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Background <p>Research participation among undergraduate healthcare students (UHS) is widely recognized as key to their academic and professional development, as well as to developing future competent health workforce. However, in Sub-Saharan Africa (SSA), the participation of undergraduate health students in research remains limited. This review aims to systematically explore the barriers and enablers to research participation among UHS in SSA.</p> Methods <p>A systematic search was conducted across MEDLINE, Embase, Scopus, CINAHL, and Web of Science databases for studies published in English from 2000 to 2024. Studies were screened and assessed for quality using the Mixed Methods Appraisal Tool. Data were synthesized through narrative synthesis.</p> Results <p>Ten studies from Uganda, South Africa, Namibia, Rwanda, Sudan, and Nigeria were included, with quality ratings from moderate (60%) to very high (100%). Reported research activities covered early (conceptualisation, ethics approval), middle (data collection, analysis), and late (dissemination, publication) phases. Barriers were clustered into: (1) resource constraints; (2) time and curriculum pressures; (3) inadequate mentorship; (4) knowledge and skills gaps; (5) administrative and ethical hurdles; (6) perceptions, attitudes to research and (7) Gender, Language and Cultural barriers. Enablers included: (1) early research exposure; (2) strong mentorship; (3) access to funding/resources; (4) research skills training; (5) individual motivation; and (6) institutional/peer support. Some factors such as supervision and resources were reported as both barriers and enablers.</p> Conclusion <p>UHS in SSA face intertwined structural, institutional, and personal challenges to research participation. Strengthening mentorship, integrating research early into curricula, improving access to resources, and providing skills training may enhance engagement and build sustainable research capacity in the region.</p> Trial registration <p>This review was prospectively registered on PROSPERO database (PROSPERO 2024 CRD42024581644).</p>

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Barriers and enablers of research participation among undergraduate health students in Sub-Saharan Africa: a systematic review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月17日

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  • Archibong Edem Bassey,
  • Prosper Ayenmo Kanu,
  • Uchenna Frank Imo,
  • Usoro Udousoro Akpan,
  • Yusuff Adebayo Adebisi,
  • Chinaza Duke Nwosu

摘要

Background

Research participation among undergraduate healthcare students (UHS) is widely recognized as key to their academic and professional development, as well as to developing future competent health workforce. However, in Sub-Saharan Africa (SSA), the participation of undergraduate health students in research remains limited. This review aims to systematically explore the barriers and enablers to research participation among UHS in SSA.

Methods

A systematic search was conducted across MEDLINE, Embase, Scopus, CINAHL, and Web of Science databases for studies published in English from 2000 to 2024. Studies were screened and assessed for quality using the Mixed Methods Appraisal Tool. Data were synthesized through narrative synthesis.

Results

Ten studies from Uganda, South Africa, Namibia, Rwanda, Sudan, and Nigeria were included, with quality ratings from moderate (60%) to very high (100%). Reported research activities covered early (conceptualisation, ethics approval), middle (data collection, analysis), and late (dissemination, publication) phases. Barriers were clustered into: (1) resource constraints; (2) time and curriculum pressures; (3) inadequate mentorship; (4) knowledge and skills gaps; (5) administrative and ethical hurdles; (6) perceptions, attitudes to research and (7) Gender, Language and Cultural barriers. Enablers included: (1) early research exposure; (2) strong mentorship; (3) access to funding/resources; (4) research skills training; (5) individual motivation; and (6) institutional/peer support. Some factors such as supervision and resources were reported as both barriers and enablers.

Conclusion

UHS in SSA face intertwined structural, institutional, and personal challenges to research participation. Strengthening mentorship, integrating research early into curricula, improving access to resources, and providing skills training may enhance engagement and build sustainable research capacity in the region.

Trial registration

This review was prospectively registered on PROSPERO database (PROSPERO 2024 CRD42024581644).