• Eva Feigerlova, Abderrahim Oussalah, Jean-Paul Fournier, Arnaud Antonelli, Samy Hadjadj, Richard Marechaud, Jean-Louis Guéant, Pascal Roblot, and Marc Braun.
• From the University of Poitiers, UFR Médecine Pharmacie (EF, SH, RM, PR); Department of Endocrinology, University Hospital of Poitiers, Poitiers, (EF, SH, RM); Department of Molecular Medicine and Personalized Therapeutics, Department of Biochemistry, Molecular Biology, Nutrition, and Metabolism, University Hospital of Nancy, Vandoeuvre-lès-Nancy, France (AO, J-LG); INSERM, U954, NGERE - Nutrition, Genetics, and Environmental Risk Exposure, Faculty of Medicine of Nancy, University of Lorraine, Vandoeuvre-lès-Nancy, France (AO, J-LG); Medical Simulation Centre, Faculty of Medicine of Nice, University of Nice-Sophia-Antipolis, Nice (J-PF); Direction du Numérique, Faculty of Medicine of Nancy, University of Lorraine, Vandoeuvre-lès-Nancy (AA); Department of Internal Medicine and Infectious Diseases, University Hospital of Poitiers, University of Poitiers, Poitiers (PR); Department of Neuroradiology, University Hospital of Nancy, Nancy, France (MB); and Faculty of Medicine of Nancy, University of Lorraine, Vandoeuvre-lès-Nancy, France ; University Centre for Education by Medical Simulation (CUESIM) - The Virtual Hospital of Lorraine of the Faculty of Medicine of Nancy; INSERM U947, IADI - Diagnostic and Interventional Adaptive Imaging, Vandoeuvre-lès-Nancy, France (MB).
• Medicine (Baltimore). 2016 Feb 1; 95 (5): e2633e2633.

AbstractTranslational research plays a crucial role in bridging the gap between fundamental and clinical research. The importance of integrating research training into medical education has been emphasized. Predictive factors that help to identify the most motivated medical students to perform academic research are unknown. In a cross-sectional study on a representative sample of 315 medical students, residents and attending physicians, using a comprehensive structured questionnaire we assessed motivations and obstacles to perform academic research curricula (ie, research initiation fellowship, Master 1, Research Master 2, and PhD). Independent predictive factors associated with high "motivation score" (top quartile on motivation score ranging from 0 to 10) to enroll in academic research curricula were derived using multivariate logistic regression analysis. Independent predictors of high motivation score for performing Master 1 curriculum were: "considering that the integration of translational research in medical curriculum is essential" (OR, 3.79; 95% CI, 1.49-9.59; P = 0.005) and "knowledge of at least 2 research units within the university" (OR, 3.60; 95% CI, 2.01-6.47; P < 0.0001). Independent predictors of high motivation score for performing Research Master 2 curriculum were: "attending physician" (OR, 4.60; 95% CI, 1.86-11.37; P = 0.001); "considering that the integration of translational research in medical curriculum is essential" (OR, 4.12; 95% CI, 1.51-11.23; P = 0.006); "knowledge of at least 2 research units within the university" (OR, 3.51; 95% CI, 1.91-6.46; P = 0.0001); and "male gender" (OR, 1.82; 95% CI, 1.02-3.25; P = 0.04). Independent predictors of high motivation score for performing PhD curriculum were: "considering that the integration of translational research in medical curriculum is essential" (OR, 5.94; 95% CI, 2.33-15.19; P = 0.0002) and "knowledge of at least 2 research units within the university" (OR, 2.63; 95% CI, 1.46-4.77; P = 0.001). This is the first study that has identified factors determining motivations and barriers to carry out academic research curricula among undergraduate and postgraduate medical students. Improving these 2 areas will certainly have an impact on a better involvement of the next generation of physicians in translational medicine.

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