Engagement and Barriers to Scientific Research within Undergraduate Health Sciences Students: A Cross-sectional Study in a Developing Country

Abstract Introduction: Scientific research is a cornerstone of medical education, promoting critical thinking, enhancing evidence-based practices, and improving clinical and academic skills essential for physicians. However, undergraduate medical students in low- and middle-income countries (LMICs) often have limited research engagement and face significant barriers. We evaluate their engagement in research, expectations, and barriers toward medical research activities. Methods: This cross-sectional study was conducted from 10/2024 to 11/2024 among undergraduate medical students in Vietnam. Students were categorized into three groups: N1 (prior research engagement), N2 (knowledge without engagement), and N3 (no prior research knowledge). Data were collected using a self-administered survey questionnaire. Results: Among 5312 students were recruited, with 22.2% ( n = 1179) in the N1 group and 67.9% ( n = 3604) in the N2 group. The main expectations for participating in research among both N1 and N2 students were improving problem-solving skills (89.9% vs. 87.6%) and developing logical thinking (92.8% vs. 92.4%). 80.91% of medical students demonstrated a positive attitude toward research. Key objective barriers identified included difficulty in identifying research topics (87.2%) and insufficient access to supervisors or team members (64.3%). Furthermore, 84% of students reported a lack of research skills, and 61.71% identified English language barriers in subjective barriers. Conclusion: Vietnamese medical students exhibit positive attitudes and expectations toward research. However, significant institutional and individual barriers persist, particularly in LMICs. Addressing these barriers requires better mentorship, incorporating research training into medical education, and enhanced institutional support to build a research-focused academic environment.