{"id":72214,"date":"2023-09-18T11:55:06","date_gmt":"2023-09-18T03:55:06","guid":{"rendered":"https:\/\/medicine.nus.edu.sg\/taps\/?post_type=issues&#038;p=72214"},"modified":"2024-01-02T08:53:03","modified_gmt":"2024-01-02T00:53:03","slug":"practices-perceptions-attitudes-barriers-and-motivation-and-its-impacts-on-research-publication","status":"publish","type":"issues","link":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/practices-perceptions-attitudes-barriers-and-motivation-and-its-impacts-on-research-publication\/","title":{"rendered":"Practices, perceptions, attitudes, barriers and motivation and its impacts on research publication"},"content":{"rendered":"<p>Submitted: 9 February 2023<br \/>\r\nAccepted: 15 May 2023<br \/>\r\nPublished online: 3 October, TAPS 2023, 8(4), 23-35<br \/>\r\n<a href=\"https:\/\/doi.org\/10.29060\/TAPS.2023-8-4\/OA3006\">https:\/\/doi.org\/10.29060\/TAPS.2023-8-4\/OA3006<\/a><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Sethapong Lertsakulbunlue<sup>1<\/sup>, Kaophiphat Thammasoon<sup>2<\/sup>, Kanlaya Jongcherdchootrakul<sup>3<\/sup>, Boonsub Sakboonyarat<sup>3<\/sup> &amp; Anupong Kantiwong<sup>1<\/sup><\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><sup><span lang=\"EN-GB\">1<\/span><\/sup><\/i><i><span lang=\"EN-GB\">Department of Pharmacology, Phramongkutklao College of Medicine, Thailand; <sup>2<\/sup>Department of Personnel Administration Division, Phramongkutklao College of Medicine, Thailand; <sup>3<\/sup>Department of Military and Community Medicine, Phramongkutklao College of Medicine, Thailand<\/span><\/i><\/p>\r\n<p style=\"text-align: center;\"><b><span lang=\"EN-GB\">Abstract<\/span><\/b><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Introduction:<\/span><\/b><span lang=\"EN-GB\"> Although medical research (MR) is constantly promoted, a global deficit of medical researchers has been noted. We aimed to explore the relationship among practice, perceptions, attitudes, barriers and motivation toward MR and its impacts on MR publication.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Methods:<\/span><\/b><span lang=\"EN-GB\"> A cross-sectional study included 262 senior medical students and interns. An electronic, standardised Likert scale questionnaire was used to collect the data. Binary logistic regression was used to determine the odds ratio between characteristics and MR publication. Confirmatory factor analysis was used to confirm the loading factor of each question, and structural equation modeling (SEM) was used to investigate the relationship between latent variables and MR publication.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Results:<\/span><\/b><span lang=\"EN-GB\"> Cronbach\u2019s alpha revealed a good internal reliability of 0.93. The accumulated grade point average did not differ between those who had published and those who had not. MR presentations were strongly associated with MR publication. SEM showed that attitudes (0.71, <i>p<\/i>&lt;0.001) and perceptions (0.27, <i>p<\/i>&lt;0.001) had a direct effect on practices. Practices (0.49, <i>p<\/i>&lt;0.001) and attitudes (0.30, <i>p<\/i>&lt;0.001) had a direct effect on motivation, while motivation had a total effect = 0.36, <i>p<\/i>&lt;0.001 on MR publication through MR presentation as a mediator.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Conclusion:<\/span><\/b><span lang=\"EN-GB\"> Positive attitudes and perceptions might lead to positivity in the intention to practice MR, which would lead to motivation and finally increase the odds of MR publication. Different approaches to promote excitement and perceptions in MR learning should be encouraged by teachers and faculty members.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Keywords<\/span><\/b><b><span lang=\"EN-GB\">:<\/span><\/b><span lang=\"EN-GB\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><i><span lang=\"EN-GB\">Medical Research, Students, Perceptions, Attitudes, Barriers, Motivation<\/span><\/i><b><span lang=\"EN-GB\"><\/span><\/b><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Practice Highlights<\/span><\/strong><\/p>\r\n<ul>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Enjoyment and excitement should be promoted while learning medical research.<\/span><\/li>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Medical research experiences enhanced publication, particularly medical research presentations.<\/span><\/li>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Extracurricular medical research activities should be routinely promoted.<\/span><\/li>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Facilitators in medical research might be tailor-made for each individual.<\/span><\/li>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Regular meetings regarding medical research with mentors or role models should be held.<\/span><\/li>\r\n<\/ul>\r\n<div>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">I. <\/span><span lang=\"EN-GB\">INTRODUCTION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Health-related research is constantly promoted and has gained great importance over time (Sobczuk et al., 2022). However, a global shortage of medical researchers was noted despite an increasing demand for them (Funston et al., 2016). For example, in the US, the proportion of medical researchers has declined from approximately 4.7% to 1.5% in the 1980s and 2014, respectively (Carberry et al., 2021; Davila, 2016; Puljak, 2007). Several barriers toward conducting medical research (MR) have been reported among undergrads and postgraduates. For instance, lack of allotted time, lack of physician engagement in research early during medical students\u2019 training, and lack of mentoring and guidance (Bonilla-Escobar et al., 2017; El Achi et al., 2020; Habineza et al., 2019; Okoduwa et al., 2018). To resolve these problems, medical education has globally incorporated research methods and epidemiology into its curriculum (Carberry et al., 2021). Nevertheless, only a minority of medical students had reached the primary goal of research, namely publishing (Bonilla-Escobar et al., 2017; Carberry et al., 2021; Laidlaw et al., 2012).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Factors associated with MR publication have been identified. Students from highly ranked undergraduate institutions were more likely to achieve publication. Mentors also played an important role in increasing the likelihood of publication. For example, a student working with a mentor with a PhD degree or a mentor with prior publication(s) with prior mentee(s) increases the chance of achieving publication (Parker et al., 2021). Medical students participating in an extracurricular scientific activity, such as the Scientific Society of Medical Students, or who take a scientific writing skills course, were also associated with greater odds of producing a scientific publication (Valladares-Garrido et al., 2022).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">One of the main reasons researchers conduct a study is because of what they believe <\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">Lev et al., <\/span><span lang=\"AR-SA\">2010)<\/span><span lang=\"EN-US\">. <\/span><span lang=\"EN-US\">Attitudes toward and barriers against health research influence research success <\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">Lev et al., <\/span><span lang=\"AR-SA\">2010<\/span><span lang=\"EN-US\">; Memarpour et al., <\/span><span lang=\"AR-SA\">2015<\/span><span lang=\"EN-US\">; Osman, <\/span><span lang=\"AR-SA\">2016)<\/span><span lang=\"EN-US\">. <\/span><span lang=\"EN-US\">Attitudes and motivations toward a particular type of study also showed a positive relationship with achievement <\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">Ma &amp; Xu, 2004; \u00d6zer, 2020; Simpson &amp; Oliver, 1990<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">. <\/span><span lang=\"EN-US\">Furthermore, a theory of success describes perception leading to passion, and the continuation of passion leading to obsession, which drives an individual to succeed <\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">Dange, <\/span><span lang=\"AR-SA\">2016<\/span><span lang=\"EN-US\">; Schellenberg et al., <\/span><span lang=\"AR-SA\">2022)<\/span><span lang=\"EN-US\">. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Previously, several studies reported descriptive data on attitudes, practices, knowledge levels, perceptions, motivation and barriers involving research among medical and science students (AlGhamdi et al., 2014; Al-Shalawy &amp; Haleem, 2015; Arif et al., 2018; El Achi et al., 2020; Habineza et al., 2019; Memarpour et al., 2015; Osman, 2016; Pallamparthy &amp; Basavareddy, 2019). Even though these factors are known to affect one&#8217;s behaviour, to our knowledge, research on whether these factors are associated with research publications among medical students is scarce.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Without research, no breakthroughs can be achieved in managing disease. Therefore, strategies to enhance medical students&#8217; appreciation of research and publication should be promoted. As a step toward this goal, our study aimed to determine the relations between MR practices, perceptions, attitudes, barriers and motivation toward medical research and their effect on MR publications among senior medical students and internists graduated from Phramongkutklao College of Medicine, Thailand. Furthermore, we also explore the differences in the characteristics and MR experiences of the participants between the publishing group and the non-publishing group. The goal involved influencing future research and actions to increase research publications among physicians in the country and contribute to medical practices.\u00a0<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">II. <\/span><span lang=\"EN-GB\">METHODS<\/span><\/strong><\/p>\r\n<p><em><span lang=\"EN-US\">A. <\/span><span lang=\"EN-US\">Study Design and Subjects<\/span><\/em><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">A cross-sectional study based on a self-administered survey was conducted at Phramongkutklao College of Medicine (PCM), Bangkok, Thailand. The survey was distributed among senior medical students, including fourth-, fifth-, and sixth-year students and internists who graduated from PCM. The total number of senior medical students and internists was 292 and approximately 250 interns, respectively. The curriculum at PCM is spread out over six years, with the first three being pre-clinical years spent studying basic science and the last three being clinical years spent developing clinical experiences. An introductory module about MR is mandatory in three years of the curriculum in the third, fourth, and sixth years of medical school. Firstly, third-year medical students learn the basics of MR, such as basic study designs focusing on quantitative methods, data analysis, and research proposal development. Furthermore, students learn about public health aspects, including community participation. Secondly, fourth-year medical students learn more about advanced study designs and are more focused on conducting a study and multivariate analysis. Fourth-year students were divided into eight groups of approximately twelve to conduct a community-based research proposal before finalizing their project as a report. Finally, sixth-year medical students were divided into pairs or a group of three to conduct medical research to improve medical care in a community hospital setting. Then the research is presented, and a manuscript report is submitted. However, an MR publication was not mandatory. After they graduated, the students were sent to both Thai Army hospitals and government hospitals run by the Ministry of Public Health to work as interns.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The present study included senior medical students and internists due to their similar MR experiences. First, both groups were enrolled within the same curriculum paradigm. Second, the MR presentation and publications are according to the willingness of the student, as MR publications and presentations are not mundane. Finally, almost all the published research among the population is from projects developed during their fourth and sixth years as medical students. Therefore, several projects were published during the internship.