Attitudes,Experiences,and Barriers Toward Research Among Undergraduate Medical Students at the University of Dongola,Sudan

Abstract

Background

Medical research is crucial for developing skilled physicians and improving healthcare outcomes. There is a lack of data regarding the factors that influence medical students’ engagement in research, particularly in developing countries. This study aimed to assess the attitudes, experiences, and barriers related to research among medical students at the University of Dongola (Sudan).

Methods

A cross-sectional study was conducted using a validated self-administered questionnaire. A sample of 243 students from third to sixth year was selected through stratified systematic sampling. Data were analyzed using SPSS v27, applying descriptive statistics and the Chi-square test.

Results

Among the participants, 67.1% were female, and 85.6% were aged 25 years or younger. Participants expressed overall positive attitudes toward research (3.849 ± 0.863). Specifically, 92.2% recognized its professional value, 95.0% saw its career benefits, and 90.1% supported its inclusion in the curriculum. Nonetheless, 69.5% found the research to be stressful, and 58.8% considered it burdensome. Overall research experience was limited (0.310 ± 0.438), only 42.8% had received training, 33.3% participated in research projects, and 16.9% had published or presented work. Perceived barriers to research engagement were high (3.679 ± 0.987). Major barriers included poor understanding of research methods (73.3%), lack of funding (66.1%), inadequate supervision (51.4%), limited database access (58.4%), and time constraints (56.3%). Significant associations were found between research experience and sex (P = .014), academic year (P = .020), and academic performance as measured by Grade Point Average (GPA; P = .036). Attitudes and barriers were also associated with academic year (P = .021, P = .036) and performance (P = .003).

Conclusion

Participants are motivated to pursue research but face substantial barriers. Institutional efforts such as curriculum reform, financial support, and faculty development are essential to enhance student research engagement and career readiness.

Keywords

Research medical students attitudes experiences barriers

Introduction

Research is crucial for improving healthcare and medicine, enabling advancements in disease surveillance, diagnosis, treatment, and prevention. Physicians’ medical knowledge and training should be up-to-date to provide effective therapy based on the best available evidence. This necessitates the contribution of physicians in research conduction to foster evidence generation.¹ Moreover, medical research significantly influences the professional identity of medical students by promoting curiosity, developing critical thinking skills, and improving clinical judgment. It also helps students understand healthcare concepts, empowering them to contribute to the progress of their field and strengthen their professional identity. Medical students’ identities evolve around professional inclusion and social exclusion, with professional inclusion relating to their roles as physicians and professorial exclusion based on their perception of other disciplines.^2,3

Globally, medical schools emphasize the integration of research into their curricula to produce well-rounded, knowledgeable physicians. Engaging in research activities not only enhances students’ academic and professional profiles but also ignites a lifelong curiosity and commitment to medical science.^4,5 Despite these benefits, the level of engagement and interest in research among medical students varies widely across different regions and educational systems according to studies conducted in Saudi Arabia, Egypt, Jordan, and Sudan.^4,6–8

In Sudan, the landscape of medical education presents unique challenges and opportunities for research engagement. Medical students at the University of Khartoum have demonstrated a keen research interest, yet they encounter significant barriers, including insufficient research training, limited funding, and a lack of supportive infrastructure.^4,8 Moreover, cultural factors and educational policies play a critical role in shaping students’ attitudes and experiences towards research

At the University of Dongola, completing a research project is a compulsory prerequisite for graduation, and students must complete a research project under the supervision of an academic staff member to fulfill their degree requirements. However, this mandate is not currently supported by formal dedicated funding for undergraduate projects, and students face challenges related to limited laboratory facilities and resources. This mandatory status necessitates a clear understanding of the attitudes and barriers students face. Unfortunately, there is limited information available about medical students’ views and experiences toward research, as well as perceived obstacles that limit their active participation in research activities. Therefore, this study aims to explore attitudes, experiences, and barriers faced by undergraduate medical students at the University of Dongola regarding research activities. By addressing this gap, the research seeks to provide insights that could inform educational strategies and policy decisions to enhance research participation and support among Sudanese medical students.

Material and Methods

Study Design

A cross-sectional study was conducted to assess attitudes, experiences, and barriers faced by undergraduate medical students at the Faculty of Medicine, University of Dongola. The reporting of this study conforms to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement for cross-sectional studies⁹ (Supplementary file 1:STROBE Checklist).

