Psychological and pedagogical determinants of students' motivation for research activities in the framework of teaching pathophysiology

Relevance. To identify and analyze key psychological and pedagogical factors that determine the motivation of medical university students to participate in research activities carried out within the framework of teaching the discipline "Pathophysiology" at Kursk State Medical University (KSMU).

Materials and Methods. The empirical study was conducted on the basis of the Department of Pathophysiology of KSMU with the participation of 25 students of the Faculty of Medicine involved in scientific activities. The method of questioning was applied using the author's questionnaire, which includes 21 questions, structured according to the blocks of motivation, support, difficulties and consequences of scientific activity. The data was processed using Microsoft Excel 2016 and content analysis methods.

Results. The main motivation for participating in scientific activities was the desire to deepen their knowledge of pathophysiology (72%), as well as pedagogical support from scientific supervisors (17%). Only 11% relied on external incentives (rating points, scholarship). The most significant difficulties were: lack of statistical data processing skills (40%), emotional difficulties when working with laboratory animals (32%) and difficulties when writing scientific texts (20%). At the same time, 44% of respondents noted an improvement in time management, and 60% pointed to the development of critical thinking and improved academic performance. 75% of students plan to continue their scientific activities after graduation.

Conclusions. Students' motivation for scientific activity is formed under the influence of a complex of cognitive and pedagogical factors. The identified determinants and barriers are of practical importance for the development of educational strategies aimed at stimulating research activity at a medical university.

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