Health research is essential to improve health care. Unfortunately, health research has a low priority in the developing world [1]. Student research is dependent on national research activity. Since there is limited research infrastructure in many developing countries, opportunities for medical student research are limited [1]. Government of India recognize health for all as national goal [2].

It expects medical training to produce competent physicians of first contact [2]. The Indian Medical graduate is envisioned to be a lifelong learner who continuously improves his/her skills and knowledge [2].

The Indian Medical Graduate should be able to search and critically evaluate the medical literature and apply the information in care of patients. Graduate should be able to develop a research question and be familiar with basic clinical and translational research as it applies to the care of the patient [2].

Hence the students should be competent to do research not only during Under Graduate training but also during their Post graduate training and in their real practice. It is seen that research programs in medical colleges get a very low priority [1]. There are a numbers of reasons, including lack of funding and manpower resources which are responsible for the poor quality in research-oriented medical education [3].

During their 4thsemester posting in Community Medicine, the undergraduate medical students are trained in research methodology and are required to do group projects. This is evaluated in 7^th semester and for their final practical examination. Further exposure to research usually occurs during their Post graduate training period.

Students need to be “sensitized” to research, that is, they should be made aware of why research is so crucial to health care [1]. “Many students tend to confuse research with statistics, which leads many of them to conclude that poor quantitative skills will prevent them from doing well in the course, although quantitative skills are relevant to only part of a research course” [4].

Hence many students may face fears and anxieties in doing research, which are associated with statistics, and hence are reluctant to undertake research in their future professional careers.

Research usefulness domain measures the student’s perceptions in reference to how useful they perceived that research would be in their professional lives.

The Research anxiety domain measures the negative feelings of stress and anxiety felt by the students in relation to research. The third domain of Positive research predispositions, measures the existence of positive feelings and interest towards research [4].

8. Data Collection procedure- The purpose of the study was explained to the study participants. Written informed consent was obtained from each of them. Questionnaire was distributed and the data was collected. Doubts were cleared by the investigator.
9. Data Entry and analysis-Data was entered in MS Excel and analyzed using SPSS- 18 software. Quantitative data were summarized using mean with standard deviation. Qualitative data were summarized with percentage. Normality of data was checked and found to be skewed. Likert scale responses were summarized using median with Inter Quartile Range (IQR). The difference of the scores between the three domains as well as between the three batches were tested using Kruskal Wallis Test. Chi-square test done to find whether there was any significant difference in responses between the batches.

The Likert scale points were grouped in to Agree, Disagree and Neutral. The proportion of study participants who Agree, Disagree and Neutral to

of study and 82% agree the skills acquired in Research will help in future. More than half agreed (54%.) that doing research is stressful and difficult

and for (48%) research courses make anxious. Around 50% enjoyed and found that doing research is interesting.

A total of 355 students and house surgeons participated in the study; Out of which 100 were Interns, 131from 4^th semester and 124 from 7^th semester. Majority of students (54.1%) were in the age group 22-24 years. Mean age of the study population is 22.2 with SD 1.7. There were 58.6% female and 41.4% male.

As the data was skewed, Median with IQR was calculated. Median score of total R-ATR score and domain wise score calculated batch wise. Total median score was found to be decreasing from 62 to 59 and then to 53 among the students from 4^th semester, 7^th semester and the interns respectively.

Domain wise median score for Usefulness, Anxiety and positive predisposition, were also found to be declining likewise. This declining trend in attitude towards research was reported by Amin TT, etal which showed that 3^rd year students had a higher attitude scores compared to 4^th and 5^th years in King Faisal University, Kuwait University [5].

Whereas a longitudinal study by Vukaklija et al [6] showed a definite increase in the attitude scores as the students moved from the first year to the sixth

In the present study there was statistically significant difference between the 4^th, 7^th Semester students and House Surgeons in their attitude towards research.

The proportion of participants with positive predisposition towards research in the study was slightly lower than reported by D Nel et al (50% in the present study versus 61% However the proportion of students who enjoy research was similar [12].

Osman T et al in his study found that 91.3 % perceived research important to medicine and 59.6% perceived that it should be a requirement for partial fulfilment of the MBBS degree [13].

Whereas in this study it ranges from 23 to 38%. 43% report that they have not been significantly involved in research activity during medical school and 24% had no interest in any participation. Present study 50.8% agreed to have interest in doing research. While a study by D Robert Siemens et al reports an increasing trend towards future use of research from 38% of 2^nd year to 53% of, the present study showed a decrease in the usefulness domain [11]

A higher proportion of participants in the present study agreed to the usefulness of research in their career compared to that reported in literature, (77% Vs 44% by K M Al Ghamdi et al [14]. The attitude toward making research mandatory for all medical students was similar in both settings (61% Vs 67.4%).

Tarig Osman in his study revealed that 91.3% agreed that the research is important to the practice of medicine and 76% agreed that it should be connected to the medical curriculum [13]. As in the study by Turk et al. The majority of participants agreed or strongly agreed that the role of research is important (96.3%). Most of them thought that it was important to participate in research during medical school (71.2%) and that teaching research methodology should be part of the curriculum (79.8%) [15].

It was interesting to note that almost half of the study participants perceived research to be anxious and found it stressful and difficult. Another important finding was that a high proportion of students feel their current skills in research are inadequate for future use.

This informs that academic programmes of student research methodology should aim to reinforce the

Hence the students should be competent to do research not only during Under Graduate training but also during their Post graduate training and in their real practice. The present study shows that there is a declining trend in Attitude score among 4th semester,7th semester and in interns. Hence they should be continuously exposed to research in their postings in different departments and during their internship.

1. Students should give opportunities for research in each phase of MBBS Course.
2. House Surgeons should also be engaged in research projects, project presentation and discussion during their posting in various departments.
3. Strong administrative will is essential for facilitating research.
4. Student conferences and research workshops to be strengthened

The author wishes to express gratitude to Dr.R. Sajithkumar, Professor & Head of Medical Education and Convenor, Medical Council of India Nodal Centre for faculty development. The author also wishes to acknowledge the faculty of MCI Nodal Centre, Govt Medical College, Kottayam, faculty of Department of Community Medicine and the students of Government T D Medical College, Alappuzha.