Factors associated with scientific literacy in medical students at a Peruvian university

Abstract

Introduction: Scientific literacy is a set of skills required to scientifically explain phenomena and interpret the results of scientific research. These skills have not been measured in medical students in Peru, nor are the factors that explain it known.

Objective: To identify the factors associated with scientific literacy in medical students.

Method: A cross-sectional study was conducted on 299 medical students of a private university in Lima, Peru. A self-administered questionnaire was applied, this included a 28-item instrument to measure scientific literacy (TOSLS-Spanish), in addition, information was collected on age, sex, school of origin, year of study, and previous university studies. Finally, the weighted average and scholarship status of the students were obtained. The minimum and maximum scores for the TOSLS-Spanish were 0 and 28. The association between the number of correct responses in the TOSLS-Spanish (dependent variable) and the associated variables was evaluated at a crude level; those that reached a p < 0.25 were included in a generalized linear model for an outcome with a Poisson distribution.

Results: The median number of correct responses was 19. Being female reduces the number of correct responses by 8% compared to males. Being in the fifth and sixth year increased the TOSLS-Spanish score by 10% and 11%, respectively, compared to the first year. Finally, the increase of one point in the weighted average increased the number of correct answers by 7%.

Conclusions: Among medical students, the number of correct responses in a scientific literacy instrument was determined by gender, year of study, and academic performance measured by the weighted average.