Evaluation of Perceived Barriers Towards Medical Research among Undergraduate Students

Evaluation of Perceived Barriers Towards Medical Research among Undergraduate Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Evaluation of Perceived Barriers Towards Medical Research among Undergraduate Students Nnaemeka Emmanuel, Mgbedo, Aysha Hussain, Inga Odzelashvili This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4248788/v2 This work is licensed under a CC BY 4.0 License Status: Posted Version 2 posted You are reading this latest preprint version Show more versions Abstract Background: Research knowledge is crucial in every discipline and profession, especially in healthcare. We aimed to examine the practice, attitude, and perceived barriers to research among medical students, from the University of Georgia. Methods: This study involved all undergraduate students from the medical, nursing, dentistry, and pharmacy departments of the University of Georgia. 274 students completed this cross-sectional study conducted from February to March 2024. The questionnaire was prepared in Google form which was shared through the University intranet. The data were collected using a self-administered questionnaire and performed statistical analysis using Statistical Package for Social Sciences version 23.0 software. Results: Most of the participants were international students (94.9%), from the medical department (81.8%) with a mean age of 20.57 (SD D± 2.23). 81.8% never participated in a research project, and 86.9% never attended a research workshop or training. Most of the participants had a positive attitude toward the research study. The commonly perceived barriers were lack of funding, guidance, time, and familiarity with research statistical analysis. Conclusion: We observed that most of the students had an interest in having a research experience but were faced with difficulties achieving the goal. We suggest that students should be provided with more research opportunities, training, and scholarships that can improve their knowledge and skills in advancing innovation. Research Attitude Barriers Students Undergraduates Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Background Research has been the foundation for progress and innovation in various fields involving medicine, nursing, pharmacy, and dentistry to provide health longevity (Rosenberg, 2002 ). The essence of research study runs across all fairs of discipline in science to ensure its advancement to innovations (Vujaklija et al., 2010). Through research, individuals and societies have gained a deeper understanding of existing concepts, discoveries, new insights, and proffered solutions to complex problems (Slamon et al., 1987 ). It has been observed that it requires critical thinking and special skills in a conducive environment, as recommended by scholars (Aslam et al., 2005 ). It has fostered intellectual curiosity enabling individuals to challenge assumptions, test hypotheses, and draw evidence-based conclusions (Wyngaarden, 1979 ). Moreover, research has contributed to the development of technologies, policies, and practices that can address real-world challenges and improve the quality of life for all (Slamon et al., 1987 ; Mick et al., 1994 ; Mandelblatt et al., 2003 ). It has immense significance in the field of health science, as it propels medical progress, elevates patient care, and deepens our comprehension of diseases and therapies (Needleman et al., 2002 ). The rigorous process of conducting research studies and experiments has yielded evidence-based insights that have enhanced healthcare practices and paved the way for ground-breaking treatments (Lowrance, 2003 ; Mick et al., 1994 ). Research influences public health policies, playing a pivotal role in promoting the health and well-being of individuals and entire communities (Trauth et al., 2000 ). Considering the importance and value of research in society and public health, many enthusiastic students aspiring to be young scientists might have different challenges that we would like to discuss in this study. This study aimed, to examine the practice, attitude, and perceived barriers to research among Health Science students from the University of Georgia. Methodology Study design We designed a cross-sectional study that targeted medical, nursing, dentistry, and pharmacy students from the School of Health Sciences, University of Georgia. Data collection 274 students from the School of Health Sciences completed this study. The questionnaire was prepared in Google form which was shared through the University intranet. The responses were collected from February to March 2024 during the fall semester final examination. The questionnaire was prepared in English language. Participants were assured that the information would only be for research purposes as the responses were anonymous. Study participants This study included all undergraduate students from the medical, nursing, dentistry, and pharmacy departments of the University of Georgia. The inclusion criteria were students from the School of Health Sciences studying in the English language and having the official designated university code. The exclusion criteria were the inability to complete the study. Study Questionnaire The questionnaire item was retrieved from a comprehensive database for biomedical education studies (Basavareddy & Pallamparthy, 2019; Ibrahim Abushouk et al., 2016). It had four sections, the first section had questions regarding the demographic characteristics of study participants which included age, gender, department, year of study, and nationality. The second