<\/span><\/p>\r\n<p><i><span lang=\"EN-US\">B. <\/span><\/i><i><span lang=\"EN-US\">Data Collection <\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">We used an electronic standardised questionnaire, including six parts: short answer questions for obtaining demographic data; a 5-score Likert scale questionnaire on practice, perceptions, attitudes, barriers, and motivation toward MR. The questionnaire was translated using related published work that is relevant to this paper, as well as the investigators\u2019 experience and context of PCM<\/span><span lang=\"EN-US\"> (El Achi et al., 2020; Funston et al., 2016; Habineza et al., 2019; Ichsan et al., 2018; Kamwendo, 2002; Okoduwa et al., 2018; Pallamparthy &amp; Basavareddy, 2019). \u00a0In addition, five expert professors examinedthe content validity and reliability of the questionnaire; pilot testing was conducted among 66 first year medical students and Cronbach\u2019s alpha score ranged from 0.74-0.93.Then the questionnaire was launched in November and December of 2022 as a Google Form and advertised via social media to the study population. Information sheets, objectives, and methods of the study were provided on the first page of the Google Form, which participants were asked to read carefully before agreeing to participate. The questionnaire was then self-completed and took, on average, about 10\u201315 minutes to complete. The finalised Cronbach\u2019s alphas were 0.83, 0.84, 0.74, 0.89, 0.88, and 0.93 for practices, perceptions, attitudes, barriers, motivation and overall questions, respectively.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Practice was defined as their willingness or intention to practice MR (El Achi et al., 2020). Perceptions are how the student perceives the importance of MR, while attitude is how they feel about conducting MR (El Achi et al., 2020; Funston et al., 2016). Barriers are defined as what the students perceive as being resistant to conducting MR; on the other hand, motivations are what they perceive as facilitating conducting MR (Habineza et al., 2019; Okoduwa et al., 2018).<\/span><\/p>\r\n<p><i><span lang=\"EN-US\">C. <\/span><\/i><i><span lang=\"EN-US\">Statistical Analysis<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">All data were downloaded from Google Forms, and data analyses were performed using StataCorp, 2021,\u00a0Stata Statistical Software: Release 17. College Station, TX: StataCorp LLC<i>.<\/i> A frequency distribution of demographic characteristics was performed to describe the study subjects. Categorical data were presented as percentages, and continuous variables were presented as means and standard deviations (SD). Univariable and multivariable logistic regression analysis was used to determine the odds ratio (OR) and adjusted odds ratio (AOR) with a 95% confidence interval (CI) of the association between the characteristics and MR experiences of the participants and the MR publication. All statistical tests were two-sided, and a <i>p<\/i>-value less than 0.05 was considered statistically significant.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The structural equation modeling (SEM) using maximum likelihood extraction was done to find out how the latent variables, including practice, perceptions, attitudes, barriers,\u00a0and motivation, were related and what effect it had on MR publications.<\/span><span lang=\"EN-US\"> The procedure is comprised of two steps. The first is validating the measurement model, which is carried out primarily using confirmatory factor analysis (CFA), and the other is fitting the structural model, which is achieved primarily through path analysis of latent variables. CFA was applied to demonstrate the impact of each question (observed variable) on different beliefs toward MR (latent variable) and presented as a lambda. Questions with a low factor loading (below 0.60) were excluded from the SEM. During the SEM construction, questions with factor loadings below 0.60 were also removed. In the final model, there are 17 observed variables included within the SEM. The samples\/observed variable were 15.41, which is more than 10, indicating adequate sample size for SEM (Wolf et al., 2013). The SEM was carried out to investigate the relationship among latent variables and their impact on MR publication in our study population.The six following indices were used to evaluate model fit: (1) the chi-square test, \u03c72; (2) the chi-square test over degree of freedom (df), \u03c72\/df (3) the comparative fit index, CFI; (4) the Tucker\u2013Lewis index, TLI (5) the root-mean square error of approximation, RMSEA; and (6) the root-mean square residual, (SRMR). All these indices indicated a proposed fit for SEM data. A \u03c72\/df lower than 2, CFI greater than 0.95, TLI greater than 0.95, RMSEA less than 0.06 and SRMR less than 0.06 each indicated a good fit between the data and the hypothesised model.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">III. <\/span><span lang=\"EN-GB\">RESULTS<\/span><\/strong><\/p>\r\n<p><i><span lang=\"EN-GB\">A. <\/span><\/i><i><span lang=\"EN-GB\">Characteristic of Participants<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Table 1 demonstrates the characteristics of participants stratified by MR publishing. A total of 139 senior medical students and 123 interns participated in the survey. The response rate was 47.6% and 49.2% for senior medical students and interns, respectively. Over one-fifth (22.1%) of the participants had published MR and were mostly internists (81.0%). Approximately 60% of the participants were male, corresponding to an enrolment at PCM of 60 male and 40 female students. The accumulated grade point average (GPAX) was approximately the same at 3.4\u00b10.3 among both published and those who had not published. Regarding, MR experience or roles served during medical student years, being a group leader (AOR: 2.12, 95% CI: 0.97 to 4.64, <i>p<\/i>=0.06) was associated with MR publishing. Finally, those having experience in MR presentation, whether oral or poster, and international or national presentation, were strongly associated with MR publishing, with adjusted odds ratios of 4.34 (<i>p<\/i>&lt;0.001) shown in Table 2.<\/span><\/p>\r\n<div align=\"center\">\r\n<table border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"464\" style=\"width: 90.1214%;\">\r\n<tbody>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" rowspan=\"2\" style=\"width: 62.0939%;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Characteristics<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Non-Published<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Published<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">n (% of 204)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">n (% of 58)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"464\" nowrap=\"nowrap\" colspan=\"3\" style=\"width: 153.868%;\">\r\n<p><b><span lang=\"EN-US\">Demographics<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><b><span lang=\"EN-US\">Sex<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Male<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">119 (58.3)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">37 (63.8)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Female<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">85 (41.7)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">21 (36.2)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><b><span lang=\"EN-US\">Educational level<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Clinical year<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">128 (62.7)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">11 (19.0)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Intern<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">76 (37.3)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">47 (81.0)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><b><span lang=\"EN-US\">Accumulated grade point average (GPAX) <\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Mean \u00b1 SD<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3.4\u00b10.3<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3.4\u00b10.3<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"464\" nowrap=\"nowrap\" colspan=\"3\" valign=\"bottom\" style=\"width: 153.868%;\">\r\n<p><b><span lang=\"EN-US\">Medical research participation<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><b><span lang=\"EN-US\">MR elective<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">59 (28.9)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">15 (25.9)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><b><span lang=\"EN-US\">Time spent on MR (hours\/week)<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">&lt;1<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">119 (58.3)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">27 (46.6)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">1-5<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">56 (27.5)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">17 (29.3)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">5-10<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">15 (7.4)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">7 (12.1)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">&gt;10<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">14 (6.9)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">7 (12.0)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><b><span lang=\"EN-US\">Extra curriculum research activity<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">39 (19.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">23 (39.7)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><b><span lang=\"EN-US\">Academic club activity<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">30 (14.7)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">13 (22.4)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"382\" nowrap=\"nowrap\" colspan=\"2\" valign=\"bottom\" style=\"width: 84.6571%;\">\r\n<p><b><span lang=\"EN-US\">MR experience during medical student<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Group leader<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">45 (22.