What question did this study set out to answer?

The study aims to evaluate the attitudes, experiences, and barriers to research among medical students at the University of Dongola, Sudan.

April 18, 2026Open Access

Attitudes, Experiences, and Barriers Toward Research Among Undergraduate Medical Students at the University of Dongola, Sudan

Key Points

The study aims to evaluate the attitudes, experiences, and barriers to research among medical students at the University of Dongola, Sudan.
Cross-sectional design using a validated self-administered questionnaire.
Sample included 243 students from third to sixth year, selected through stratified systematic sampling.
Data analyzed using SPSS v27 with descriptive statistics and Chi-square test.
67.1% of participants were female; 85.6% were 25 years or younger.
Participants showed positive attitudes toward research with an average score of 3.849 out of 5.
69.5% found research stressful; 58.8% considered it burdensome.
42.8% had received training; only 16.9% had published or presented work.
Major barriers included poor understanding of methods (73.3%) and lack of funding (66.1%).

Abstract

Background Medical research is crucial for developing skilled physicians and improving healthcare outcomes. There is a lack of data regarding the factors that influence medical students’ engagement in research, particularly in developing countries. This study aimed to assess the attitudes, experiences, and barriers related to research among medical students at the University of Dongola (Sudan). Methods A cross-sectional study was conducted using a validated self-administered questionnaire. A sample of 243 students from third to sixth year was selected through stratified systematic sampling. Data were analyzed using SPSS v27, applying descriptive statistics and the Chi-square test. Results Among the participants, 67.1% were female, and 85.6% were aged 25 years or younger. Participants expressed overall positive attitudes toward research (3.849 ± 0.863). Specifically, 92.2% recognized its professional value, 95.0% saw its career benefits, and 90.1% supported its inclusion in the curriculum. Nonetheless, 69.5% found the research to be stressful, and 58.8% considered it burdensome. Overall research experience was limited (0.310 ± 0.438), only 42.8% had received training, 33.3% participated in research projects, and 16.9% had published or presented work. Perceived barriers to research engagement were high (3.679 ± 0.987). Major barriers included poor understanding of research methods (73.3%), lack of funding (66.1%), inadequate supervision (51.4%), limited database access (58.4%), and time constraints (56.3%). Significant associations were found between research experience and sex ( P = .014), academic year ( P = .020), and academic performance as measured by Grade Point Average (GPA; P = .036). Attitudes and barriers were also associated with academic year ( P = .021, P = .036) and performance ( P = .003). Conclusion Participants are motivated to pursue research but face substantial barriers. Institutional efforts such as curriculum reform, financial support, and faculty development are essential to enhance student research engagement and career readiness.

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