Teaching research in undergraduate medical education in Palestine: a systematic review

Medical research training is fundamental for developing competent physician-scientists worldwide and should typically begin during undergraduate education. In Palestinian medical schools, such training generally starts in the pre-clinical years and primarily comprises mandatory courses in epidemiology, biostatistics, and research methodologies. However, in Palestine’s resource-limited and geopolitically complex context, formal evaluation of curricular training outcomes remains insufficiently examined. This systematic review aims to evaluate the literature on undergraduate perceptions of research training; research-related knowledge, attitudes, self-efficacy, and scholarly dissemination among Palestinian medical students. We followed the PRISMA 2020 guidelines and conducted a systematic search across PubMed/MEDLINE, Scopus, and ERIC from January 1st, 2010, to June 14th, 2026. We included original studies involving undergraduate medical students enrolled in Palestinian medical schools that reported empirical data on at least one of the following outcomes: research and evidence-based medicine (EBM) knowledge, attitudes toward research and EBM, research self-efficacy, or self-reported publication or dissemination experience. We assessed quality using the Appraisal Tool for Cross-Sectional Studies (AXIS). We conducted an outcome-based narrative synthesis of the included reports. We assessed outcome-level certainty using the GRADE framework. The searches identified 50 records. After deduplication and screening, five reports representing four distinct cross-sectional studies were included. The included reports were published between 2024 and 2026. Sample sizes ranged from 425 to 709 medical students. Findings were organized across five predefined outcome domains: (1) perceived inadequacy of curricular research training; (2) insufficient knowledge of research and EBM acquisition; (3) positive attitude towards research and EBM; (4) low research self-efficacy; and (5) limited scholarly output. Certainty of evidence was rated as very low across all five outcome domains. Evidence concerning undergraduate research education in Palestine remains limited and of very low certainty. Students generally reported favorable attitudes toward research, whereas the available studies identified limited objective research knowledge, low self-reported research confidence, perceived limitations in curricular training, and publication or dissemination experience among a minority of respondents. These findings support considering and prospectively evaluating longitudinal, experiential research education and structured mentorship rather than establishing the effectiveness of any specific curricular reform.