Knowledge, Attitudes, and Barriers Regarding Health Research among Medical Students in Saudi Arabia

Abstract

BACKGROUND: Research is the basic component of health science curriculum. AIM: The objective of the study is to determine the knowledge, attitude, and barriers regarding health research among health science students. METHODS: It is a cross-sectional study and 294 study participants were selected through stratified random sampling from different health science colleges (medicine, dental, nursing, and applied science). A validated, structured, and pre-tested questionnaire was used. Knowledge and attitudes were determined through scales. Analysis of variance and t-test were applied to determine the mean scores of knowledge and attitude, and multiple regression analysis was used to determine the factors which affect on knowledge and attitude. RESULTS: Knowledge and attitude mean scores were 4.36 ± 2.44 and 2.74 ± 1.17, respectively. Knowledge and attitude were increase significantly with increasing academic year of study in all health science colleges (Regression coefficient 0.043 [p = 0.032] and 0.005 [p = 0.040] for knowledge and attitudes, respectively). Most common barriers for research were lack of proper mentoring from the faculty staff and lack of time due to over burden with educational activities CONCLUSION: Health science students had moderate level of knowledge and attitude toward health research with common barrier which was lack of proper mentoring from the faculty. There is need for address the barrier for research and more integration of curriculum with research which improved the knowledge and attitude level.

Research attitudes, knowledge, experiences, and barriers among health science students at King Khalid University, Southwest of Saudi Arabia: A cross-sectional study

“…Other studies have also reported that the most common barriers to research are lack of proper mentoring from the faculty staff, Lack of reward and/or motivation, and lack of time due to overburden with educational activities. [17,19,20] It is essential to drive students to develop positive attitudes toward undergraduate research and resolve any barrier that may hinder medical students from productive engagement in undergraduate research activities. [22] Considering research experience in our study, overall 50.9% of the students self-reported that they did research during their undergraduate phase.…”

“…Similar results have been reported by previous studies from Saudi Arabia. [9,[17][18][19][20] Our study demonstrates that only 2.8% of the whole students recorded a good awareness level regarding research and 66.5% had a poor awareness level. The highest awareness level (good level) was recorded among nursing college students (6.9%) followed by pharmacy and medical college students (2.7% for each).…”

“…The financial rewards can be regarded as a form of reciprocal appreciative exchange for students diligence. [22] Finally, in our study on studying [17,19,20] It is essential to drive students to develop positive attitudes toward undergraduate research and resolve any barrier that may hinder medical students from productive engagement in undergraduate research activities. [22] Considering research experience in our study, overall 50.9% of the students self-reported that they did research during their undergraduate phase.…”