Gender Differences in Attitude and Barriers to Research by Medical Undergraduate Students in Nigeria
Notice bibliographique
Résumé
Background. Medical research, one of the pillars of medical education plays a crucial impact in advancing healthcare by improving the diagnosis, treatment, and prevention of illnesses. It is important to ensure that medical students and early career physicians are involved to research outside the curriculum at an early stage of training. This early involvement has been widely known to increase one’s likelihood of building a career in research. In Nigeria, the gender composition of research personnel in universities is alarming as less than a quarter are female. There is a need to describe the factors responsible for this imbalance in order to inform stakeholders on where actionable measures can be taken. Aim To examine the gender differences in the attitude towards research, willingness to undertake research, and barriers to research reported by undergraduate clinical students in Nigeria. Methods Six hundred and seventy-two (672) undergraduate medical students in their fourth to sixth years of study in seven selected medical schools across Nigeria completed an electronic survey in August 2022. The survey which was hosted on REDCap was adapted from published works which addressed a similar scope and comprised of 56 items divided into five sections. Gender differences in research experience, willingness to participate in research, attitude towards research and barriers that hinder participation in research were explored using a chi-square test. Variables were collected using a 5-point Likert scale ranging from strongly disagree to agree with a “neutral midpoint” and SPSS version 25 was used in the analysis. Results Although an equal proportion of male and female students reported voluntary involvement in research, 56.2% of male students and 28.8% of female students perceived research as exciting and enjoyable (p<0.001) and 37.5% of male students vs 47.0 of female students perceived research as being complicated. Male students were more willing to spend more than 3 months on a research project (56.0% vs 42.5%, p<0.001), devote as much time to research as to medical studies (40.1% vs 28%, p=0.002), and to pursue a research-oriented career in the future (49.3% vs 32%, p<0.001). Overall, male students reported a higher number of barriers than female students. However, lack of personal interest in research (19.2% vs 26.9%, male vs female students, p=0.011) and insufficient training in research methodology (70.1% vs 81.7%, male vs female students, p=0.009) were reported more by female students. Conclusion Although there are no gender differences in the composition of students who report prior voluntarily involvement in research, there are gender differences in the attitude and willingness as well as barriers encountered by clinical students to carry out research. Tailored measures should be developed around the peculiar barriers expressed by female medical students.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».