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Introduction <p>Clinical research is key to advancing healthcare, driving innovation, characterising and addressing both local and global health challenges. Medical students’ participation in research during their education is essential for developing future clinician-scientists. However, in many low- and middle-income countries (LMICs) including Nigeria, several barriers restrict student involvement in research. In this study, we evaluated the interest, awareness, and research engagement of Nigerian medical students, identify extant barriers, while proposing strategies to enhance participation in clinical research.</p> Methods <p>This descriptive cross-sectional study was conducted among 691 Nigerian medical students across 42 accredited medical schools using a convenience sampling technique. Participants, aged 18 years and above, were recruited from all academic levels (100–600 levels). A self-administered online questionnaire assessed sociodemographics, research awareness, interest, participation, and barriers to research. Data were analyzed using Statistical Product and Service Solutions (SPSS) version 27.0 and descriptive statistics, and chi-square tests were employed to identify associations between demographic factors and research participation, awareness, and engagement.</p> Results <p>The mean (SD) age (in years) of study participants was 21.88 (3.14), and 68.2% were aged 20–25 years with 50.5% females. Most participants (27.2%) were in their fourth year of medical training. Most students reported moderate (53.4%) or low (40.9%) research awareness, and 55.1% had participated in research activities, primarily data collection (31.1%) and literature review (21.8%). While 91.2% of the study participants showed interest in research activities, barriers included time constraints (66.6%), lack of awareness about research opportunities (60.6%), lack of mentorship (59.9%), and financial constraints (52.7%). Chi-square analysis revealed significant associations between academic level, research awareness, engagement and interest (<i>p</i> &lt; 0.001) as well as gender and research interest (<i>p</i> = 0.04).</p> Conclusion <p>This study highlights the strong interest in research among Nigerian medical students but also reveals notable barriers limiting their engagement. By addressing these challenges through structured mentorship programs, early exposure to research, curricular integration, equitable resource allocation, and regional interventions, institutions can bridge the gap between interest and active research participation. Establishing a supportive research culture is essential for empowering students to contribute meaningfully to scientific innovation and addressing local health challenges.</p>

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Probing the passion: evaluating Nigerian medical students’ interests in research

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月27日

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  • Tobi Olajide,
  • Chukwuebuka Asogwa,
  • Oluwatimilehin Oladapo,
  • Emmanuel Ibitunde,
  • Ayomide Fatola,
  • Ridwanullah Abdullateef,
  • Chioma Ezebialu,
  • Elizabeth Ayegboyin,
  • Chisom Obah,
  • Kenneth Christian,
  • Simon Aina,
  • Mafusat Ojewumi,
  • Oluwadabira Adewara,
  • Angel Ogiemudia,
  • Ihunanyachi Agha-Okoro,
  • Christabel Uche-Orji,
  • Nouh Sanusi,
  • Isaac Adejumo,
  • Oluwatobi Joshua,
  • Chimdalu Ezeani,
  • Esther Olaoye,
  • Jolly Thomas,
  • Chisom Okoye,
  • Joshua Alabi,
  • Godson Omumuawuike,
  • Jessica Gambo,
  • Joy Adeniyi,
  • Precious Wagwula,
  • Lawrence Rejoice,
  • Olamide Odusola,
  • Oghenemaro Jerry-Ogeme,
  • Opeyemi Ilori,
  • Atoyebi Olaadura,
  • Promise Enyesiobi,
  • Peace Alemede,
  • David Uzoechi,
  • Abdulaziz Ahmad,
  • Olumide Bankole,
  • Peace Gbenle,
  • Oladotun Olalusi,
  • Rufus Akinyemi

摘要

Introduction

Clinical research is key to advancing healthcare, driving innovation, characterising and addressing both local and global health challenges. Medical students’ participation in research during their education is essential for developing future clinician-scientists. However, in many low- and middle-income countries (LMICs) including Nigeria, several barriers restrict student involvement in research. In this study, we evaluated the interest, awareness, and research engagement of Nigerian medical students, identify extant barriers, while proposing strategies to enhance participation in clinical research.

Methods

This descriptive cross-sectional study was conducted among 691 Nigerian medical students across 42 accredited medical schools using a convenience sampling technique. Participants, aged 18 years and above, were recruited from all academic levels (100–600 levels). A self-administered online questionnaire assessed sociodemographics, research awareness, interest, participation, and barriers to research. Data were analyzed using Statistical Product and Service Solutions (SPSS) version 27.0 and descriptive statistics, and chi-square tests were employed to identify associations between demographic factors and research participation, awareness, and engagement.

Results

The mean (SD) age (in years) of study participants was 21.88 (3.14), and 68.2% were aged 20–25 years with 50.5% females. Most participants (27.2%) were in their fourth year of medical training. Most students reported moderate (53.4%) or low (40.9%) research awareness, and 55.1% had participated in research activities, primarily data collection (31.1%) and literature review (21.8%). While 91.2% of the study participants showed interest in research activities, barriers included time constraints (66.6%), lack of awareness about research opportunities (60.6%), lack of mentorship (59.9%), and financial constraints (52.7%). Chi-square analysis revealed significant associations between academic level, research awareness, engagement and interest (p < 0.001) as well as gender and research interest (p = 0.04).

Conclusion

This study highlights the strong interest in research among Nigerian medical students but also reveals notable barriers limiting their engagement. By addressing these challenges through structured mentorship programs, early exposure to research, curricular integration, equitable resource allocation, and regional interventions, institutions can bridge the gap between interest and active research participation. Establishing a supportive research culture is essential for empowering students to contribute meaningfully to scientific innovation and addressing local health challenges.