section contained both open and closed questions relating to the students’ practice towards research. The third section had 10 questions regarding attitude and approach towards basic research. The responses were rated from +1 to -1. +1 indicates agree, 0= uncertain/no opinion, and -1 indicates disagree. The fourth section had 10 questions regarding perceived barriers faced by students toward participation in research. This question addresses the limitation of students’ ability to actively engage in research. The responses were rated in the same way as in the third section. Ethical approval This study was conducted by the Declaration of Helsinki and approved by the Institutional Review Board of the School of Health Sciences, the University of Georgia (UGREC: 02-24). Informed consent was obtained from the participants through the instructions provided in the questionnaire. Statistical analysis The data were entered in a Microsoft Excel spreadsheet and frequencies, mean, and standard deviation were analyzed. Categorical data were presented as frequencies. The data was analyzed using Statistical Package for Social Science (SPSS Inc., Chicago, IL, version 26.0 for Windows) software. Results 64% (figure 1.0) were female students from the medical department 89.1% (figure 2.0). In Figure 3.0, 81.8% of students have never participated in previous research studies and 86.9% have never participated in research workshops and projects. Figure 4.0, showed most of the students had a positive attitude and approach of students toward basic research but were faced with certain challenges limiting their ability to participate as shown in Figure 5.0. Discussion Research knowledge is crucial in every discipline and profession, especially in healthcare (Slamon et al., 1987 ; Mandelblatt et al., 2003 ). Our study has shown that many students from the medical department had little or no exposure to research experience. Most medical students from different medical universities were faced with similar situations, as reported in other studies (Amin et al., 2012 ; Chakraborti et al., 2012 ). During the study years, the students are expected to pass a research credit course that will grant them the basics and principles of research (Sabzwari et al., 2009 ; Amin et al., 2012 ). Some of the students find it difficult to understand the concept of research, as they only have to pass the theory without subsequent follow-up on the practical. However, studies have shown that students' attitude toward research improves with years of study among undergraduates (Vujaklija et al., 2010) when compared to residents and postgraduate students considering other factors such as age, marriage, and family responsibilities (Khan et al., 2009 ; Memarpour et al., 2015 ). We observed that most of the students found it difficult to understand the research principles similar to the study conducted among medical students in Karachi (Bilal et al., 2019 ). Most students had a positive drive toward research which was also observed in a study conducted by AlSayegh et al. 2020 . Most participants reported that the research data analysis makes them feel anxious, though mandatory exposure to research thesis and projects before graduation has proven helpful among such students (Siemens et al., 2010 ; Chakraborti et al., 2012 ). Memarpour et al., study recorded that students were faced with difficulty in reporting statistical data analysis, a crucial aspect of research study, (2015). Most students accepted that the role of research and its importance to healthcare cannot be overemphasized considering its impact on society (Lowrance, 2003 ; Mick et al., 1994 ; Slamon et al., 1987 ). Our study observed that most students were faced with barriers such as lack of research funding, timely projects, lack of cooperation between departments, lack of confidence, and limited access to research papers. The same results were observed in other similar studies (Memarpour et al., 2015 ; Siemens et al., 2010 ; Mowla et al., 2006 ; Burgoyne et al., 2010 ) Lack of research funding as observed in this study was reported in similar studies as barriers faced by students towards research (Mowla et al., 2006 ; Rosemann & Szecsenyi, 2004 ). This can be a result of the cost of the equipment, chemicals, and laboratories required for the research study and experiments (Khan et al., 2009 ). Most of the students are faced with the inability to have a part-time job to be able to fund their research activities which contributed to their reliance on funded research projects and grants (Rosemann & Szecsenyi, 2004 ). Most of the students who had limited access to research papers could be a result of some research sites to which they have to pay to have access. It has been observed that most institutions have some journals they partner with which grants access to their students. Proper orientation on recommended journals from mentors and teachers who train the students in the research field has proven helpful in certain institutions (Schrier, 1997 ; Siemens et al., 2010 ). The university administrative needs to provide proper research activities to students across each department in Health Sciences. Studies have observed that such activities help to decrease the level of barriers between departments and promote motivation among students (Amin et al., 2012 ; Memarpour et al., 2015 ). The role of research mentors and professors among students has proven effective in increasing research motivation and boosting confidence because the student will have proper guidance toward research principles (Amin et al., 2012 ; Schrier, 1997 ; Siemens et al., 2010 ; Buddeberg-Fischer & Herta, 2006 ). However, students who do not have experienced teachers in research training are likely to develop negative attitudes toward research and certain drawbacks. This can limit their ability to have the essential research experience and skills before graduation. Conclusion Overall, the participants in this study had a positive attitude towards the research study but with little or no practice. Students reported different challenges and barriers such as lack of research funding, lack of timely projects, lack of cooperation between departments and mentors, lack of confidence, and limited access to research papers. Proper exposure to research training among undergraduate students can positively promote the quality of healthcare as they will be able to apply it in their profession after graduation. References AlSayegh, A., Enayah, S., Khoja, W., Enayah, R., & Sendi, N. (2020). Assessment of the current knowledge and willingness to conduct medical research work of future healthcare providers: A cross-sectional study in Jeddah, Saudi Arabia. Journal of Family Medicine and Primary Care , 9 (3), 1522. https://doi.org/10.4103/jfmpc.jfmpc_1047_19 Amin, T. T., Kaliyadan, F., Al Qattan, E. A., Al Majed, M. H., Al Khanjaf, H. S., & Mirza, M. (2012). Knowledge, attitudes and barriers related to participation of medical students in research in three Arab universities. Education in Medicine Journal , 4 (1). https://doi.org/10.5959/eimj.v4i1.7 Aslam, F., Shakir, M., & Qayyum, M. A. (2005). Why medical students are crucial to the future of research in South Asia. PLoS Medicine , 2 (11). https://doi.org/10.1371/journal.pmed.0020322 Basavareddy, A., & Pallamparthy, S. (2019). Knowledge, attitude, practice, and barriers toward research among medical students: A cross-sectional questionnaire-based survey. Perspectives in Clinical Research , 10 (2), 73. https://doi.org/10.4103/picr.picr_1_18 Bilal, M., Haseeb, A., Mari, A., Ahmed, S., Sher Khan, M. A., & Saad, M. (2019). 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Evaluation of attitude to, knowledge of and barriers toward research among medical science students. Asia Pacific Family Medicine , 14 (1). https://doi.org/10.1186/s12930-015-0019-2 Mick, S. S., Morlock, L. L., Salkever, D., de Lissovoy, G., Malitz, F., Wise, C. G., & Jones, A. (1994). Strategic activity and financial performance of U.S. Rural Hospitals: A national study, 1983 to 1988. The Journal of Rural Health , 10 (3), 150–167. https://doi.org/10.1111/j.1748-0361.1994.tb00225.x Mowla, A., Nabavizadeh, S. A., Bajestan, M. N., Tavakoli, A., Seifi, A., & Tavakoli, A. (2006). Payment as motivator in Iranian medical studentsʼ attitudes toward research. Southern Medical Journal , 99 (12), 1403. https://doi.org/10.1097/01.smj.0000251418.96951.b0 Needleman, J., Buerhaus, P., Mattke, S., Stewart, M., & Zelevinsky, K. (2002). Nurse-staffing levels and the quality of care in Hospitals. New England Journal of Medicine , 346 (22), 1715–1722. https://doi.org/10.1056/nejmsa012247 Rosemann, T., & Szecsenyi, J. (2004). General practitioners’ attitudes towards research in primary care: Qualitative results of a cross sectional study. BMC Family Practice , 5 (1). https://doi.org/10.1186/1471-2296-5-31 Rosenberg, L. E. (2002). Exceptional economic returns on investments in Medical Research. Medical Journal of Australia , 177 (7), 368–371. https://doi.org/10.5694/j.1326-5377.2002.tb04840.x Sabzwari, S., Kauser, S., & Khuwaja, A. K. (2009). Experiences, attitudes and barriers towards research amongst junior faculty of Pakistani Medical Universities. BMC Medical Education , 9 (1). https://doi.org/10.1186/1472-6920-9-68 Schrier, R. W. (1997). Ensuring the survival of the clinician-scientist. Academic Medicine , 72 (7), 589–94. https://doi.org/10.1097/00001888-199707000-00010 Siemens, D. R., Punnen, S., Wong, J., & Kanji, N. (2010). A survey on the attitudes towards research in Medical School. BMC Medical Education , 10 (1). https://doi.org/10.1186/1472-6920-10-4 Slamon, D. J., Clark, G. M., Wong, S. G., Levin, W. J., Ullrich, A., & McGuire, W. L. (1987). Human breast cancer: Correlation of relapse and survival with amplification of the HER-2/ neu oncogene. Science , 235 (4785), 177–182. https://doi.org/10.1126/science.3798106 Trauth, J. M., Musa, D., Siminoff, L., Jewell, I. K., & Ricci, E. (2000). Public attitudes regarding willingness to participate in medical research studies. Journal of Health & Social Policy , 12 (2), 23–43. https://doi.org/10.1300/j045v12n02_02 Vujaklija, A., Hren, D., Sambunjak, D., Vodopivec, I., Ivaniš, A., Marušić, A., & Marušić, M. (2010a). Can teaching research methodology influence students’ attitude toward science? cohort study and nonrandomized trial in a single medical school. Journal of Investigative Medicine , 58 (2), 282–286. https://doi.org/10.2310/jim.0b013e3181cb42d9 Wyngaarden, J. B. (1979). The clinical investigator as an endangered species. New England Journal of Medicine , 301 (23), 1254–1259. https://doi.org/10.1056/nejm197912063012303 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 2 posted You are reading this latest preprint version Show more versions Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4248788","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":290232959,"identity":"c11850e5-d1ec-4d47-8467-09eace445a9a","order_by":0,"name":"Nnaemeka Emmanuel, 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Undergraduate Students","fulltext":[{"header":"Background","content":"\u003cp\u003eResearch has been the foundation for progress and innovation in various fields involving medicine, nursing, pharmacy, and