Study Setting

The source population is medical students at the University of Dongola, located in Dongola city, the capital of the Northern State of Sudan. The Faculty of Medicine was established in 1997 and has successfully graduated 20 batches of medical students to date. At the time of the study, it had a total enrollment of approximately 890 students distributed across six academic levels (first year to sixth year). The Faculty of Medicine has recently undertaken significant steps to enhance its academic and research environment. In 2024, the faculty established an Educational Development Center (EDC) unit, which has since conducted several Faculty enhancement workshops and courses. The study was conducted from October 2024 to August 2025.

Study Participants

The study participants were undergraduate medical students at the University of Dongola.

Inclusion Criteria

The study included third- to sixth-year undergraduate medical students enrolled during the study period, from October 2024 to August 2025.

Exclusion Criteria

First- and second-year students were excluded due to their limited research exposure.

Sample Size and Sampling

Using the Raosoft sample size calculator,¹⁰ with 95% confidence interval, 5% margin of error, and 50% response distribution. Based on the total size of the study population of 658 students (third year: 164 students, fourth year: 165 students, fifth year: 195 students, and sixth year: 139 students), the minimum sample size was 243 students.

To minimize bias, stratified and systematic probability sampling methods were utilized to recruit participants. Initially, the study population was divided into four strata according to the academic level. Then the number of participants selected from each stratum was determined by its relative size within the total population. Participants were selected from each stratum by a systematic random sampling using the student enrollment list as the sample frame (third year: 61 students, fourth year: 61 students, fifth year: 70 students, and sixth year: 51 students).

Data Sources

A self-administered, semistructured questionnaire was collected. This questionnaire was adapted from validated previous studies,^4,7 and it assessed: demographics, research experiences, attitudes toward research, and perceived barriers. Demographic characteristics were composed of four questions, which were age, sex, academic year, and academic performance measured via self-reported Grade Point Average (GPA). The second section measured the attitude of the included students, which was composed of 15 Likert Scale items that were divided into nine positive questions (questions 1, 2, 3, 4, 5, 8, 9, 11, 12) and six negative questions (questions 6, 7, 10, 13, 14, 15). Each question was assessed with five responses ranging from strongly disagree to strongly agree, Positive questions were scored ranging from 1 for strongly disagree, 5 for strongly agree, while the reverse was done for the negative questions. Utilizing the mean, the attitude questions scoring system ranged from 1 to 5, with cut points of 3. Any participants with a score of 3 or more were considered to have a positive attitude, while participants with less than 3 were considered to have a negative attitude. The third section addresses research experience among participants through five binary items: yes (score 1) or no (score 0). For the association analysis, a participant was categorized as “Experienced” if they achieved a mean score of more than 0.5; this approach accounts for cumulative research experience rather than isolated activities. The final section of the questionnaire explored the barriers to conducting or participating in research. This section was assessed utilizing 13 Likert scale questions. Ranging from strongly disagree (score 1) to strongly agree (score 5), through the use of means of barrier questions, the system score ranged from 1 to 5, with a cut point of 3. Any participant with a score of 3 or more is considered to have barriers to conducting research. The complete data collection instruments are available in (Supplementary file 2).

Data were collected from participants via a web-based survey hosted on Google Forms. A unique Uniform Resource Locator (URL) was distributed individually to preselected participants using their provided contact information. This approach ensured confidentiality and allowed respondents to complete the survey at their convenience on personal devices. Finally, data were downloaded from “Google Drive” as a Microsoft Excel spreadsheet. All data were checked before exporting for analysis; no imputation was necessary because all data were complete. Sensitivity checks confirmed the results were not dependent on specific data subsets or assumptions.

Study Variables

Dependent variables: attitudes, experiences, and barriers.

Independent variables: age, sex, academic year, and academic performance measured via self-reported GPA.

Statistical Analysis

Data were analyzed using Statistical Package for Social Sciences (SPSS) v.27. Descriptive statistics (frequencies, means) were applied to summarize data, while the Chi-square test was used to examine the association between independent and dependent variables; P values of ≤.05 were considered statistically significant.

Ethical Considerations

Ethical approval for the study proposal and research procedures was obtained from the Research Ethics Committee, Ministry of Health, Northern State, Dongola city (REC-MoH-NS-31-2024), and the study was conducted in agreement with the recommendations of the Declaration of Helsinki. Due to the web-based data collection method, electronic informed consent was obtained from all participants after being fully informed about the study title, investigators in the first section of the Google Form. Access to the questionnaire was restricted until participants formally selected the mandatory “I Agree to Participate” option. Participation in the study was entirely voluntary, and the participants had the option to withdraw at any time without penalty. Participants were not compensated, but they could potentially benefit from the study's findings. The privacy of participants and confidentiality of data were maintained to minimize bias.

