MEASURING THE KNOWLEDGE OF ARTICLE READING AND EVALUATION AMONG UNIVERSITY STUDENTS

Abstract

Objective: This study aims to determine the knowledge levels of university students regarding article writing and evaluation, as well as the challenges they face in this process.

Methods: This descriptive, cross-sectional study was conducted with students from the faculties of medicine, dentistry, midwifery, veterinary medicine, and molecular biology and genetics at Sivas Cumhuriyet University between May 1-15, 2024. The study was completed with 359 students. Data were collected using a sociodemographic data form and the Article Reading and Evaluation Knowledge Level (AREKL) questionnaire and analyzed using SPSS 22.0 software.

Results: It was found that 81.1% of the students had never written an article before, while 70.5% expressed a desire to write articles. The average AREKL score was 91.5 ± 16.9. Students who had previously participated in projects had higher knowledge levels.

Discussion: A significant portion of the students lacked experience in article writing and had insufficient knowledge in this area. The study identified deficiencies in familiarity with the IMRAD structure and awareness of scientific ethics. The main challenges students faced included a lack of writing skills and insufficient research methodology courses.

Conclusion: Comprehensive training programs and continuous mentoring are needed to enhance undergraduate students' article writing and evaluation knowledge levels. Such training can improve scientific ethics awareness and writing skills, thereby increasing individual academic success and overall research quality.