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">24 (41.4)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Design MR<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">89 (43.6)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">34 (58.6)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Proposal writing<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">142 (69.6)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">45 (77.6)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Data enter<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">126 (51.5)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">41 (70.7)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Data analysis<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">99 (48.5)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">34 (58.6)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Literature review<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">125 (61.3)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">42 (72.4)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Manuscript writing<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">76 (37.3)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">33 (56.9)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">None<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">7 (3.4)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2 (3.4)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><b><span lang=\"EN-US\">National MR presentation<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Oral presentation<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">23 (11.3)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">22 (37.9)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Poster presentation<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">22 (10.8)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">22 (37.9)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><b><span lang=\"EN-US\">International MR presentation<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Oral presentation<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">7 (3.4)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">8 (13.8)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><span lang=\"EN-US\">Poster presentation<\/span><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">9 (4.4)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">15 (25.9)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><b><span lang=\"EN-US\">Published national MR<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0 (0)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">29 (50.0)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"265\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 62.0939%;\">\r\n<p><b><span lang=\"EN-US\">Published international MR<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"117\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 22.5632%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0 (0)<\/span><\/p>\r\n<\/td>\r\n<td width=\"82\" nowrap=\"nowrap\" valign=\"bottom\" style=\"width: 69.211%;\">\r\n<p align=\"center\"><span lang=\"EN-US\">37 (63.8)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">MR: Medical Research<\/span><\/p>\r\n<p align=\"center\"><span lang=\"EN-US\">Table 1. Characteristics of participants stratified by medical research publishing experience (N=262)<\/span><\/p>\r\n<div align=\"center\">\r\n<div align=\"center\">\r\n<table border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"30%\" style=\"height: 800px; width: 30%;\">\r\n<tbody>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" rowspan=\"2\" style=\"height: 112px; width: 318.854px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Characteristics<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Non-Published<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Published<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" rowspan=\"2\" style=\"height: 112px; width: 32.017px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">OR<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" rowspan=\"2\" style=\"height: 112px; width: 76.8845px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">95% CI<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" rowspan=\"2\" style=\"height: 112px; width: 60.7576px;\">\r\n<p align=\"center\"><b><i><span lang=\"EN-US\">p<\/span><\/i><\/b><b><span lang=\"EN-US\">-value<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" rowspan=\"2\" style=\"height: 112px; width: 38.0871px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">AOR<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" rowspan=\"2\" style=\"height: 112px; width: 73.6458px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">95% CI<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" rowspan=\"2\" style=\"height: 112px; width: 60.7576px;\">\r\n<p align=\"center\"><b><i><span lang=\"EN-US\">p<\/span><\/i><\/b><b><span lang=\"EN-US\">-value<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">n (% of 204)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">n (% of 58)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><b><span lang=\"EN-US\">Sex<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><span lang=\"EN-US\">Male<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">119 (58.3)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">37 (63.8)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">ref<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">ref<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><span lang=\"EN-US\">Female<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">85 (41.7)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">21 (36.2)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.79<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.43-1.45<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.455<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.76<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.37-1.56<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.458<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><b><span lang=\"EN-US\">Educational level<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><span lang=\"EN-US\">Clinical year<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">128 (62.7)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">11 (19.0)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">ref<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">ref<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><span lang=\"EN-US\">Intern<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">76 (37.3)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">47 (81.0)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3.09<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1.74-5.50<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">&lt;0.001<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">6.67<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3.12-14.28<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">&lt;0.001<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" colspan=\"2\" valign=\"bottom\" style=\"height: 56px; width: 443.153px;\">\r\n<p><b><span lang=\"EN-US\">Accumulated grade point average (GPAX)<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><span lang=\"EN-US\">Mean\u00b1SD<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3.4\u00b10.3<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3.4\u00b10.3<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1.02<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.40-2.59<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.971<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.417<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.12-1.41<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.159<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><b><span lang=\"EN-US\">Extra curriculum research activity<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">39 (19.1)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">23 (39.7)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2.78<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1.48-5.23<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">0.002<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1.47<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.62-3.46<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.379<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><b><span lang=\"EN-US\">MR experience during medical student<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><span lang=\"EN-US\">Group Leader<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">45 (22.1)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">24 (41.4)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2.49<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1.34-4.63<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">0.004<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2.12<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.97-4.64<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0.060<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><b><span lang=\"EN-US\">MR presentation<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><span lang=\"EN-US\">No<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">170 (83.3)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">27 (46.6)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">ref<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">ref<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\"><\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\"><\/td>\r\n<\/tr>\r\n<tr style=\"height: 56px;\">\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 318.854px;\">\r\n<p><span lang=\"EN-US\">Yes<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 123.087px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">34 (16.7)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 82.3769px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">31 (53.5)<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 32.017px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">5.74<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 76.8845px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3.05-10.82<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">&lt;0.001<\/span><\/b><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 38.0871px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">4.34<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 73.6458px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1.99-9.47<\/span><\/p>\r\n<\/td>\r\n<td nowrap=\"nowrap\" valign=\"bottom\" style=\"height: 56px; width: 60.7576px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">&lt;0.001<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">MR: Medical Research, OR: Odds Ratio, AOR: Adjusted Odds Ratio<\/span><span lang=\"EN-US\">, CI: Confidence interval<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><span lang=\"EN-US\">Table 2. Univariable and multivariable analysis of characteristics and medical research experiences by medical research publishing experience (N=262)<\/span><\/p>\r\n<p style=\"text-align: left;\"><i><span lang=\"EN-US\">B. Confirmatory Factor Analysis of Practices, Perceptions, Attitudes, Barriers and Motivation toward Medical Research<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Table 3 demonstrates the confirmatory factor analysis (CFA) of practices, perceptions, attitudes, barriers and motivation Likert scores and MR publishing experience. In the practice section, all questions had a loading factor of approximately 0.80. The loading factors for perception range from 0.74 to 0.79, except for two questions: (1) research or publication should be mandatory and (2) research experience should be a criterion for residency training. For the attitude section, the CFA found that MR is exciting and MR is enjoyable, with high impacts of 0.89 and 0.87, respectively, followed by MR being valuable and essential for the medical profession, with loading factors of 0.58 and 0.54, respectively. However, for the questions where MR is complicated and time-consuming, the loading factor was relatively low, under 0.30. Regarding barriers, lack of exposure and opportunities, training and support, mentoring and guidance, and lack of personal knowledge of the research process all had a high loading factor of over 0.70. Lack of statistical support, funding, and lack of rewards or motivations had relatively lower loading factors between 0.60 and 0.69. For motivation, pursuit of further education, pursuit of personal interest, improving their potential in research skills, having mentor guidance\/role model and to be a part of solving medical problems in society had high loading factors over 0.70.