Knowledge, attitude, and practices toward scientific research among undergraduate dental students in Davangere city - A questionnaire survey

INTRODUCTION

Evidence-based dentistry plays a crucial role in advancing the dental profession by integrating scientific and technological innovations. These advancements have immediate and long-term implications for improving patient care, enhancing treatment outcomes, and supporting the continuous evolution of dental practice.^[1] In healthcare sciences, a solid understanding of biostatistics and epidemiology is essential for designing rigorous studies, analyzing clinical data, and applying research findings to practice. Mastery of research methodology enables clinicians and students to critically evaluate literature and ensures that published research meets international scientific standards.^[2,3] Early exposure to research training and experience in the medical field is linked to ongoing academic engagement and can also influence career choices for residents.^[4] Although research methodology courses are included in many undergraduate programs, medical training in numerous developing countries does not prioritize their significance in medical practice, and such courses are often absent from the curriculum. Implementing a compulsory research course alongside a mandatory research project positively influences students’ knowledge and attitudes toward research. In addition, it equips them with essential research skills for their future careers and fosters lifelong learning. Furthermore, student-led research can substantially contribute to the institution’s publication output and, on a broader scale, impact the country’s overall research productivity.^[5-7]

Numerous studies across various countries have assessed the knowledge and attitudes of medical students and healthcare professionals toward scientific research. Research also indicates that certain barriers contribute to the disconnect between the theoretical understanding of scientific research and its practical application. In addition, key challenges identified include insufficient training in research skills, inadequate infrastructure and facilities, limited mentorship opportunities, and a lack of time and motivation.^[8-10] Gaining insight into students’ perspectives, interests, and attitudes can help mentors and educators enhance student engagement in research activities by developing improved research protocols, providing proper training, and offering incentives to both teachers and students. This, in turn, will contribute to the advancement of dental practice and have a significant impact on the field of dentistry. The aim of this study was to assess the knowledge, attitudes, and research practices of undergraduate students at Dental colleges in Davangere City.

MATERIALS AND METHODS

This cross-sectional survey was conducted using a self-administered questionnaire involving different levels of undergraduate dental students at College of Dental Sciences, Davangere, and Bapuji Dental College and Hospital, Davangere. The questionnaires were distributed to 180 undergraduate dental students from the above colleges. The study was conducted from November 2024 to January 2025. The self-administered survey was adapted from pretested questionnaires applied in similar studies, and the reliability was confirmed with a Cronbach’s alpha value of 0.8. A stratified random sampling method was used to ensure proportional representation of students across different academic years (3^rd year, 4^th year, and internship). Participation in the study was completely voluntary. The questions were formulated based on the knowledge and anticipated experience of the target population. The authors overseeing data collection ensured strict adherence to the study protocol while also supervising the process. Data were collected through a structured, self-administered questionnaire, which was developed and adapted from studies published in reputable journals.

The questionnaire included 16 closed-ended questions in English and was structured into 2 different sections covering demographic factors, research knowledge, attitude, and research experience. The questionnaire administered in the present study is provided as survey questionnaire [Supplementary File 1]. The demographic section gathered information on age, gender, and academic status. Ethical approval for this study was obtained from the Institutional Ethics Committee (IEC) of College of Dental Sciences, Davangere, with the Ref no: CODS/IEC/61/2024-25. Written informed consent was obtained from all participants before data collection. After coding and verifying the questionnaire data, entry was performed using Microsoft Excel, while data analysis was conducted using the Statistical Package for the Social Sciences version 25. For qualitative variables, frequency and percentages were calculated. Statistical differences between questionnaires were analyzed using Chi-square test.

RESULTS

As shown in Table 1, the demographic data of the 180 participants reveal that the majority were female, accounting for 74.4%, while males comprised 25.6% of the sample. Regarding the academic year, 50.0% of the respondents were in their 4^th year of BDS, followed by 38.9% from the 3^rd year, and 11.1% were interns. In terms of college affiliation, 76.7% of the participants were from the College of Dental Sciences, whereas 23.3% belonged to Bapuji Dental College and Hospital. As depicted in Figure 1 out of 180 undergraduate dental students surveyed, the overall findings indicate that students possessed a strong foundational understanding of basic research concepts, including the definition and purpose of scientific research. However, technical research skills particularly referencing were noticeably weak, indicating uneven depth in their theoretical knowledge.

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Figure 1: The percentage of respondents who provided the correct definition of scientific research.

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Students’ attitudes toward research were overwhelmingly positive. Most respondents agreed that research is essential for improving healthcare, supported the inclusion of research methodology in the curriculum, and expressed interest in pursuing research during their future careers. This reflects a high level of motivation and positive perception toward scientific inquiry. Despite this positive attitude and adequate theoretical knowledge, actual research practice remained limited. This contrast highlights a clear gap between awareness and active involvement, suggesting that students may lack adequate mentorship, training, or structured opportunities to apply their knowledge in real research settings as displayed in Table 2.

