Dear Editor,Medical research is substantial in advancing healthcare and improving diagnostic outcomes. Early exposure to research fosters the development of systematic problem-solving techniques and the habit of critical thinking. It aids in expanding knowledge transcending the bounds of textbook teaching. Chatterjee et al 1 in their recent study also found that 80.3% of undergraduate (UG) medical students acknowledged the importance of research in enhancing their clinical skills. Despite the vitality, UG medical students often encounter formidable obstacles to engage in research activities. The UG medical training (MBBS) in India spans for a period of 5.5 years, with 4.5 years of academic and clinical training followed by 1 year of compulsory rotatory internship in various clinical specialties. 2 Demanding medical curriculum seldom leaves students with limited time for extracurricular activities, including research. A study by Sharma et al 3 found that 76% of medical students cited lack of time as a primary barrier to participating in research activities. As per the revised UG MBBS curriculum, inclusion of foundation course is necessary for developing a strong base. Implementation of early clinical exposure, Attitude, Ethics and Communication module (AETCOM) and elective postings have had a positive impact on the development of problem-solving skills among medical students resulting in better patient interactions. 4 But according to a study conducted by Patil et al, 5 65% of students stated that the current curriculum is stressful and time consuming. Similar study was conducted among UG medical students in Rajasthan, in which, 81.8% of the participants have admitted that scarcity of time due to educational activities formed a major barrier to involve in research. 6 The Indian undergraduate curriculum mandates research within the Community medicine framework but lacks provisions for independent research activities and comprehensive research training opportunities. Torre et al 7 found that 62.6% of students felt that professors do not encourage them enough to participate in research activities. A considerable number of 4th and 6th year medical students (74.6%) felt unmotivated to engage in research compared to 2nd-year students (40.7%). 7 Mentorship forms a cornerstone in fostering research skills among students. Narayan et al 8 in their recent survey found that 50.6% of medical students felt they lacked adequate access to research mentors. Low self-esteem and preconceived conceptions were the main reasons why preclinical and paraclinical students felt communication hurdles, especially "breaking the ice" with mentors. 8 In addition, factors like limited access to research facilities and funding further hampers student research activities. Overworked academicians often