<\/span><\/p>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div align=\"center\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/1.png\" alt=\"\" class=\"aligncenter wp-image-72262 size-full\" width=\"1609\" height=\"733\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/1.png 1609w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/1-300x137.png 300w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/1-1024x466.png 1024w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/1-768x350.png 768w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/1-1536x700.png 1536w\" sizes=\"auto, (max-width: 1609px) 100vw, 1609px\" \/><\/div>\r\n<div align=\"center\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/2.png\" alt=\"\" class=\"aligncenter wp-image-72263 size-full\" width=\"1609\" height=\"307\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/2.png 1609w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/2-300x57.png 300w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/2-1024x195.png 1024w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/2-768x147.png 768w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/2-1536x293.png 1536w\" sizes=\"auto, (max-width: 1609px) 100vw, 1609px\" \/><\/div>\r\n<div align=\"center\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/3.png\" alt=\"\" class=\"aligncenter wp-image-72264 size-full\" width=\"1612\" height=\"690\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/3.png 1612w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/3-300x128.png 300w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/3-1024x438.png 1024w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/3-768x329.png 768w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/3-1536x657.png 1536w\" sizes=\"auto, (max-width: 1612px) 100vw, 1612px\" \/><\/div>\r\n<div align=\"center\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/4.png\" alt=\"\" class=\"aligncenter wp-image-72265 size-full\" width=\"1610\" height=\"281\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/4.png 1610w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/4-300x52.png 300w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/4-1024x179.png 1024w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/4-768x134.png 768w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/4-1536x268.png 1536w\" sizes=\"auto, (max-width: 1610px) 100vw, 1610px\" \/><\/div>\r\n<div align=\"center\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/5.png\" alt=\"\" class=\"aligncenter wp-image-72266 size-full\" width=\"1608\" height=\"281\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/5.png 1608w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/5-300x52.png 300w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/5-1024x179.png 1024w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/5-768x134.png 768w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/5-1536x268.png 1536w\" sizes=\"auto, (max-width: 1608px) 100vw, 1608px\" \/><\/div>\r\n<div align=\"center\"><\/div>\r\n<div>\r\n<div align=\"center\">\r\n<div align=\"center\">\r\n<p align=\"center\"><span lang=\"EN-US\">Table 3. Confirmatory factor analysis of practice, perception, attitude, barrier and motivation Likert-score and medical research publishing experience<\/span><\/p>\r\n<p style=\"text-align: left;\"><i><span lang=\"EN-US\">C. SEM of Practices, Perceptions, Attitudes, Barriers and Motivation and MR Publishing<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The SEM is developed from five latent variables, leading to the outcome, including medical research presentation and publication (Figure 1). We found that perception has a direct effect on both practices (0.27, <i>p<\/i>&lt;0.001) and motivation (0.12, <i>p<\/i>= 0.087). Perceptions and attitudes also correlated (0.57, <i>p<\/i>&lt;0.001). Practices and attitudes have a direct effect on motivation, 0.49 and 0.30, respectively (<i>p<\/i>&lt;0.001 for both). The indirect effect of attitudes through practices on motivation was 0.71 * 0.49 = 0.35, all coefficients <i>p<\/i>&lt;0.001. Practices also exhibited a direct negative effect on barriers (-0.13, <i>p<\/i>= 0.072). Regarding our primary outcome, both motivation and, surprisingly, barriers also revealed a positive direct effect on MR publishing (0.28, <i>p<\/i>&lt;0.001 for motivation and 0.15, <i>p<\/i>= 0.014 for barriers). The MR presentation experience also showed a direct effect on MR publication (0.26, <i>p<\/i>&lt;0.001). Furthermore, MR presentation also acted as a mediator for motivation, with an indirect effect of 0.08 and a total effect of motivation on MR publication of 0.36. The SEM model provided a good fit for the data (\u03c7\u00b2\/df= 1.67, CFI= 0.96, TLI= 0.95, RMSEA= 0.05, SRMR= 0.05).<\/span><\/p>\r\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/OA3006-Figure-1.png\" alt=\"\" class=\"alignnone wp-image-72233 \" width=\"820\" height=\"557\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/OA3006-Figure-1.png 1105w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/OA3006-Figure-1-300x204.png 300w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/OA3006-Figure-1-1024x695.png 1024w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/OA3006-Figure-1-768x521.png 768w\" sizes=\"auto, (max-width: 820px) 100vw, 820px\" \/><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">*= <i>P<\/i>&lt;0.05<\/span><\/p>\r\n<p><span lang=\"EN-US\">Figure 1. SEM of practices, perceptions, attitudes, barriers and motivation and MR publishing<\/span><\/p>\r\n<p style=\"text-align: center;\"><strong><span lang=\"EN-GB\">IV. DISCUSSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">We successfully enrolled 139 PCM senior medical students, and 123 interns graduated from PCM. This study is the first to formulate a SEM on the relationship between practices, perceptions, attitudes, motivation and barriers to MR publication and presentation. We found that attitudes, practices and motivation significantly contribute to MR publication and presentation. The roles and experiences that medical students have in medical research during their medical student years are also important to the success of MR publications. However, because our population only includes those who have studied or are studying at PCM, additional external validation may be required.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">This study described how baseline characteristics and MR experiences were associated with MR publication. Unsurprisingly, a higher proportion of interns had published MR. GPAX, on the other hand, were not associated with MR publication, which is a common factor in a relative study with positive associations toward perceptions, attitudes and practices (El Achi et al., 2020). A large study in China also reported that research engagement was associated with improving overall learning outcomes (Zhang et al., 2022). This controversy may be explained by two reasons. First, the time required for developing MR and publications is large and might interfere with normal curriculum activity. A study in Colombia noted that their students believed that they could obtain higher GPAs if they were not involved in research (Bonilla-Escobar et al., 2017). The latter is that MR skills and academic skills might not completely overlap. While MR engagement might improve science, scholarship, and professionalism, other domains, such as clinical practice, require more time and effort to learn (Zhang et al., 2022).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">MR experiences and roles during MR learning also play an important part in MR publication. Experience in MR presentation was strongly associated with MR publication. This may be partially explained by the student&#8217;s readiness before the research presentation; students need to be highly knowledgeable about their own research, and knowledge is a key to success and behavioural change (Bettinghaus, 1986; Pengpid et al., 2016). Furthermore, presentation requires planning, preparation, creating visual aids, and practicing one\u2019s presentation skills. The effort and time spent on this process might be motivation to achieve a higher goal, namely publication. Our study demonstrates that MR presentations, whether nationally, internationally, oral, or poster, are highly associated with MR publication. Thus, MR presentations should be promoted.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Those who had been group leaders had a higher chance of MR publication. During the PCM curriculum, the group leader for MR conduct was never assigned and was elected in each group. Northouse mentioned two forms of leadership: assigned and emergent. Those assigned leadership positions were given the role of group leader. When an individual is perceived as one of the most influential members of a group or organization, that person is exhibiting emergent leadership (Northouse, 2021). Medical leadership development was seen to improve outcomes at the individual, organizational and clinical levels (Lyons et al., 2021). Several leadership training programs in medicine and clinical practices were widely visible. However, to our knowledge, no curriculum focusing on medical research leadership was available.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Perception is described as a method for identifying and interpreting the environment and the meaning of sensual motivations. Cognition may influence perception, which can also occur subconsciously and without cognizance (Saini et al., 2020). Some literature has been carried out showing perceptions, attitudes, and motivation toward research among medical students, in which those with positive perceptions mostly had positive attitudes and motivation (AlGhamdi et al., 2014; El Achi et al., 2020; Osman, 2016). These were similar to our research showing that perception impacts positively on practices and motivation.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">In line with the current study, the theory of planned behaviour describes that one\u2019s attitude and how they perceive the behaviour directly affect their intention to perform the behaviour (Bosnjak et al., 2020). The SEM also demonstrated that perception and attitude directly affect the population\u2019s intention to conduct MR (practice). Moreover, a study in Turkey on the predictiveness of attitude and motivation on achievement (vocational English course scores) found a significant positive relationship between attitude and motivation, attitude and achievement, and motivation and achievement (\u00d6zer, 2020). Therefore, a positive attitude may positively impact their motivation and their willingness to practice MR. The feeling that MR is exciting and enjoyable had the greatest impact on the attitude domain. Hence, activities that increase the excitement and joy of conducting MR should be encouraged.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The main factors impacting MR publication are motivation, practices, attitudes and perceived barriers. Based on the health-belief model (HBM), providing motivation as needed might help students overcome the triggers of MR barriers so that correct thoughts and perceptions about MR will arise. Thus, techniques derived from motivational interviews might be a useful option for encouraging students toward MR publication (Tober, 2013). One of the most important motivations in our study is having a mentor or role model, and the lack of a mentor constitutes a high-impact barrier. Therefore, mentors should play an important role in guiding their students toward research success. Based on motivational interview techniques, active listening might be the key skill for mentors to better understand their students\u2019 motivations and empower them toward success (Rollnick et al., 2010).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Surprisingly, our study showed that perceived barriers had a positive impact on MR publication. The perception of a barrier greatly influences the likelihood of an individual\u2019s uptake of that behaviour (Becker &amp; Maiman, 1975). Usually, a barrier is a resistance to achieving a goal, which negatively affects achievement. However, the barriers included in our study consisted of a lack of exposure and opportunities, training and support, mentoring and guidance, and statistical support. As a result, those who had not yet published any medical research may not have had the prestige of encountering these barriers, which is why they are perceived as insignificant.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The practice domain included three questions: (1) willingness to participate in any research-related task; (2) willingness to spend more than two months on a research project; and (3) willingness to devote the same amount of time to medical research as they did to their university studies, indicating a willingness to practice medical research. Willingness is the quality or state of being prepared to accomplish something. A study in China about speaking English demonstrated that the willingness to communicate is directly related to motivation and mastery approach (Turner et al., 2021). Furthermore, passion and obsession are what drive an individual to succeed (Dange, 2016).