Overall, the results demonstrate a favorable disposition toward research but insufficient practical engagement, underscoring the need for stronger institutional support, training modules, and practice-oriented research exposure to bridge the knowledge–practice gap. To determine if students’ knowledge was associated with their attitudes toward research, Chi-square tests were performed using the response to Q3 (“What is the first step of the research process?”) as the knowledge indicator and Q6 (Research is crucial for making our healthcare better using evidence-based methods to guide decisions and improvements) and Q7 (Studying research methodology should be made compulsory in undergraduate years) as the attitude indicators as illustrated in Figures 2-4.

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Figure 2: The percentage of respondents who identified the first step of research as formulating the research question.

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Figure 3: The percentage of respondents who agreed that research is crucial for improving healthcare.

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Figure 4: The percentage of respondents who agreed that research methodology should be a compulsory component of the undergraduate curriculum.

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The Chi-square test for Q3 vs Q6 yielded a p = 0.001 which is <0.05, indicating a statistically significant relationship between understanding the first step in the research process and agreeing that research improves healthcare through evidence-based methods. This suggests that students with better foundational research knowledge were more likely to value research’s role in clinical practice.

Similarly, the test for Q3 versus Q7 also showed a p = 0.009 which is <0.05, indicating a significant association between research knowledge and the belief that studying research methodology should be mandatory during undergraduate dental education. These findings support the interpretation that a stronger understanding of the research process is associated with more favorable and proactive attitudes toward research among dental students.

DISCUSSION

This study evaluated the knowledge, attitudes, and practices related to scientific research among undergraduate dental students in Davangere, revealing a notable contrast between students’ positive perceptions and their limited real-world research involvement. A majority of students demonstrated sound theoretical knowledge of basic research concepts such as the definition and purpose of scientific research. However, technical literacy was substantially lower than expected – only 33.9% correctly understood referencing. This low score is a major finding, indicating that while students grasp theoretical aspects, their ability to perform essential technical tasks is weak. This reflects high confidence but low technical literacy. Similar studies, such as Yadav et al., (2018), have reported that students often exhibit conceptual understanding but struggle with methodological accuracy.^[11]

Although students showed positive attitudes toward research, the depth of their practical knowledge such as identifying research steps was limited. This aligns with the findings of Amin et al., (2012), where students demonstrated familiarity with definitions but had difficulty applying sequential research procedures.^[6] Importantly, the findings of this study highlight a clear Knowledge–Practice Gap. Students possess strong theoretical awareness (e.g., 86% identifying basic research concepts) but fail to translate this into practice, as evidenced by the very low proportion (13.9%) of students with publication experience. This discrepancy mirrors global reports suggesting that medical and dental undergraduates often value research yet lack adequate exposure and training to participate effectively.

Students’ attitudes toward research were overwhelmingly positive in this study. Seventy-four percent of respondents strongly agreed that research improves healthcare, and 77% acknowledged its value for postgraduate studies. These results are in line with Kumar et al., (2014), who found that medical and dental students viewed research as important for academic growth and better patient care.^[12] In addition, 69% of students in our study supported the compulsory inclusion of research methodology in the curriculum, echoing the observations made by Bano et al., (2021), who advocated for early exposure to research to foster deeper engagement.^[13] However, practical involvement in research remained suboptimal. Only 38% of students reported participating in research, 25% had written a paper, and just 18% had published or submitted a manuscript. These findings highlight a common trend reported in multiple studies, such as Samarasekera et al., (2020), where despite positive attitudes, active participation is limited due to a lack of mentorship, time constraints, and inadequate institutional support.^[14]

A key statistical finding in our study further supports this interpretation. The Chi-square analysis demonstrated a significant association (P = 0.001) between correctly identifying the first step of the research process and holding a positive attitude toward research. This underscores that students who understand basic research methodology are more likely to appreciate its importance and support its inclusion in the undergraduate curriculum. Such an association has also been reported by Kharraz et al., (2016), who found that students with better methodological understanding were more inclined to pursue academic or research activities.^[15] Taken together, these results emphasize the need for curriculum reforms that go beyond theoretical teaching. Structured training programs, compulsory journal clubs, early mentorship, and dedicated research time must be incorporated into undergraduate dental education. Strengthening practical exposure can help close the Knowledge-Practice Gap and empower students to confidently engage in meaningful research contributions.

CONCLUSION

The present study highlights that undergraduate dental students in Davangere possess a favorable level of theoretical knowledge and a positive attitude toward scientific research. However, despite this promising outlook, their actual involvement in research activities remains limited, reflecting a clear gap between awareness and practical engagement. The statistically significant associations observed between students’ knowledge and their attitudes suggest that enhancing research literacy can positively influence their motivation and willingness to engage in scientific inquiry.

These findings underscore the need for structured research exposure, mentorship, and institutional support at the undergraduate level to bridge the gap between knowledge and practice. To address the notably low technical literacy, institutions should implement mandatory journal clubs and introduce structured ICMR-STS-based mentorship programs that provide supervised training in literature appraisal, referencing, and manuscript writing. Encouraging early and active participation in research not only nurtures scientific thinking but also equips future dental professionals to contribute effectively to evidence-based clinical practice and lifelong learning.