Medical students' perception of scientific research: An experience report on the analysis of Strengths, Weaknesses, Opportunities, and Threats
DOI:
https://doi.org/10.33448/rsd-v14i12.50378Keywords:
Education, Medical Students, Medical Education, Teaching, Undergraduate Medical Education.Abstract
Scientific research is a fundamental component of medical education, supporting critical thinking, evidence-based practice, and professional development. However, medical students often face barriers to engaging in research due to limited institutional support, lack of mentorship, and demanding curricula. This study aims to analyze medical students’ perceptions of scientific research using the SWOT matrix, seeking to contribute to strategies that promote greater student engagement and consolidate a critical, investigative, and evidence-based medical education. Participants from different stages of medical training completed semistructured questionnaires. Qualitative data were analyzed through Bardin’s content analysis and categorized into strengths, weaknesses, opportunities, and threats; quantitative data underwent descriptive statistical analysis. Results indicated strengths such as scientific curiosity, motivation, organization, proactivity, and analytical skills. Weaknesses included difficulties with statistics, scientific writing, hypothesis formulation, limited time, and insufficient qualified mentorship. Opportunities involved the application of research in clinical practice, participation in conferences, scientific initiation programs, and networking. The main threats were lack of institutional support, bureaucratic barriers in ethics committees, academic overload, and financial limitations. Although students recognize the importance of scientific research, structural and educational barriers persist that limit student engagement, highlighting the need to strengthen training in scientific methodology.
References
Al-Qudah, R. A., Al-Bashtawy, M., Alqudah, A., & Al-Hadid, L. (2022). Barriers to research participation among medical students: A cross-sectional study. BMC Medical Education, 22, 421. https://doi.org/10.1186/s12909-022-03493-1
Assis, L. B., Oliveira, F. M., & Ribeiro, M. A. (2023). Research training in medical education: Perceptions and barriers among undergraduate students. BMC Medical Education, 23, 145. https://doi.org/10.1186/s12909-023-04136-2
Fagundes-Pereyra, W. J., & Petroianu, A. (2021). Challenges of scientific research in medical schools: A Brazilian perspective. Revista Brasileira de Educação Médica, 45(1), e113. https://doi.org/10.1590/1981-5271v45.1-20200257
Fukahori, H., Tanaka, M., & Maeda, H. (2022). Effects of early research exposure on medical students’ competencies: A systematic review. Medical Education, 56(10), 1042–1053. https://doi.org/10.1111/medu.14878
Fukuda, H., Matsumoto, H., & Takahashi, O. (2019). The role of early exposure to research in the professional development of medical students. Journal of General and Family Medicine, 20(1), 22–28. https://doi.org/10.1002/jgf2.213
Gaya, A. C. A. & Gaya, A. R. (2018). Relato de experiência. Editora CRV.
Jahan, F., Siddiqui, M. A., & Al Zubaidi, A. (2021). SWOT analysis as an educational tool in undergraduate medical education: A systematic review. Journal
of Advances in Medical Education & Professionalism, 9(4), 210–218.
Khalaf, K., Meo, S. A., & Al Mutairi, A. (2024). Predictors of research engagement among medical students: A multicenter study. Medical Teacher, 46(2), 234–241. https://doi.org/10.1080/0142159X.2023.2256789
Kumar, A., Mahtani, K. R., & Heneghan, C. (2021). Impact of evidence-based medicine training on medical students: A systematic review. Journal of Evidence-Based Medicine, 14(3), 176–184. https://doi.org/10.1111/jebm.12439
Li, C., Sun, L., & Guo, S. (2020). Evidence-based practice competence among medical students: A cross-sectional study. BMC Medical Education, 20, 324. https://doi.org/10.1186/s12909-020-02236-2
Meo, S. A., & Talha, M. (2020). The impact of research mentoring on medical students’ research productivity. Saudi Medical Journal, 41(11), 1244–1250. https://doi.org/10.15537/smj.2020.11.25454
Mirza, R. D., Elhamamsy, S. M., & Thabane, L. (2023). Undergraduate research involvement and future academic performance in medicine: A meta-analysis. Academic Medicine, 98(4), 523–532. https://doi.org/10.1097/ACM.0000000000005144
O’Sullivan, P. S., Stoddard, H. A., & Kalishman, S. (2020). Advancing learning and practice through research in medical education. Medical Teacher, 42(4), 456–463. https://doi.org/10.1080/0142159X.2019.1709808
Pereira, A. S. et al. (2018). Metodologia da pesquisa científica. [free ebook]. Santa Maria: Editora da UFSM.
Rahman, A., Mohamed, A. M., & Osman, T. (2022). SWOT analysis as an educational tool in health professions training: A systematic review. BMC Medical Education, 22, 379. https://doi.org/10.1186/s12909-022-03465-x
Ribas, E. C., Silva, T. R., & Carvalho, C. R. (2021). Scientific research barriers among Brazilian medical students: A cross-sectional study. Revista Latino-Americana de Enfermagem, 29, e3449. https://doi.org/10.1590/1518-8345.4397.3449
Scheffer, M., Brandão, D. J., & Cassenote, A. (2020). Medical education and challenges for implementing evidence-based practice in Brazil. Revista Brasileira de Educação Médica, 44(3), e087. https://doi.org/10.1590/1981-5271v44.3-20190363
Sousa, R. M., Oliveira, A. C., & Santos, A. F. (2021). Academic mobility and scientific development in medical training: A multicenter study. BMC Medical Education, 21, 214. https://doi.org/10.1186/s12909-021-02653-4
Souza, J. A., & Zúñiga, R. A. (2022). Undergraduate research programs and their impact on medical student development: An integrative review. Medical Science Educator, 32, 987–995. https://doi.org/10.1007/s40670-022-01554-5
Teshome, M., Ayalew, Y., & Ayele, T. (2020). Motivation and barriers to research among medical students in Ethiopia. BMC Medical Education, 20, 160. https://doi.org/10.1186/s12909-020-02048-5
Yusuf, A., Noor, R., & Rahim, S. (2021). Student engagement in undergraduate medical research: A global review. Journal of Taibah University Medical Sciences, 16(4), 556–564. https://doi.org/10.1016/j.jtumed.2021.05.006
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Yasmim Lima dos Santos, Caio César Balthazar da Silveira Vidal, Caio Gabriel Alves Chaves, Clara Costa Alkmim, Clarisse Andrielly da Silva Gorgonho, Luma Teles de Resende, Luys Antônyo Vasconcelos Caetano, Maria Clara Ferreira Santos Nascimento, Mariana Moura Santos, Thiago Vaz de Andrade, Luana Teles de Resende

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