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">In view of all the factors presented, mentors have an important role to play in guiding and facilitating the students&#8217; acquisition of adequate experience in medical research during their medical school years. A good extracurricular MR learning environment might be needed to ensure statistical confidence and exposure to conducting research. Actively listening to students and empowering and motivating them to break through barriers may result in successful MR publications. In addition, a different approach to learning MR might be needed to promote attitudes, perceptions and motivations toward MR. According to Self-Determination Theory (SDT), when students perceive that the primary purpose of learning is to obtain external rewards, such as exam grades, they may perform less well due to a detrimental effect on their intrinsic motivation (Deci et al., 1999).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">SDT revealed that three basic needs must be fulfilled to empower one&#8217;s attitude and motivation, including autonomy, competence, and a feeling of belonging (Deci et al., 1999). To promote these basic needs, faculty members could provide extracurricular research time, give choice to research topics and mentors, and hire students to be research assistants, if possible, to promote their autonomy (<\/span><span lang=\"EN-US\">Rosenkranz et al., 2015)<\/span><span lang=\"EN-GB\">. Competence could be enhanced by early research skills introduction and practical training (<\/span><span lang=\"EN-US\">Rosenkranz et al., 2015)<\/span><span lang=\"EN-GB\">. Research mentors may play a crucial role in fostering a sense of belonging toward MR by promoting well-functioning group work through guidance and evaluation (<\/span><span lang=\"EN-US\">Dorrance et al., 2008)<\/span><span lang=\"EN-GB\">. Furthermore, portfolios, logbooks\u00a0and reflective journals are particularly useful to improve the students\u2019 attitude and motivation (Taylor &amp; Hamdy, 2013). Constant positive feedback from mentors during MR activities is encouraged to improve the learning environment (Peifer et al., 2020). A different approach to learning MR might also benefits the MR learning environment, for example, through game-based learning and other collaborative learning models (Blakely et al., 2009).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The present study encountered several limitations. First, the study included only senior medical students and interns who graduated from PCM, so the model might not be accurately applied to other universities with different curricula and further validation might be needed. Even though most participants who had published a MR were interns (81%), the medical research published was composed while they were medical students. Second, the study was a cross-sectional study, and causal relationships were unavailable. However, according to PCM curricula, for most participants, the MR presentation and their experience with medical research came before the MR publication. Furthermore, personal beliefs change over time, and recall bias might have affected the study results. (Seitz et al., 2017). The beliefs elicited by the questionnaire comprised the participants&#8217; current beliefs, rather than beliefs formed during their participation in medical research publications. As a result, our study investigated only the participants&#8217; current beliefs and their impact on the publication of medical research. A further prospective cohort or qualitative study on whether the students\u2019 current beliefs toward MR are related to successful MR publication is encouraged. Finally, because only participants who volunteered to take part in the study were included, selection bias may also be a significant limitation of this study. Our study had considerable strengths, there had been no reports describing practices, perceptions, attitudes, motivation and barriers toward medical research. However, this is the first study to formulate a SEM model displaying factors related to MR publication.<\/span><\/p>\r\n<p style=\"text-align: center;\"><strong><span lang=\"EN-GB\">V. CONCLUSION<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Medical research experience and positive practices or willingness, perception, attitude, and motivation in medical research might pave the road to a successful MR publication. Medical research experience and extracurricular activities should be supported by both teachers and faculties through active policies. A different approach to medical research learning might also be needed to promote enjoyment and excitement. Finally, external validation needs to be explored to generalise the model.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Notes on Contributors<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">SL reviewed the literature, designed the study, collected the data, data analysis and wrote the manuscript. KT, KJ and BS collected the data, developed the methodology framework and developed the manuscript. AK reviewed the literature, designed the study, data analysis and wrote the first draft.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Ethical Approval<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The study was approved by the Medical Department Ethics Review Committee for Research in Human Subjects, Institutional Review Board, Royal Thai Army (Approval no. S060q\/65_Exp), according to the international guidelines including the Declaration of Helsinki, the Belmont Report, CIOMS Guidelines, and the International Conference on Harmonization of Technical Requirements for Registration of Pharmaceuticals for Human Use &#8211; Good Clinical Practice (ICH-GCP). A documentation of informed consent was used, and was granted permission by the Institutional Review Board, RTA Medical Department.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Data Availability<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The datasets used and\/or analysed during the current are available from <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.6084\/m9.figshare.22128725\">https:\/\/doi.org\/10.6084\/m9.figshare.22128725<\/a><\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Acknowledgement<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">We thank professors Mathirut Mungthin, Ram Rangsin Panadda Hattachote, Phunlerd Piyaraj and Picha Suwannahitatorn for validating our questionnaire and providing support. This work would not have been possible without the active support of Phramongkutklao College of Medicine and its academic leaders.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Funding<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The authors report that there is no funding associated with the work featured in this article.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Declaration of Interest<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The authors declare they have no competing interests.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">References<\/span><\/strong><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">AlGhamdi, K<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">M<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Moussa, N<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">A<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, AlEssa, D<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">S<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, AlOthimeen, N<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Al<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Saud, A<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">S<\/span><span lang=\"AR-SA\">. 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(<\/span><span lang=\"EN-US\">2015<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Knowledge, attitudes and perceived barriers towards scientific research among undergraduate health sciences students in the central province of Saudi Arabia<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Education in Medicine Journal<\/span><\/i><span lang=\"EN-US\">, <i>7<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">1<\/span><span lang=\"AR-SA\">), e16-e21. <\/span><a href=\"https:\/\/doi.org\/10.5959\/eimj.v7i1.266\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">5959<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">eimj<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">v7i1<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">266<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Arif, A., Siddiqui, M. A., Aziz, K., Shahid, G., Shiekh, A., &amp; Fahim, M.F. (2018). Perception towards research among undergraduate physical therapy students. <i>Biometrics &amp; Biostatistics International Journal<\/i>, <i>7<\/i>(3), 171\u2013175. <\/span><a href=\"https:\/\/doi.org\/10.15406\/bbij.2018.07.00206\"><span lang=\"EN-US\">https:\/\/doi.org\/10.15406\/bbij.2018.07.00206<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Becker, M<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">H<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Maiman, L<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">A<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">1975<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Sociobehavioral determinants of compliance with health and medical care recommendations<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Medical Care<\/span><\/i><span lang=\"EN-US\">, <i>13<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">1<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 10<\/span><span lang=\"AR-SA\">\u2013<\/span><span lang=\"EN-US\">24<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1097\/00005650-197501000-00002\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1097<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">00005650<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">197501000<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">00002<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Bettinghaus, E<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">P<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">1986<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Health promotion and the knowledge<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">attitude<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">behavior continuum<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Preventive Medicine<\/span><\/i><span lang=\"EN-US\">, <i>15<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">5<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 475<\/span><span lang=\"AR-SA\">\u2013<\/span><span lang=\"EN-US\">491<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1016\/0091-7435(86)90025-3\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1016<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">0091<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">7435<\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">86<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">90025<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">3<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Blakely, G., Skirton, H., Cooper, S., Allum, P., &amp; Nelmes, P. (2009). Educational gaming in the health sciences: Systematic review. <i>Journal of Advanced Nursing<\/i>, <i>65<\/i>(2), 259\u2013269. <\/span><a href=\"https:\/\/doi.org\/10.1111\/j.1365-2648.2008.04843.x\"><span lang=\"EN-US\">https:\/\/doi.org\/10.1111\/j.1365-2648.2008.04843.x<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Bonilla<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Escobar, F<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Bonilla<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Velez, J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Tob\u00f3n<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Garc\u00eda, D<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; \u00c1ngel<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Isaza, A<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">M<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2017<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Medical student researchers in Colombia and associated factors with publication<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">A