Analysis of the experiences with scientific initiations of medical students from the Campus São Paulo/UNIFESP
DOI:
https://doi.org/10.11606/issn.1679-9836.v99i4p326-334Keywords:
Research, Science, Narration, Students, MedicineAbstract
Scientific initiations are the first opportunity that medical students have to experience research and are central in the development of critical thinking and decision-making skills, regardless of some difficulties like lack of time and adequate orientation. The objectives were to analyze the experiences that medical students from the Universidade Federal de São Paulo (Unifesp) had with their scientific initiation projects and to identify good and bad aspects of this program in our university. Medical students from all grades of Unifesp were asked to write anonymously, using an online platform (RedCap), a report about their experiences with their scientific initiation projects. The texts were read and divided into categories regarding general experience and into subcategories regarding motivations, benefits, and difficulties cited by the students. We received 71 responses, 60 reporting good experiences with research and 11 reporting bad experiences. The main benefits cited were contact with the scientific method and personal development. The main difficulties were a conflicted relationship with the supervisor researcher and lack of time. The main motivations were the contact with an area of interest and curriculum enrichment. The majority of students reported a good experience with their projects. The scientific project allows the students to practice the scientific method, critical thinking and to improve personal skills, like teamwork and time management. A good relationship with the supervisor is important, once the students, due to lack of experience, don’t have the capability to conduct research by themselves. To conciliate research with the medical undergraduate is challenging, creating a discussion of how the medical schools could incorporate research into their official curriculum. The curriculum enrichment motivation denotes worry about the residency selection process, which can create a feeling of obligation for the engagement in research, leading to disappointment with the academic world and non-significant outcomes.
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