Medical Students’ Knowledge, Attitude, Practice, and Perceived Barriers Towards Medical Research: A Cross-Sectional Study

Background. Medical research and innovation are essential for the growth of medical education and healthcare system. Medical students should be taught in a research-informed environment, which allows them to make better clinical decisions and enhances their scientific output. Aim. The purpose of this study was to evaluate medical students’ knowledge, attitude, practice, and perceived barriers towards undergraduate medical research in the Kurdistan region of Iraq. Methods. This cross-sectional study, which was carried out between October 2022 and April 2023, included medical students from seven medical colleges in the Kurdistan region of Iraq. The survey comprised 19 questions, categorized into five sections, and delivered to students using the Google form platform. Results. A total of 363 medical students from seven medical colleges in the Kurdistan Region of Iraq were enrolled in this study. The sex ratio was about equal. The mean age was 20.6 (± 1.7 SD) years. Study participants demonstrated a low level of knowledge of research fundamentals, with an average correct response rate of 37.7%, as only 8.8% of participants answered all questions correctly. Three-fifths (61.5%) of participants believed research should be integrated into the curriculum, while about one-third (27%) of our study participants viewed research as an additional burden. Nearly one-third (34%) of students had participated in a research project before. Conclusions. In our study, we found that students in clinical stages aged 21 or older and those with prior research experience showed significantly higher knowledge levels. Research participation was associated with a more favorable attitude. The vast majority of our students expressed a keen interest in participating in research projects. Students identified lack of time and deficient research skills as the most prominent barriers hindering their active participation in research.