dentistry to provide health longevity (Rosenberg, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). The essence of research study runs across all fairs of discipline in science to ensure its advancement to innovations (Vujaklija et al., 2010). Through research, individuals and societies have gained a deeper understanding of existing concepts, discoveries, new insights, and proffered solutions to complex problems (Slamon et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e1987\u003c/span\u003e). It has been observed that it requires critical thinking and special skills in a conducive environment, as recommended by scholars (Aslam et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). It has fostered intellectual curiosity enabling individuals to challenge assumptions, test hypotheses, and draw evidence-based conclusions (Wyngaarden, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e1979\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eMoreover, research has contributed to the development of technologies, policies, and practices that can address real-world challenges and improve the quality of life for all (Slamon et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e1987\u003c/span\u003e; Mick et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e1994\u003c/span\u003e; Mandelblatt et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). It has immense significance in the field of health science, as it propels medical progress, elevates patient care, and deepens our comprehension of diseases and therapies (Needleman et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). The rigorous process of conducting research studies and experiments has yielded evidence-based insights that have enhanced healthcare practices and paved the way for ground-breaking treatments (Lowrance, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2003\u003c/span\u003e; Mick et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). Research influences public health policies, playing a pivotal role in promoting the health and well-being of individuals and entire communities (Trauth et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2000\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eConsidering the importance and value of research in society and public health, many enthusiastic students aspiring to be young scientists might have different challenges that we would like to discuss in this study. This study aimed, to examine the practice, attitude, and perceived barriers to research among Health Science students from the University of Georgia.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eStudy design\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWe designed a cross-sectional study that targeted medical, nursing, dentistry, and pharmacy students from the School of Health Sciences, University of Georgia.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eData collection\u003c/p\u003e\n\u003cp\u003e274 students from the School of Health Sciences completed this study. The questionnaire was prepared in Google form which was shared through the University intranet. The responses were collected from February to March 2024 during the fall semester final examination. The questionnaire was prepared in English language. Participants were assured that the information would only be for research purposes as the responses were anonymous.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eStudy participants\u003c/p\u003e\n\u003cp\u003eThis study included all undergraduate students from the medical, nursing, dentistry, and pharmacy departments of the University of Georgia. The inclusion criteria were students from the School of Health Sciences studying in the English language and having the official designated university code. The exclusion criteria were the inability to complete the study.\u003c/p\u003e\n\u003cp\u003eStudy Questionnaire\u003c/p\u003e\n\u003cp\u003eThe questionnaire item was retrieved from a comprehensive database for biomedical education studies (Basavareddy \u0026amp; Pallamparthy, 2019; Ibrahim Abushouk et al., 2016). It had four sections, the first section had questions regarding the demographic characteristics of study participants which included age, gender, department, year of study, and nationality. The second section contained both open and closed questions relating to the students\u0026rsquo; practice towards research. The third section had 10 questions regarding attitude and approach towards basic research. The responses were rated from +1 to -1. +1 indicates agree, 0= uncertain/no opinion, and -1 indicates disagree. The fourth section had 10 questions regarding perceived barriers faced by students toward participation in research. This question addresses the limitation of students\u0026rsquo; ability to actively engage in research. The responses were rated in the same way as in the third section.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEthical approval\u003c/p\u003e\n\u003cp\u003eThis study was conducted by the Declaration of Helsinki and approved by the Institutional Review Board of the School of Health Sciences, the University of Georgia (UGREC: 02-24). Informed consent was obtained from the participants through the instructions provided in the questionnaire.\u003c/p\u003e\n\u003cp\u003eStatistical analysis\u003c/p\u003e\n\u003cp\u003eThe data were entered in a Microsoft Excel spreadsheet and frequencies, mean, and standard deviation were analyzed. Categorical data were presented as frequencies. The data was analyzed using Statistical Package for Social Science (SPSS Inc., Chicago, IL, version 26.0 for Windows) software.