An Assessment of Research Needs and Awareness Among First-Year Postgraduate Trainees at Qassim Health Cluster, Saudi Arabia

Background and objectiveResearch is vital for enhancing critical thinking in clinical and everyday decision-making.Periodic assessments of research awareness among first-year (R1) trainees enrolled in postgraduate programs offered by the Saudi Commission for Health Specialties (SCFHS) are essential for improving academic research practices.This study aimed to identify the research training needs, awareness, confidence, and barriers to conducting research among R1 trainees. MethodologyA cross-sectional study was conducted from February to April 2026 using a validated, self-administered questionnaire distributed via WhatsApp to approximately 150 participants.Data from 107 R1 trainees who responded were analyzed using SPSS Statistics version 26.0 (IBM Corp., Armonk, NY), using descriptive and inferential statistics, with statistical significance set at p ≤ 0.05. ResultsOf the 107 trainees, 59.8% were male, and the mean age was 28.2 (± 3.3) years.Before enrolling in their training programs, 57.9% had completed research methodology courses, and 62.6% agreed that research benefits clinical practice.Across 10 domains, ranging from literature searches to manuscript submission, the average confidence score was 3.3 (± 1.1) out of 5.The lowest self-reported confidence score among R1 trainees was observed in basic statistical analysis (2.8 ± 1.2).There was no statistically significant difference in mean research confidence between trainees enrolled in diploma and residency programs.The primary barriers to conducting research projects included difficulty balancing clinical duties (mean: 4.0 ± 1.0), limited protected time for research due to clinical commitments (mean: 3.8 ± 1.0), unclear research expectations (mean: 3.6 ± 1.0), and lack of statistical support (mean: 3.6 ± 1.0). ConclusionsNearly two-thirds of R1 trainees expressed confidence in most research milestones.However, the common barriers identified in our study included difficulty balancing clinical duties, lack of protected time for research due to clinical commitments, unclear research expectations, and lack of statistical support.Advocacy and guidance from policymakers are essential to helping trainees overcome these barriers and successfully balance their clinical duties with scholarly activities to support their future professional development and academic advancement.