No health research without education for research – experience from an integrated course in undergraduate medical curriculum

Dear Sir

As journal editors committed to publishing research from developing countries, we have repeatedly witnessed the problems of research communities from the “scientific periphery” – defined by the shortage of researchers who would generate the critical mass of sustainable research output, financial restrictions and language barriers (Marušić & Marušić 2003). We also learned that the greatest barrier to high-quality research dissemination in developing countries is the lack of adequate training in critical assessment, research methodology and data analysis (Vujaklija et al. 2010). To overcome these challenges, we developed an integrated mandatory course in research methodology and evidence-based medicine. The total study load of 270 hours of direct teaching is divided into smaller courses and spread throughout 6 curriculum years, with horizontal integration with other courses at individual curriculum years. During the first year, students are introduced to basic ideas and concepts in scientific method, epidemiology, and statistics. The course continues in the second year when students are closely guided through different steps of a small research project, from defining a research question to presenting results. In the third year, students learn and practice the principles of evidence-based medicine, which are further developed in the fourth year through journal clubs integrated into clinical courses. In the fifth year, students write research proposals for their diploma theses. Finally, they conduct research projects in the sixth year and then write and defend their MD theses. Such integrated course needs extensive supervision but is rewarding not only in the potential to publish research articles and thus contribute to the global body of knowledge, but in personal and professional maturation of students into critical thinkers. As health practice today is a part of evidence-based health care and cannot be separated from research, education for research should start as early as possible in health care education.