\u0026nbsp;\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e64% (figure 1.0) were female students from the medical department 89.1% (figure 2.0). In Figure 3.0, 81.8% of students have never participated in previous research studies and 86.9% have never participated in research workshops and projects. Figure 4.0, showed most of the students had a positive attitude and approach of students toward basic research but were faced with certain challenges limiting their ability to participate as shown in Figure 5.0.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eResearch knowledge is crucial in every discipline and profession, especially in healthcare (Slamon et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e1987\u003c/span\u003e; Mandelblatt et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). Our study has shown that many students from the medical department had little or no exposure to research experience. Most medical students from different medical universities were faced with similar situations, as reported in other studies (Amin et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Chakraborti et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). During the study years, the students are expected to pass a research credit course that will grant them the basics and principles of research (Sabzwari et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Amin et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Some of the students find it difficult to understand the concept of research, as they only have to pass the theory without subsequent follow-up on the practical. However, studies have shown that students' attitude toward research improves with years of study among undergraduates (Vujaklija et al., 2010) when compared to residents and postgraduate students considering other factors such as age, marriage, and family responsibilities (Khan et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Memarpour et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWe observed that most of the students found it difficult to understand the research principles similar to the study conducted among medical students in Karachi (Bilal et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Most students had a positive drive toward research which was also observed in a study conducted by AlSayegh et al. \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e. Most participants reported that the research data analysis makes them feel anxious, though mandatory exposure to research thesis and projects before graduation has proven helpful among such students (Siemens et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Chakraborti et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Memarpour et al., study recorded that students were faced with difficulty in reporting statistical data analysis, a crucial aspect of research study, (2015). Most students accepted that the role of research and its importance to healthcare cannot be overemphasized considering its impact on society (Lowrance, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2003\u003c/span\u003e; Mick et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e1994\u003c/span\u003e; Slamon et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e1987\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eOur study observed that most students were faced with barriers such as lack of research funding, timely projects, lack of cooperation between departments, lack of confidence, and limited access to research papers. The same results were observed in other similar studies (Memarpour et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Siemens et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Mowla et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Burgoyne et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2010\u003c/span\u003e)\u003c/p\u003e \u003cp\u003eLack of research funding as observed in this study was reported in similar studies as barriers faced by students towards research (Mowla et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Rosemann \u0026amp; Szecsenyi, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). This can be a result of the cost of the equipment, chemicals, and laboratories required for the research study and experiments (Khan et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Most of the students are faced with the inability to have a part-time job to be able to fund their research activities which contributed to their reliance on funded research projects and grants (Rosemann \u0026amp; Szecsenyi, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eMost of the students who had limited access to research papers could be a result of some research sites to which they have to pay to have access. It has been observed that most institutions have some journals they partner with which grants access to their students. Proper orientation on recommended journals from mentors and teachers who train the students in the research field has proven helpful in certain institutions (Schrier, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e1997\u003c/span\u003e; Siemens et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe university administrative needs to provide proper research activities to students across each department in Health Sciences. Studies have observed that such activities help to decrease the level of barriers between departments and promote motivation among students (Amin et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Memarpour et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The role of research mentors and professors among students has proven effective in increasing research motivation and boosting confidence because the student will have proper guidance toward research principles (Amin et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Schrier, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e1997\u003c/span\u003e; Siemens et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Buddeberg-Fischer \u0026amp; Herta, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). However, students who do not have experienced teachers in research training are likely to develop negative attitudes toward research and certain drawbacks. This can limit their ability to have the essential research experience and skills before graduation.