Results

Demographic Characteristics of Participants

A total of 243 undergraduate medical students participated in the study (Response rate: 100%). The majority were aged 25 years or younger (85.6%), female (67.1%), and distributed across academic years as follows: third year (25.1%), fourth year (25.1%), fifth year (28.8%), and sixth year (21.0%). Regarding academic performance, the majority of participants reported a GPA categorized as “Good” (48.6%) or “Very Good” (33.7%). These data are presented in Table 1.

Table 1.

Demographic Characteristics of Participants (N = 243).

Demographic Characteristics		Frequency	%
Age	<=25	208	85.6
Age	>25	35	14.4
Sex	Female	163	67.1
Sex	Male	80	32.9
Academic year (level)	Third	61	25.1
	Fourth	61	25.1
	Fifth	70	28.8
	Sixth	51	21.0
Academic performance (GPA)	Excellent	23	9.5
	Very good	82	33.7
	Good	118	48.6
	Pass	20	8.2

Attitudes of Participants Toward Research

Participants demonstrated a predominantly positive overall attitude toward research, with a composite mean score of 3.849 ± 0.863. As shown in Table 2, almost 92.2% of the participants agreed that research is valuable for their medical profession, 95.0% believed that research skills would benefit their future careers, 93.8% acknowledged its critical role in advancing scientific knowledge, and 90.1% supported integrating research training into the undergraduate medical curriculum. However, 69.5% found research stressful, 60.9% perceived it as complex, and 56.8% viewed it as an additional burden alongside their academic workload.

Table 2.

Attitudes of Participants Toward Research (N = 243).

Attitude Toward Research	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree	Mean	SD
I think research is a good career for me	02 0.80%	12 4.90%	33 13.6%	87 35.8%	109 44.9%	4.190	0.907
Research training should be a part of the undergraduate curriculum	03 1.20%	07 2.90%	14 5.80%	105 43.2%	114 46.9%	4.320	0.810
Performing research is useful and valuable for my profession	01 0.40%	06 2.50%	12 4.90%	111 45.7%	113 46.5%	4.350	0.726
The skills acquired in research will be helpful to me in the future	01 0.40%	00 0.00%	11 4.50%	107 44.0%	124 51.0%	4.450	0.624
Research is important to advance knowledge	00 0.00%	02 0.80%	13 5.30%	94 38.7%	134 55.1%	4.480	0.639
Performing research is stressful	03 1.20%	16 6.60%	55 22.6%	105 43.2%	64 26.3%	3.870	0.922
Performing research is a complex subject	03 1.20%	27 11.1%	65 26.7%	108 44.4%	40 16.5%	3.640	0.927
I enjoy performing research	07 2.90%	38 15.6%	76 31.3%	84 34.6%	38 15.6%	3.440	1.024
Most students benefit from conducting research	04 1.60%	05 2.10%	40 16.5%	133 54.7%	61 25.1%	4.000	0.805
It is an extra burden to do research	03 1.20%	37 15.2%	65 26.7%	102 42.0%	36 14.8%	3.540	0.963
Research-oriented thinking plays an important role in everyday life	01 0.40%	10 4.10%	43 17.7%	135 55.6%	54 22.2%	3.950	0.775
Research is important to discover new things	00 0.00%	00 0.00%	16 6.60%	107 44.0%	120 49.4%	4.430	0.615
I find it difficult to understand the concepts of research	04 1.60%	77 31.7%	77 31.7%	64 26.3%	21 8.60%	3.090	0.994
I am worried that I will make many mistakes in research	05 2.10%	39 16.0%	67 27.6%	102 42.0%	30 12.3%	3.470	0.972
Researching before graduation is a waste of time, and it disturbs my studies	51 21.0%	99 40.7%	34 14.0%	36 14.8%	23 9.50%	2.510	1.241
Composite mean score	88 2.40%	375 10.3%	630 17.2%	1480 40.5%	1082 29.6%	3.849	0.863

Experiences of Participants in the Research

The findings revealed limited overall research experience among participants, with a composite mean score of 0.310 ± 0.438, and varying levels of engagement in research activities. Approximately 42.8% of students reported having received prior research training, while 33.3% indicated they had been involved in research projects. However, only 16.9% had successfully published their research, and an equal proportion (16.9%) had presented their work at conferences or symposiums. At the time of the study, nearly half of the students (44.9%) were actively engaged in research projects, demonstrating ongoing participation despite challenges. These data are presented in Table 3.

