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Undergraduate research in medical education
Rev Assoc Med B ras 2017; 63(12):1017-1018 1017
EDITORIAL
Undergraduate research in medical education
Iniciação científica na graduação médica
Fábio Ferreira Amorim1*, Levy Aniceto Santana1, Ingrid Lazo T oledo1, Edvar Ferreira da Rocha Júnior1,
Cláudia Cardoso Gomes da Silva1, Vanessa de Amorim Teixeira Balieiro1, Karlo Jozefo Quadros de A lmeida1
1Escola Superior de Ciências da Saúde, Brasília, DF, Brazil
Study conducted by Coordenação de Pós-Graduação e Extensão, Escola Superior de Ciências da Saúde, Brasília, DF, Brazil
Article received: 10/4/2017
Accepted for publication: 10/14/2017
*Correspondence:
Coordenação de Pós-Graduação e Extensão, Escola Superior de Ciências da Saúde
Address: SMHN Quadra 03, conjunto A, Bloco 1
Brasília, DF – Brazil
Postal code: 71908-000
Constant updating of scientific health knowledge is a
great challenge for medical students, and a small part of
them choose to pursue their academic career as researchers.
However, satisfactorily mastering the scientific method is
essential to develop the competency of critical thinking to
assess new knowledge and emerging health technologies.
Thus, it is important that, during medical undergraduate
training, strategies are developed to awaken the vocation
of students to become critically capable of analyzing sci-
entific and technological knowledge, in order to contrib-
ute to the development of the country.1,2
Training activities in scientific research have been
included as an integral part of the medical education
curriculum in several countries. 3-8 In Brazil, Scientific
Initiation Programs (ScIPs) have been the main strategy
adopted with the goal of encouraging the scientific train-
ing of students through their participation in research
projects, awakening the scientific vocation and encour-
aging new talent for research. These programs are widely
offered in Brazilian higher education institutions, espe-
cially after the creation of the Institutional Scholarship
Program under the responsibility of the National Coun-
cil for Scientific and Technological Development (PIBIC/
CNPq) in 1988.3-8
Most of the studies on the impact of ScIPs on the
students’ academic trajectory assessed their admission
and performance in graduate programs. In fact, it has
been observed that students who work in scientific research
projects during their undergraduate training are more
likely to pursue their master’s and doctorate degrees, fin-
ishing these programs faster and with better academic
performance than students who did not participate in
research activities during medical school. In addition,
studies indicate that although ScIP alumni do not nec-
essarily become researchers, they have demonstrated
greater communication and leadership skills, as well as
teamwork in their professional activities.9-21
The interest of students in scientific activities has
increased in medical courses. A study carried out in sixth
year students from six Brazilian medical schools showed
that only 7% had no interest in research.12Also, studies
in Brazil and in other countries have shown that the main
reasons that lead to participation in ScIPs are to improve
the curriculum, learn the scientific method and present
research results in scientific meetings and journals.3-6,11,22-27
Advisor-advisee interaction seems to be one of the
most valuable experiences provided by the ScIP.8 Accessi-
bility, referral by other students, and scientific knowledge
are the most cited reasons for choosing an advisor. The
first two factors are directly related to the student’s per-
ception of a possible positive relationship with the advi-
sor, which shows the importance of this aspect for the
success of scientific initiation projects. 6,23,24 Moreover, the
lack of integration between advisor and advisee has been
pointed out as the main factor associated with lack of
motivation and withdrawal of students from scientific
initiation activities. 6,23
In addition, considering the important role that ScIPs
have been playing in the Brazilian medical education, it
is important to know the main factors that can restrict
access, so that strategies to improve institutional ScIPs
are developed. One of these factors refers to the lack of