cross<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">sectional study<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">BMC Medical Education<\/span><\/i><span lang=\"EN-US\">, <i>17<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">1<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, Article 254<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12909-017-1087-9\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1186<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">s12909<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">017<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">1087<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">9<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Bosnjak, M., Ajzen, I., &amp; Schmidt, P. (2020). The theory of planned behavior: Selected recent advances and applications. <i>Europe&#8217;s Journal of Psychology<\/i>, <i>16<\/i>(3), 352\u2013356. <\/span><a href=\"https:\/\/doi.org\/10.5964\/ejop.v16i3.3107\"><span lang=\"EN-US\">https:\/\/doi.org\/10.5964\/ejop.v16i3.3107<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Carberry, C<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, McCombe, G<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Tobin, H<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Stokes, D<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Last, J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Bury, G<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Cullen, W<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2021<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Curriculum initiatives to enhance research skills acquisition by medical students<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">A scoping review<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">BMC Medical Education<\/span><\/i><span lang=\"EN-US\">, <i>21<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">1<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, Article 312<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12909-021-02754-0\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1186<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">s12909<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">021<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">02754<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">0<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Dange, J. K<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2016<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Perception, passion and obsession<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">The three elements of theory of success<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">International Journal of Advanced Education and Research<\/span><\/i><span lang=\"EN-US\">, <i>1<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">7<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 1<\/span><span lang=\"AR-SA\">\u2013<\/span><span lang=\"EN-US\">3<\/span><span lang=\"AR-SA\">.<\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Davila, J<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">R<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2016<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">The physician<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">scientist<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">Past trends and future directions<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Michigan Journal of Medicine<\/span><\/i><span lang=\"EN-US\">, <i>1<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">1<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 66-73<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.3998\/mjm.13761231.0001.112\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">3998<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">mjm<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">13761231<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">0001<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">112<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Deci, E. L., Koestner, R., &amp; Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. <i>Psychological Bulletin<\/i>, <i>125<\/i>(6), 627\u2013668. <\/span><a href=\"https:\/\/doi.org\/10.1037\/0033-2909.125.6.627\"><span lang=\"EN-US\">https:\/\/doi.org\/10.1037\/0033-2909.125.6.627<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Dorrance, K. A., Denton, G. D., Proemba, J., La Rochelle, J., Nasir, J., Argyros, G., &amp; Durning, S. J. (2008). An internal medicine interest group research program can improve scholarly productivity of medical students and foster mentoring relationships with internists. <i>Teaching and Learning in Medicine,<\/i><i>20<\/i>(2), 163\u2013167. <\/span><a href=\"https:\/\/doi.org\/10.1080\/10401330801991857\"><span lang=\"EN-US\">https:\/\/doi.org\/10.1080\/10401330801991857<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">El Achi, D<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Al Hakim, L<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Makki, M<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Mokaddem, M<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Khalil, P<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">A<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Kaafarani, B<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">R<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Tamim, H<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2020<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Perception, attitude, practice and barriers towards medical research among undergraduate students<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">BMC Medical Education<\/span><\/i><span lang=\"EN-US\">, <i>20<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">1<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, Article 195<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12909-020-02104-6\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1186<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">s12909<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">020<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">02104<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">6<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Funston, G<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Piper, R<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Connell, C<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Foden, P<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Young, A<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">M<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">H<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; O<\/span><span lang=\"AR-SA\">\u2019<\/span><span lang=\"EN-US\">Neill, P<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2016<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Medical student perceptions of research and research<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">orientated careers<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">An international questionnaire study<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Medical Teacher<\/span><\/i><span lang=\"EN-US\">, <i>38<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 1041<\/span><span lang=\"AR-SA\">\u2013<\/span><span lang=\"EN-US\">1048<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.3109\/0142159X.2016.1150981\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">3109<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">0142159X<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">2016<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1150981<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Habineza, H<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Nsanzabaganwa, C<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Nyirimanzi, N<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Umuhoza, C<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Cartledge, K<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Conard, C<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Cartledge, P<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2019<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Perceived attitudes of the importance and barriers to research amongst Rwandan interns and pediatric residents <\/span><span lang=\"AR-SA\">\u2013 <\/span><span lang=\"EN-US\">A cross<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">sectional study<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">BMC Medical Education<\/span><\/i><span lang=\"EN-US\">, <i>19<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">1<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, Article 4<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12909-018-1425-6\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1186<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">s12909<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">018<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">1425<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">6<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Ichsan, I<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Wahyuniati, N<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, McKee, R<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Lobo, L<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Lancaster, K<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Redwood<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Campbell, L<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2018<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Attitudes, barriers, and enablers towards conducting primary care research in Banda Aceh, Indonesia<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">A qualitative research study<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Asia Pacific Family Medicine<\/span><\/i><span lang=\"EN-US\">, <i>17<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">1<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, Article 8<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12930-018-0045-y\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1186<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">s12930<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">018<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">0045<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">y<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Kamwendo, K<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2002<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">What do Swedish physiotherapists feel about research? 