Student-Based Research


avatar Seyed Behnamedin Jameie 1 , *

Department of Medical Basic Sciences, Faculty of Allied Medicine, Tehran University of Medical Sciences, Tehran, IR Iran

how to cite: Jameie S B. Student-Based Research. Thrita. 2012;1(1): 6-7. doi: 10.5812/thrita.4249.

Among the myriad of schools of research, institutional investments and individual ventures have long been led to clinical and fundamental experimentation in disciplinary fields of “Medical Sciences” which in turn call forth the groundbreaking developments in recent decades. Meanwhile, research predecessors and organizers have drawn careful attentions to the experimentation and research. Researchers, faculty members, research centers, and graduate students have always been the center of attention as integral parts of experimentations. From this point of view, perspective manipulations and effectiveness of basic and clinical research by the mentioned potentialities have consequential influence on research process, science production, and operations research enhancement in interdisciplinary fields. Solmom et al. in 2003 focused on important impact of student research in development of physician-scientist interaction, they showed that rapid expansion and progress in biomedical research will transform medical care in the coming future (1). Based on their research Medical Student Research Fellowships Program that first initiated by the NIH in the late 1950s and reinitiated in 1980, represent a critical “turn-on” period for medical students (1). In another research Zier et al. they have shown that medical students can be motivated to carry out research with appropriate encouragement from the administration and the faculty, something that may help to reverse a troubling national trend (2). In order to involve students of different disciplines of medical sciences in research activities a variation of programs offered by many universities. In 1981, UWSOM created a research requirement for medical students. The objective was to provide students, during their clinical years of medical school, with first-hand experience in hypothesis-driven inquiry and an understanding of the philosophies and methods of science integral to the practice of medicine (3). The goals of this program were to shape new physicians with the abilities to rapidly changing medical science, information technology, and patient expectations in clinical practice and/or laboratories (3). Marusic et al. described their experiences in the largest medical school in Croatia, to increase the critical mass of academic physicians with skills for understanding, performing, and communicating biomedical research (4). They concluded that throughout this way it is possible to develop an evidence-based approach to practice and research in medicine, as well as critical-thinking abilities and critical appraisal skills during teaching of EBM (4). In 2009, Hunskaar et al. reported their experience in Norwegian medical schools, they showed that Medical Student Research Programs have had a good start that could lead to more medical doctors with a PhD, more and better publications and a strengthening of Norwegian medicine internationally (5).

Rapid survey to recent advances and findings in research in our country clearly shows that the local situation is the same comparing to international demands, the burgeoning number of medical students in the last three decades, has recently inspired research credentials of medical universities. Any ignorance to whatever mentioned above, we are going to forfeit growing potentials in research. Fortunately, executives devise at this time to take into consideration the students’ scientific research side regarding facilities congruent with the situation in most scientific research institutes and universities. Holding national and international Medical Science Congresses, submitting qualified multitudinous articles, being awarded the prize of medicine by “Students of Medical Sciences” so obviously offers itself to retrospection that whatever claimed is capable of proof. In spite of this, the growing concerns for the publications of their research in a relevant, sophisticated student-centered journal have nonstop obsessed the keen eager mind of such young generations who are to be heir the large fortune of national experimentation and research. The chronic void of the very journal with the sense of college student perspective regarding their schools of thought and research in Medical sciences calls for a prompt momentous judgment of publishing “Thrita” Student Journal of Medical Sciences. Its name derived from honorable ancient Iranian Medicine which gains a different perspective on authentic on-time publication of certified articles entailing student qualified experimentations getting its foothold as a veritable journal. We are also committing ourselves to boost it with the recent advantages of medical journalism and setting required international standard to serve the purpose. “Thrita” binds itself to the fulfillment of Medical students’ dreams, the manifestation in action of the ultimate purpose, the realization of our imagined plan, and a delectable experimentation of our ethnic persevering students which in turn bring back the memories of admirable Iranian civilization and history in Medicine which undoubtedly receive praise and eulogy for the reverent name of our country. Researchers’ particularly students of Medical Sciences of our beloved country’ accompaniment and contribution are guaranteed a blossomed “Thrita”.



  • 1.

    Solomon SS, Tom SC, Pichert J, Wasserman D, Powers AC. Impact of medical student research in the development of physician-scientists. J Investig Med. 2003; 51 (3) : 149 -56 [PubMed]

  • 2.

    Zier K, Stagnaro-Green A. A multifaceted program to encourage medical students' research. Acad Med. 2001; 76 (7) : 743 -7 [PubMed]

  • 3.

    Rosenblatt RA, Desnick L, Corrigan C, Keerbs A. The evolution of a required research program for medical students at the University of Washington School of Medicine. Acad Med. 2006; 81 (10) : 877 -81 [DOI][PubMed]

  • 4.

    Marusic A, Marusic M. Teaching students how to read and write science: a mandatory course on scientific research and communication in medicine. Acad Med. 2003; 78 (12) : 1235 -9 [PubMed]

  • 5.

    Hunskaar S, Breivik J, Siebke M, Tommeras K, Figenschau K, Hansen JB. Evaluation of the medical student research programme in Norwegian medical schools. A survey of students and supervisors. BMC Med Educ. 2009; 9 : 43 [DOI][PubMed]

Copyright © 2012, Thrita. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License ( which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.