BACKGROUND: Scientific research underpins advances in healthcare and evidence-based practice. However, attitudes toward scientific research may differ across health professions, and discipline-comparative evidence remains limited within specific institutional contexts. DESIGN: Quantitative, cross-sectional, descriptive-comparative study. METHODS: The study included 1,163 undergraduate students (275 nursing; 888 medical) at Atatürk University. Data were collected using a demographic form and the Scientific Research Attitude Scale (SRAS). Because SRAS subscales have opposite directionality (two negative, two positive), analyses were conducted at the subscale level and no total score was computed. Between-group differences were examined using independent-samples t-tests/ANOVA with assumption checks and effect-size reporting. Hierarchical multiple linear regression models were specified for each SRAS subscale to control for potential confounding (Block 1: faculty; Block 2: prior research-course exposures; Block 3: research engagement variables). Ethical approval was obtained, and informed consent was secured from all participants. RESULTS: Medical students scored higher on the positive SRAS subscales (PATSR, PATR) than nursing students (small effect sizes). In adjusted models, research engagement (conducting research, taking a research methods course, and following scientific studies) was consistently associated with higher positive-attitude subscale scores, whereas explained variance was minimal for negative-attitude domains (R² ≤ .017). CONCLUSIONS: Differences in positive research attitudes between medicine and nursing appear to reflect curricular exposure and engagement opportunities more than discipline alone. Strengthening structured, mentored research engagement in undergraduate curricula may improve positive attitudes toward scientific research.
Özcan et al. (2026) studied this question.