Beyond awareness: a cross-sectional analysis of knowledge, attitude and practice gaps in thesis writing among postgraduates in a tertiary care institute

Sapna A. More; Nikhar Gedam; Varun Durge; Apurva Shah; Khodifad Rahulkumar; Aman Kumar Rajan Singh; Somya Vishwakarma; Harshil Movaliya; Yash Dubey; Pragya Gajbhiye

doi:10.18203/2320-6012.ijrms20261695

Authors

Sapna A. More Department of Pharmacology, MGM medical College, Indore, India
Nikhar Gedam Department of Pharmacology, MGM medical College, Indore, India
Varun Durge Department of Pharmacology, MGM medical College, Indore, India
Apurva Shah Department of Pharmacology, MGM medical College, Indore, India
Khodifad Rahulkumar Department of Pharmacology, MGM medical College, Indore, India
Aman Kumar Rajan Singh Department of Pharmacology, MGM medical College, Indore, India
Somya Vishwakarma Department of Pharmacology, MGM medical College, Indore, India
Harshil Movaliya Department of Pharmacology, MGM medical College, Indore, India
Yash Dubey Department of Pharmacology, MGM medical College, Indore, India
Pragya Gajbhiye Department of Pharmacology, MGM medical College, Indore, India

DOI:

https://doi.org/10.18203/2320-6012.ijrms20261695

Keywords:

KAP study, Medical education, Postgraduate education, Research methodology, Reference tools, Thesis writing

Abstract

Background: Thesis writing is an integral component of postgraduate medical education in India. While academic institutions expect PGs to be proficient in research methodology and scientific writing, the actual level of knowledge, attitude and practice (KAP) among students remains under-explored. To assess the KAP related to thesis writing among postgraduate students and to identify gaps between these domains.

Methods: A cross-sectional study was conducted among 101 first-year postgraduate students at a tertiary care institute using a structured, validated questionnaire. The KAP domains were scored and analysed descriptively, with Spearman’s correlation applied to explore inter-domain relationships.

Results: Among 101 respondents, high correct response rates were observed for knowledge on thesis components (80.2%), study design types (82.2%) and research ethics (90.1%). However, awareness of referencing styles (39.6%) and reference management tools (30.7%) was poor. Despite 91.1% expressing willingness to seek thesis guidance and 86.2% believing thesis writing supports academic growth, only 10.9% had attended formal training and 35.6% used reference management software. Structured thesis planning was reported by 70.3%, but overall practical implementation lagged behind knowledge and attitude scores.

Conclusions: A clear gap exists between awareness and implementation of thesis-writing skills among postgraduates. Structured workshops, digital literacy training and mentorship are essential to enhance practical research capabilities and ensure high-quality academic output.

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