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(<\/span><span lang=\"EN-US\">2012<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Developing research skills in medical students<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">AMEE Guide No<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">69<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Medical Teacher<\/span><\/i><span lang=\"EN-US\">, <i>34<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">9<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 754<\/span><span lang=\"AR-SA\">\u2013<\/span><span lang=\"EN-US\">771<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.3109\/0142159X.2012.704438\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">3109<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">0142159X<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">2012<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">704438<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Lev, E. L., Kolassa, J., &amp; Bakken, L. L. (2010). Faculty mentors\u2019 and students\u2019 perceptions of students\u2019 research self-efficacy. <i>Nurse Education Today<\/i>, <i>30<\/i>(2), 169\u2013174. <\/span><a href=\"https:\/\/doi.org\/10.1016\/j.nedt.2009.07.007\"><span lang=\"EN-US\">https:\/\/doi.org\/10.1016\/j.nedt.2009.07.007<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Lyons, O<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, George, R<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Galante, J<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">R<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Mafi, A<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Fordwoh, T<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Frich, J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Geerts, J<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">M<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2021<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Evidence<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">based medical leadership development<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">A systematic review<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">BMJ Leader<\/span><\/i><span lang=\"EN-US\">, <i>5<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">3<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 206<\/span><span lang=\"AR-SA\">\u2013<\/span><span lang=\"EN-US\">213<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1136\/leader-2020-000360\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1136<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">leader<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">2020<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">000360<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Ma, X<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Xu, J<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2004<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Determining the causal ordering between attitude toward mathematics and achievement in mathematics<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">American Journal of Education<\/span><\/i><span lang=\"EN-US\">, <i>110<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">3<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 256<\/span><span lang=\"AR-SA\">\u2013<\/span><span lang=\"EN-US\">280<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1086\/383074\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1086<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">383074<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Memarpour, M<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Fard, A<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">P<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Ghasemi, R<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2015<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Evaluation of attitude to, knowledge of and barriers toward research among medical science students<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Asia Pacific Family Medicine<\/span><\/i><span lang=\"EN-US\">, <i>14<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">1<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, Article 1<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12930-015-0019-2\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1186<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">s12930<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">015<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">0019<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">2<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Northouse, P. G. (2021). <i>Leadership: Theory and practice<\/i> (9<sup>th<\/sup> ed.). SAGE publications.<\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Okoduwa, S<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">I<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">R<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Abe, J<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">O<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Samuel, B<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">I<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Chris, A<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">O<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Oladimeji, R<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">A<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Idowu, O<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">O<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Okoduwa, U<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">J<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2018<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Attitudes, perceptions, and barriers to research and publishing among research and teaching staff in a Nigerian research institute<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Frontiers in Research Metrics and Analytics<\/span><\/i><span lang=\"EN-US\">, <i>3, <\/i>Article 26<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.3389\/frma.2018.00026\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">3389<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">frma<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">2018<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">00026<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Osman, T<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2016<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Medical students<\/span><span lang=\"AR-SA\">\u2019 <\/span><span lang=\"EN-US\">perceptions towards research at a Sudanese University<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">BMC Medical Education<\/span><\/i><span lang=\"EN-US\">, <i>16<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">1<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, Article 253<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12909-016-0776-0\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1186<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">s12909<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">016<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">0776<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">0<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">\u00d6zer, S<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2020<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">The predictiveness of attitude and motivation on achievement in ESP<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">The mediating role of anxiety<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">International Journal of Curriculum and Instruction<\/span><\/i><span lang=\"EN-US\">, <i>12<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">2<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 25-41<\/span><span lang=\"AR-SA\">.<\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Pallamparthy, S<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Basavareddy, A<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2019<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Knowledge, attitude, practice, and barriers toward research among medical students<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">A cross<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">sectional questionnaire<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">based survey<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Perspectives in Clinical Research<\/span><\/i><span lang=\"EN-US\">, <i>10<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">2<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 73<\/span><span lang=\"AR-SA\">.<\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Parker, S. M., Vona-Davis, L. C., &amp; Mattes, M. D. (2021). Factors predictive of publication among medical students participating in school-sponsored research programs. <i>Cureus, 13<\/i>(9), e18176. <\/span><a href=\"https:\/\/doi.org\/10.7759\/cureus.18176\"><span lang=\"EN-US\">https:\/\/doi.org\/10.7759\/cureus.18176<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Peifer, C., Sch\u00f6nfeld, P., Wolters, G., Aust, F., &amp; Margraf, J. (2020). Well done! Effects of positive feedback on perceived self-efficacy, flow and performance in a mental arithmetic task. <i>Frontiers in Psychology,<\/i><i>11<\/i>, Article 1008. <\/span><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2020.01008\"><span lang=\"EN-US\">https:\/\/doi.org\/10.3389\/fpsyg.2020.01008<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Pengpid, S<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Peltzer, K<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Puckpinyo, A<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Tiraphat, S<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Viripiromgool, S<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Apidechkul, T<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Sathirapanya, C<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Leethongdee, S<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Chompikul, J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Mongkolchati, A<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2016<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Knowledge, attitudes, and practices about tuberculosis and choice of communication channels in Thailand<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Journal of Infection in Developing Countries<\/span><\/i><span lang=\"EN-US\">, <i>10<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">7<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 694-703<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.3855\/jidc.6963\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">3855<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">jidc<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">6963<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Puljak, L<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2007<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">An overlooked source of physician<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">scientists<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Journal of Investigative Medicine<\/span><\/i><span lang=\"EN-US\">, <i>55<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">8<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 402<\/span><span lang=\"AR-SA\">\u2013<\/span><span lang=\"EN-US\">405<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.2310\/6650.2007.00029\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">2310<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">6650<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">2007<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">00029<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Rollnick, S<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Butler, C<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">C<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Kinnersley, P<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Gregory, J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Mash, B<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2010<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Motivational interviewing<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">BMJ<\/span><\/i><span lang=\"EN-US\">, <i>340<\/i>, c1900<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1136\/bmj.c1900\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1136<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">bmj<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">c1900<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Rosenkranz, S. K., Wang, S., &amp; Hu, W. (2015). Motivating medical students to do research: A mixed methods study using self-determination theory. <i>BMC Medical Education<\/i>, <i>15<\/i>, Article 95. <\/span><a href=\"https:\/\/doi.org\/10.1186\/s12909-015-0379-1\"><span lang=\"EN-US\">https:\/\/doi.org\/10.1186\/s12909-015-0379-1<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Saini, M<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Kumar, A<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Kaur, G<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2020<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Research perception, motivation and attitude among undergraduate students<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">A factor analysis approach<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Procedia Computer Science<\/span><\/i><span lang=\"EN-US\">, <i>167<\/i>, 185<\/span><span lang=\"AR-SA\">\u2013<\/span><span lang=\"EN-US\">192<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1016\/j.procs.2020.03.210\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1016<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">j<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">procs<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">2020<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">03<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">210<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Schellenberg, B<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">J<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">I<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Gaudreau, P<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Bailis, D<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">S<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2022<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Lay theories of obsessive passion and performance<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">It all depends on the bottom line<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Personality and Individual Differences<\/span><\/i><span lang=\"EN-US\">, <i>190<\/i>, Article 111528<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1016\/j.paid.2022.111528\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1016<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">j<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">paid<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">2022<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">111528<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Seitz, R<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Paloutzian, R<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">F<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Angel, H<\/span><span lang=\"AR-SA\">.