Sri Lankan Medical Undergraduates Awareness of Nanotechnology and Its Risks

This study examines students’ understanding of the normative connections between key concepts of nanotechnology in nanomedicine and underlying biological principles that are critical for an in-depth understanding of its therapeutic application in medical field. A structured questionnaire was distributed among randomly selected undergraduates at the Faculty of Medicine and Allied Sciences, University of Rajarata, Sri Lanka. A total of 80 students participated in this study and completed written questionnaire on nanomedicine. The outcome of this study shows that there is a strong positive response on basic knowledge on nanoscale, but the undergraduates had an average knowledge on therapeutic application related to nanomedicine. Almost all students had a good knowledge on nanoscale but they lack knowledge of the relationship between nano and nanomedicine. Specifically, students were challenged to demonstrate an integrated understanding of the nanomedicine therapeutic application. Almost 58% of them were unable to give an example of it. Also some students struggled to explain it. Furthermore, in this study it was observed that there is a positive correlation in risk benefit section related to nanomedicine. Although the outcome is preliminary in nature, the results provide cause for concern over the status of nanotechnology education in Sri Lanka which needed to be uplifted. 1. Introduction The term “nanotechnology” refers to the ability to measure, manipulate, and organize matters at the atomic level. There is one billion nanometers (nm) in 1？m (the width of a human hair is approximately 80,000？nm wide). In this current world many people say that we must get ready to live in the digital age not in the atomic age. These same people have the mistaken notion that every person can learn to live in this new age with a minimum of effort and understanding of nanoparticles [1, 2]. The knowledge of the risks of nanoparticles and how society would regulate it as a necessary for the development day back to century ago [3]. Specifically, many disparate and incremental achievements to produce what is now a competent and functional nanotechnology industry that is projected to grow to the billions or trillions of dollars in coming decades [4] were made without coordinated and guiding consideration of the potential life-cycle, human and environmental health risks, or social impacts of these materials [5]. We need to identify the risk imposed by nanotechnology before it comes to the market. The greatest challenge for nanotechnology is students’ lack of understanding. The