Table 3.

Previous Research Experience of Participants (N = 243).

Previous Research Experience	NO	Yes	Mean	SD
Previous research training	139 57.2%	104 42.8%	0.430	0.496
Previous research involvement	162 66.7%	81 33.3%	0.330	0.472
Previous research publication	202 83.1%	41 16.9%	0.170	0.375
Previous research presentation at a scientific conference or symposium	202 83.1%	41 16.9%	0.170	0.375
Currently working on research	134 55.1%	109 44.9%	0.450	0.498
Composite mean score	839 69.0%	376 31.0%	0.310	0.438

Barriers to Participants in Research

The findings indicated a high level of perceived barriers to research engagement among participants, with a composite mean score of 3.679 ± 0.987. As shown in Table 4, the study identified several significant obstacles hindering student engagement in research. A substantial proportion of participants reported knowledge gaps, with 73.3% lacking understanding of how to conduct research and 73.6% unfamiliar with the publication process. Resource limitations further compounded these challenges, as 66.1% indicated insufficient funding as a major constraint. Additionally, students faced difficulties in mentorship and skill development, with 51.4% reporting inadequate professional supervision, 66.7% noting a lack of structured research training courses, and 67.1% lacking motivation to conduct research. Time management also emerged as a critical barrier, with 56.3% of respondents struggling to balance research activities with their academic workload.

Table 4.

Perceived Research Barriers among Participants (N = 243).

Barriers	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree	Mean	SD
Lack of research ideas	03 1.20%	45 18.5%	48 19.8%	116 47.7%	31 12.8%	3.52	0.976
Lack of knowledge about how to conduct research	02 0.80%	31 12.8%	32 13.2%	127 52.3%	51 21.0%	3.80	0.943
Lack of knowledge about how to publish research	03 1.20%	21 8.60%	40 16.5%	123 50.6%	56 23.0%	3.86	0.914
Lack of professional supervisors	09 3.70%	55 22.6%	54 22.2%	80 32.9%	45 18.5%	3.40	1.136
Difficulty obtaining approval	04 1.60%	43 17.7%	62 25.5%	103 42.4%	31 12.8%	3.47	0.980
Difficulty in obtaining samples	05 2.10%	39 16.0%	50 20.6%	105 43.2%	44 18.1%	3.59	1.026
Poor accessibility to the data database	05 2.10%	34 14.0%	62 25.5%	103 42.4%	39 16.0%	3.56	0.987
Lack of training courses	06 2.50%	25 10.3%	50 20.6%	104 42.8%	58 23.9%	3.75	1.011
Lack of time	00 0.00%	48 19.8%	58 23.9%	82 33.7%	55 22.6%	3.59	1.046
Lack of funding	02 0.80%	15 6.20%	41 16.9%	94 38.7%	91 37.4%	4.06	0.930
Difficulty in conducting data analysis	03 1.20%	26 10.7%	53 21.8%	114 46.9%	47 19.3%	3.72	0.937
Lack of scientific writing skills	05 2.10%	21 8.60%	50 20.6%	116 47.7%	51 21.0%	3.77	0.947
Lack of motivation to conduct research	04 1.60%	31 12.8%	45 18.5%	109 44.9%	54 22.2%	3.73	0.999
Composite mean score	51 1.60%	434 13.7%	645 20.5%	1366 43.3%	653 20.9%	3.679	0.987

Association Between Participant Characteristics and Research Experience, Attitude, and Barriers

As shown in Table 5, data analysis revealed statistically significant associations between attitude and academic level (P = .036) and academic performance (P = .003). Additionally, significant associations were found between experience and participants’ sex (P = .014), academic level (P = .020), and academic performance (P = .03), as well as between barriers and academic year (P = .021) and academic performance (P = .003) (Table 6). Finally, statistical tests were performed to determine if there were any associations between participant attitude, research experience, and perceived barriers, but the findings showed that no significant associations existed among these three variables, as illustrated in Table 7.

Table 5.

Association of Participants’ Characteristics with Experience, Attitude, and Barriers.

Participants	Characteristics	Experience	Attitude	Barriers
Participants	Characteristics	P value	P value	P value
Age	<=25	.078	.086	.127
Age	>25	.078	.086	.127
Sex	Female	.014	.340	.342
Sex	Male	.014	.340	.342
Academic year (level)	Third year	.020	.036	.021
	Fourth year
	Fifth year
	Sixth year
Academic performance (GPA)	Excellent	.036	.003	.003
	Very Good
	Good
	Pass

Table 6.