-<\/span><span lang=\"EN-US\">F<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2017<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Processes of believing<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">Where do they come from? What are they good for? <i>F1000Research<\/i>, <i>5<\/i>, Article 2573<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.12688\/f1000research.9773.2\"><span lang=\"EN-US\">https:\/\/doi.org\/10.12688\/f1000research.9773.2<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Simpson, R. D., &amp; Oliver, J. S. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. <i>Science Education<\/i>, <i>74<\/i>(1), 1\u201318. <\/span><a href=\"https:\/\/doi.org\/10.1002\/sce.3730740102\"><span lang=\"EN-US\">https:\/\/doi.org\/10.1002\/sce.3730740102<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Sobczuk, P<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Dziedziak, J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Bierezowicz, N<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Kiziak, M<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Znajdek, Z<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Puchalska, L<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Mirowska<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Guzel, D<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Cudnoch<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">J\u0119drzejewska, A<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2022<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Are medical students interested in research? <\/span><span lang=\"AR-SA\">\u2013 <\/span><span lang=\"EN-US\">Students<\/span><span lang=\"AR-SA\">\u2019 <\/span><span lang=\"EN-US\">attitudes towards research<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Annals of Medicine<\/span><\/i><span lang=\"EN-US\">, <i>54<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">1<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 1538<\/span><span lang=\"AR-SA\">\u2013<\/span><span lang=\"EN-US\">1547<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1080\/07853890.2022.2076900\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1080<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">07853890<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">2022<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">2076900<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Taylor, D. C. M., &amp; Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. <i>Medical Teacher<\/i>, <i>35<\/i>(11), e1561\u2013e1572. <\/span><a href=\"https:\/\/doi.org\/10.3109\/0142159X.2013.828153\"><span lang=\"EN-US\">https:\/\/doi.org\/10.3109\/0142159X.2013.828153<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Tober, G<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2013<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Motivational interviewing<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">Helping people change<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Alcohol and Alcoholism<\/span><\/i><span lang=\"EN-US\">, <i>48<\/i><\/span><span lang=\"AR-SA\">(<\/span><span lang=\"EN-US\">3<\/span><span lang=\"AR-SA\">)<\/span><span lang=\"EN-US\">, 376<\/span><span lang=\"AR-SA\">\u2013<\/span><span lang=\"EN-US\">377<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1093\/alcalc\/agt010\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1093<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">alcalc<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">agt010<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Turner, J<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">E<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Li, B<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Wei, M<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2021<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Exploring effects of culture on students<\/span><span lang=\"AR-SA\">\u2019 <\/span><span lang=\"EN-US\">achievement motives and goals, self<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">efficacy, and willingness for public performances<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">The case of Chinese students<\/span><span lang=\"AR-SA\">\u2019 <\/span><span lang=\"EN-US\">speaking English in class<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">Learning and Individual Differences<\/span><\/i><span lang=\"EN-US\">, <i>85<\/i>, Article 101943<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.1016\/j.lindif.2020.101943\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">1016<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">j<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">lindif<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">2020<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">101943<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Valladares<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Garrido, M<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Mejia, C<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">R<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Rojas<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Alvarado, A<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">B<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Araujo<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Chumacero, M<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">M<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, C\u00f3rdova<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Agurto, J<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">S<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Fiestas, J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, Rojas<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">Vilar, F<\/span><span lang=\"AR-SA\">. <\/span><span lang=\"EN-US\">J<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">, &amp; Culquichic\u00f3n, C<\/span><span lang=\"AR-SA\">. (<\/span><span lang=\"EN-US\">2022<\/span><span lang=\"AR-SA\">). <\/span><span lang=\"EN-US\">Factors associated with producing a scientific publication during medical training<\/span><span lang=\"AR-SA\">: <\/span><span lang=\"EN-US\">Evidence from a cross<\/span><span lang=\"AR-SA\">&#8211;<\/span><span lang=\"EN-US\">sectional study of 40 medical schools in Latin America<\/span><span lang=\"AR-SA\">. <\/span><i><span lang=\"EN-US\">F1000Research<\/span><\/i><span lang=\"EN-US\">, <i>9<\/i>, Article 1365<\/span><span lang=\"AR-SA\">. <\/span><a href=\"https:\/\/doi.org\/10.12688\/f1000research.26596.2\"><span lang=\"EN-US\">https<\/span><span lang=\"AR-SA\">:\/\/<\/span><span lang=\"EN-US\">doi<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">org<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">10<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">12688<\/span><span lang=\"AR-SA\">\/<\/span><span lang=\"EN-US\">f1000research<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">26596<\/span><span lang=\"AR-SA\">.<\/span><span lang=\"EN-US\">2<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Wolf, E. J., Harrington, K. M., Clark, S. L., &amp; Miller, M. W. (2013). Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety. <i>Educational and Psychological Measurement<\/i>, <i>76<\/i>(6), 913\u2013934. <\/span><a href=\"https:\/\/doi.org\/10.1177\/0013164413495237\"><span lang=\"EN-US\">https:\/\/doi.org\/10.1177\/0013164413495237<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Zhang, G., Wu, H., Xie, A., &amp; Cheng, H. (2022). The association between medical student research engagement with learning outcomes. <i>Medical Education Online<\/i>, <i>27<\/i>(1), Article 2100039. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1080\/10872981.2022.2100039\">https:\/\/doi.org\/10.1080\/10872981.2022.2100039<\/a><\/span><\/p>\r\n<p style=\"text-align: left;\">*Anupong Kantiwong<br \/>\r\n317 Ratchawithi Rd,<br \/>\r\nThung Phaya Thai,<br \/>\r\nRatchathewi, Bangkok 10400<br \/>\r\n+66909838338<br \/>\r\nE-mail: anupongpcm31@gmail.com<\/p>\r\n<\/div>\r\n<\/div>\r\n<\/div>","protected":false},"featured_media":0,"parent":0,"menu_order":3,"template":"","issues_category":[12],"archive_category":[],"issue_type":[25],"volume_category":[61879],"class_list":["post-72214","issues","type-issues","status-publish","hentry","issues_category-original-articles","issue_type-past-issue","volume_category-volume-8-number-4-october-2023"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Practices, perceptions, attitudes, barriers and motivation and its impacts on research publication - The Asia Pacific Scholar<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/practices-perceptions-attitudes-barriers-and-motivation-and-its-impacts-on-research-publication\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Practices, perceptions, attitudes, barriers and motivation and its impacts on research publication - The Asia Pacific Scholar\" \/>\n<meta property=\"og:description\" content=\"Submitted: 9 February 2023 Accepted: 15 May 2023 Published online: 3 October, TAPS 2023, 8(4), 23-35 https:\/\/doi.org\/10.29060\/TAPS.2023-8-4\/OA3006 Sethapong Lertsakulbunlue1, Kaophiphat Thammasoon2, Kanlaya Jongcherdchootrakul3, Boonsub Sakboonyarat3 &amp; Anupong Kantiwong1 1Department of Pharmacology, Phramongkutklao College of Medicine, Thailand; 2Department of Personnel Administration Division, Phramongkutklao College of Medicine, Thailand; 3Department of Military and Community Medicine, Phramongkutklao College of [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/practices-perceptions-attitudes-barriers-and-motivation-and-its-impacts-on-research-publication\/\" \/>\n<meta property=\"og:site_name\" content=\"The Asia Pacific Scholar\" \/>\n<meta property=\"article:modified_time\" content=\"2024-01-02T00:53:03+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2023\/09\/1.png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"29 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/practices-perceptions-attitudes-barriers-and-motivation-and-its-impacts-on-research-publication\/\",\"url\":\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/practices-perceptions-attitudes-barriers-and-motivation-and-its-impacts-on-research-publication\/\",\"name\":\"Practices, perceptions, attitudes, barriers and motivation and its impacts on research publication - 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