis, and prevention of disease, medical students ought to be acquainted with methods of

research as there is an increased need for the practice of evidence-based medicine(Pallamparthy

& Basavareddy, 2019). This study intends to analyze the knowledge, attitude, practice, and

barriers related to the involvement of medical and nursing students in clinical research.  

Justification 
This study aims to improve student interest in research, current perspectives on its practice, as

well as associated demotivating factors are being explored. Exposing challenges that students

face in carrying out research, could illuminate possible solutions aimed at encouraging more

medical and nursing students into the field. In the wealth of knowledge that has been discovered,

there is limited information concerning the attitude and barriers to the practice of clinical

research amongst Caribbean medical students. This study aims to contribute data concerning this

particular demographic.

Background:

Medical research is an ever-expanding field. Research in medicine impacts prevention,

diagnosis, and newer treatment for medical ailments. It has brought reforms in policies for

healthcare programs (Lavis et al., 2008). Science is ever-evolving, and as such there are

discoveries made that lead to the obsoletion of previously known facts. Likewise, there is the

constant discovery of flaws in patient-care techniques and guidelines in medicine. The

ineffectiveness of diagnostic tools and the risks of certain medications become more apparent

over time. Thus, newer methods of approach to clinical practice including novel medications or

treatment strategies, or equipment for diagnosis are essential to the continuous effective practice

of medicine. 

In an article discussing Evidence-Based Medicine, a claim was made that the effective

practice of medicine involves a balance of physician clinical expertise and clinical evidence from

research (Sackett, 1997). As such, clinical medicine cannot be properly practiced without

justifications made from current relevant research. This highlights the great importance of the

continuous practice of clinical research. However, Chang et al., reports a decline in the retention

of academic physicians in developed nations such as the US. and the UK. One of the causes
 highlighted is the decreased recruitment of new physicians into the field of academia (Chang et

al., 2016; Fernandez, 2017). 

Hence, there is a significant need for a positive presentation of clinical research and

proper mentorship to the next generation of physicians. In a meta-analysis carried out in 2015, it

was observed that there was a 6-fold increase in the likelihood of students who engaged in

research in medical school, pursuing careers in academia in comparison to their colleagues

(Amgad et al, 2015). Thus, engaging and inspiring the next generation of physician-scientists at

an early stage is recognized as key to ensuring the future of medical research. 

As future doctors who must practice evidence-based medicine in patient care, medical

students should be knowledgeable of and equipped in carrying out proper clinical research. To

achieve this, a current understanding of scientific concepts and procedures is necessary

(Memarpour et al., 2015). To properly inspire and educate students in the practice of clinical

research, it is essential to engage current perceptions and challenges that they face about the

field. This would enable proper discourse and solutions to be created to encourage more students

into learning about and engaging in clinical research. In the future, there could be a new

generation of physicians that are already versed and interested in the pursuit of academic and

evidence-based medicine.

References

AlGhamdi, K. M., Moussa, N. A., AlEssa, D. S., AlOthimeen, N., & Al-Saud, A. S. (2014). Perceptions,
attitudes and practices toward research among senior medical students. Saudi Pharmaceutical
Journal, 22(2), 113–117. https://doi.org/10.1016/j.jsps.2013.02.006
Amgad, M., Man Kin Tsui, M., Liptrott, S. J., & Shash, E. (2015). Medical Student Research: An
Integrated Mixed-Methods Systematic Review and Meta-Analysis. PLOS ONE, 10(6), e0127470.
https://doi.org/10.1371/journal.pone.0127470
Çaparlar, C. Ö., & Dönmez, A. (2016). What is Scientific Research and How Can it be Done? Turkish
Journal of Anaesthesiology and Reanimation, 44(4), 212–218.
https://doi.org/10.5152/TJAR.2016.34711
Dellis, A., Skolarikos, A., & Papatsoris, A. G. (2014). Why should I do research? Is it a waste of time?
Arab Journal of Urology, 12(1), 68–70. https://doi.org/10.1016/j.aju.2013.08.007
Lavis, J. N., Oxman, A. D., Moynihan, R., & Paulsen, E. J. (2008). Evidence-informed health policy 1 –
Synthesis of findings from a multi-method study of organizations that support the use of
research evidence. Implementation Science, 3(1), 53. https://doi.org/10.1186/1748-5908-3-53
Memarpour, M., Fard, A. P., & Ghasemi, R. (2015). Evaluation of attitude to, knowledge of and
barriers toward research among medical science students. Asia Pacific Family Medicine, 14(1),
1. https://doi.org/10.1186/s12930-015-0019-2
Pallamparthy, S., & Basavareddy, A. (2019). Knowledge, attitude, practice, and barriers toward
research among medical students: A cross-sectional questionnaire-based survey. Perspectives
in Clinical Research, 10(2), 73. https://doi.org/10.4103/picr.PICR_1_18
Re, R. N. (2006). The role of research in the modern medical center: the ochsner clinic foundation
perspective. The Ochsner Journal, 6(1), 7–9.
Sackett, D. L. (1997). Evidence-based medicine. Seminars in Perinatology, 21(1), 3–5.
https://doi.org/10.1016/S0146-0005(97)80013-4
 

The s (Sackett, 1997)

The (Amgad et al., 2015)
 
AlGhamdi, K. M., Moussa, N. A., AlEssa, D. S., AlOthimeen, N., & Al-Saud, A. S. (2014). Perceptions,
attitudes and practices toward research among senior medical students. Saudi Pharmaceutical
Journal, 22(2), 113–117. https://doi.org/10.1016/j.jsps.2013.02.006
Amgad, M., Man Kin Tsui, M., Liptrott, S. J., & Shash, E. (2015). Medical Student Research: An
Integrated Mixed-Methods Systematic Review and Meta-Analysis. PLOS ONE, 10(6), e0127470.
https://doi.org/10.1371/journal.pone.0127470
Çaparlar, C. Ö., & Dönmez, A. (2016). What is Scientific Research and How Can it be Done? Turkish
Journal of Anaesthesiology and Reanimation, 44(4), 212–218.
https://doi.org/10.5152/TJAR.2016.34711
Dellis, A., Skolarikos, A., & Papatsoris, A. G. (2014). Why should I do research? Is it a waste of time?
Arab Journal of Urology, 12(1), 68–70. https://doi.org/10.1016/j.aju.2013.08.007
Lavis, J. N., Oxman, A. D., Moynihan, R., & Paulsen, E. J. (2008). Evidence-informed health policy 1 –
Synthesis of findings from a multi-method study of organizations that support the use of
research evidence. Implementation Science, 3(1), 53. https://doi.org/10.1186/1748-5908-3-53
Memarpour, M., Fard, A. P., & Ghasemi, R. (2015). Evaluation of attitude to, knowledge of and
barriers toward research among medical science students. Asia Pacific Family Medicine, 14(1),
1. https://doi.org/10.1186/s12930-015-0019-2
Pallamparthy, S., & Basavareddy, A. (2019). Knowledge, attitude, practice, and barriers toward
research among medical students: A cross-sectional questionnaire-based survey. Perspectives
in Clinical Research, 10(2), 73. https://doi.org/10.4103/picr.PICR_1_18
Re, R. N. (2006). The role of research in the modern medical center: the ochsner clinic foundation
perspective. The Ochsner Journal, 6(1), 7–9.
Sackett, D. L. (1997). Evidence-based medicine. Seminars in Perinatology, 21(1), 3–5.
https://doi.org/10.1016/S0146-0005(97)80013-4