ArticleBMC medical education2026
Attitudes of health students towards scientific research: a comparative analysis of medical and nursing students.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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3 authors.
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Abstract
backgroundScientific research underpins advances in healthcare and evidence-based practice. However, attitudes toward scientific research may differ across health professions, and discipline-comparative evidence remains limited within specific institutional contexts.
designQuantitative, cross-sectional, descriptive-comparative study.
methodsThe study included 1,163 undergraduate students (275 nursing; 888 medical) at Atatürk University. Data were collected using a demographic form and the Scientific Research Attitude Scale (SRAS). Because SRAS subscales have opposite directionality (two negative, two positive), analyses were conducted at the subscale level and no total score was computed. Between-group differences were examined using independent-samples t-tests/ANOVA with assumption checks and effect-size reporting. Hierarchical multiple linear regression models were specified for each SRAS subscale to control for potential confounding (Block 1: faculty; Block 2: prior research-course exposures; Block 3: research engagement variables). Ethical approval was obtained, and informed consent was secured from all participants.
resultsMedical students scored higher on the positive SRAS subscales (PATSR, PATR) than nursing students (small effect sizes). In adjusted models, research engagement (conducting research, taking a research methods course, and following scientific studies) was consistently associated with higher positive-attitude subscale scores, whereas explained variance was minimal for negative-attitude domains (R² ≤ .017).
conclusionsDifferences in positive research attitudes between medicine and nursing appear to reflect curricular exposure and engagement opportunities more than discipline alone. Strengthening structured, mentored research engagement in undergraduate curricula may improve positive attitudes toward scientific research.
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