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eOverall, the participants in this study had a positive attitude towards the research study but with little or no practice. Students reported different challenges and barriers such as lack of research funding, lack of timely projects, lack of cooperation between departments and mentors, lack of confidence, and limited access to research papers. Proper exposure to research training among undergraduate students can positively promote the quality of healthcare as they will be able to apply it in their profession after graduation.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAlSayegh, A., Enayah, S., Khoja, W., Enayah, R., \u0026amp; Sendi, N. (2020). 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Payment as motivator in Iranian medical studentsʼ attitudes toward research. \u003cem\u003eSouthern Medical Journal\u003c/em\u003e, \u003cem\u003e99\u003c/em\u003e(12), 1403. https://doi.org/10.1097/01.smj.0000251418.96951.b0 \u003c/li\u003e\n\u003cli\u003eNeedleman, J., Buerhaus, P., Mattke, S., Stewart, M., \u0026amp; Zelevinsky, K. (2002). Nurse-staffing levels and the quality of care in Hospitals. \u003cem\u003eNew England Journal of Medicine\u003c/em\u003e, \u003cem\u003e346\u003c/em\u003e(22), 1715\u0026ndash;1722. https://doi.org/10.1056/nejmsa012247 \u003c/li\u003e\n\u003cli\u003eRosemann, T., \u0026amp; Szecsenyi, J. (2004). General practitioners\u0026rsquo; attitudes towards research in primary care: Qualitative results of a cross sectional study. \u003cem\u003eBMC Family Practice\u003c/em\u003e, \u003cem\u003e5\u003c/em\u003e(1). https://doi.org/10.1186/1471-2296-5-31 \u003c/li\u003e\n\u003cli\u003eRosenberg, L. E. (2002). 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The clinical investigator as an endangered species. \u003cem\u003eNew England Journal of Medicine\u003c/em\u003e, \u003cem\u003e301\u003c/em\u003e(23), 1254\u0026ndash;1259. https://doi.org/10.1056/nejm197912063012303 \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"University of Georgia","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Research, Attitude, Barriers, Students, Undergraduates","lastPublishedDoi":"10.21203/rs.3.rs-4248788/v2","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4248788/v2","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground: \u003c/strong\u003eResearch knowledge is crucial in every discipline and profession, especially in healthcare. We aimed to examine the practice, attitude, and perceived barriers to research among medical students, from the University of Georgia.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods:\u003c/strong\u003e This study involved all undergraduate students from the medical, nursing, dentistry, and pharmacy departments of the University of Georgia. 274 students completed this cross-sectional study conducted from February to March 2024. The questionnaire was prepared in Google form which was shared through the University intranet. The data were collected using a self-administered questionnaire and performed statistical analysis using Statistical Package for Social Sciences version 23.0 software.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults: \u003c/strong\u003eMost of the participants were international students (94.9%), from the medical department (81.8%) with a mean age of 20.57 (SD D± 2.23). 81.8% never participated in a research project, and 86.9% never attended a research workshop or training. Most of the participants had a positive attitude toward the research study. The commonly perceived barriers were lack of funding, guidance, time, and familiarity with research statistical analysis.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eWe observed that most of the students had an interest in having a research experience but were faced with difficulties achieving the goal. We suggest that students should be provided with more research opportunities, training, and scholarships that can improve their knowledge and skills in advancing innovation.\u003c/p\u003e","manuscriptTitle":"Evaluation of Perceived Barriers Towards Medical Research among Undergraduate Students","msid":"","msnumber":"","nonDraftVersions":[{"code":2,"date":"2024-04-16 22:02:37","doi":"10.21203/rs.3.rs-4248788/v2","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}},{"code":1,"date":"2024-04-11 18:19:01","doi":"10.21203/rs.3.rs-4248788/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"c6c35bc1-6dae-4810-82d3-9d784707862b","owner":[],"postedDate":"April 16th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-04-11T18:19:01+00:00","versionOfRecord":[],"versionCreatedAt":"2024-04-16 22:02:37","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v2","identity":"rs-4248788","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4248788","identity":"rs-4248788","version":["v2"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}