Medical education beyond graduation: scientific initiation

Abstract

The increase in the number of medical schools active in Brazil has given rise to a discussion about undergraduate medical programs, with regard to what their precepts should be, what methodology would be most appropriate and which curricular model should be applied. Nonetheless, modern medical training can and must be more wideranging than the training normally envisaged in each school's curricular program. In this and in coming editorials, we will be discussing some of the so-called extracurricular activities that professors and institutions ought to be increasingly encouraging their students to participate in. We will begin with scientific initiation.Scientific initiation can be defined as a tool for introducing undergraduate students to scientific research activities. It is the best opportunity for putting students into direct contact with scientific activity and engaging them in research.1 In practice, it consists of providing theoretical and methodological support for carrying out research projects. 2In this university-based activity, students have the opportunity to learn through taking on the role of researchers, under supervision. They can undertake all aspects of academic research: literature review, research design, practical development, academic writing and presentation of results in publications and scientific events. The specialized literature on medical education highlighted this topic starting in the 1990s, with emphasis on the importance of scientific issues in the general training for physicians. 4 There is general agreement that the best way to teach students how to read and interpret scientific articles correctly, with critical analysis, is through experience of developing scientific projects. 5 As done in other countries, several Brazilian medical schools have implemented programs of initiation to scientific research in the form of academic disciplines. 6,7 Despite the importance of scientific initiation, it is still not offered to all undergraduate students in Brazil. In data from the Enade 2007 survey, 39% of the students stated that regulated scientific initiation existed in their courses; 12% said that scientific initiation existed, but in an unregulated form; 6.5% stated that scientific initiation existed, but was not integrated into the curriculum; 10.9% said that it was not offered; and 31% were unable to give an opinion.