Association of Attitude with Participant Experience and Barriers.

		Attitudes		Chi-Square Statistics	P Value
		Negative Attitude	Positive Attitude
Experience*	No	11	78	1.20	.10
	Yes	24	130	1.20	.10
	Total	35	208
Barriers**	Absent	09	80	11.2	.172
	Present	25	129	11.2	.172
	Total	34	209

*Participants were categorized as “Yes” if they scored an average of >0.5 across the four research items.

**Participants were categorized as “Present” if they scored an average of ≥3 across the 12 Likert scale items.

Table 7.

Association Between Experience and Barriers.

		Experience		Chi-Square Statistics	P Value
		No	Yes	Chi-Square Statistics	P Value
Barriers	Absent	06	28	1.34	.579
Barriers	Present	29	180	1.34	.579
Total		35	208

Discussion

This study assessed the attitudes, experiences, and barriers toward research among undergraduate medical students at the University of Dongola.Sudan). This study achieved a 100% response rate, as all randomly selected participants submitted completed questionnaires. This reduces nonresponse bias and ensures the study findings reflect the attitudes and experiences of the study population. The high response rate is most likely attributed to the individualized recruitment strategy, and consistent follow-up with the pre-selected participants. Additionally, the positive research climate and research methodology workshops recently provided by the Educational Development Center (EDC) increased the perceived value of research participation, thereby facilitating a high level of responsiveness to academic surveys.

The findings revealed a predominantly positive attitude toward research among participants, evidenced by agreement of the majority of participants on research's career benefits and support for its integration into the curriculum. However, more than half of the participants perceived research as stressful and complex. This may be attributed to research being a mandatory graduation requirement in a limited resource environment at the University of Dongola. When research is a compulsory milestone integrated into an already demanding curriculum, rather than an elective interest, it is may be viewed as an academic hurdle. This contextual pressure explains the discrepancy found in our results: while students recognize the professional value of research, they simultaneously experience it as a significant psychological and academic burden. The findings of our study align with existing literature that generally reports positive attitudes toward research among medical students. A study conducted among Tanta University medical students in Egypt concluded positive attitudes toward research.⁴ Similarly, a study in Jordan among medical school students at Al-Balqa Applied University, and a Study including seven medical colleges students in Iraq reported positive attitudes toward research among medical students.^7,12

Regarding previous research experience, the present study revealed limited overall research experience. While a significant portion of participants reported receiving prior research training (42.8%) and some involvement in research projects (33.3%), the rate of successfully publishing or presenting their work was considerably lower (16.9%). This finding is in agreement with what was found in a similar study from Iraq, regarding participation rate,¹² and it differs from the studies conducted in Nigeria and Bangladesh, where participation rates were 52.9% and 21.5%, respectively.^13,14 This difference may be attributed to differences in curriculum structure, institutional support, and research mentorship. Many studies noted Competency-Based Medical Education (CBME) curricula, structured research training programs, and mentorship as critical factors in research participation.^4,7

In the present study, despite the positive attitudes toward research reported in this study, substantial perceived barriers to research engagement were reported. The main perceived research barriers were insufficient research knowledge and training, lack of funding, and lack of motivation. Our findings partially agree with those of studies conducted in Bangladesh¹⁴ and Iraq,¹² where lack of funding, knowledge and training gaps, and lack of support were reported as top barriers. Knowledge and skills gaps prevent translation of interest into action; mandatory research training and effective mentorship could bridge the gap between a positive attitude toward research and low participation. In contemporary medical education, research competency is a fundamental goal, encompassing the practical abilities to design, execute, and assess research, alongside the crucial skill of applying evidence to clinical practice. It extends beyond basic methodological and analytical techniques, requiring additional attributes such as reflective judgment, ethical sensitivity, and a sense of professional responsibility, and it is regarded as essential for medical professionals to continuously question established practices, effectively integrate new evidence into patient treatment, and ultimately advance medical knowledge.¹⁵ Incorporating research education into the undergraduate medical curriculum is recognized as a key element for developing competency, with research skills being specifically highlighted in the Association for Medical Education in Europe (AMEE) Guide No. 69. Furthermore, the World Federation for Medical Education (WFME) advocates for embedding scientific inquiry and evidence-based practice throughout the entire course of medical training.¹⁶

In our study, time constraints due to academic workload were mentioned as a major research barrier, which is in line with results of similar studies conducted in Iraq¹¹ and Nigeria.¹³ By offering remote research options, institutions can bypass traditional time constraints; evidence suggests this approach not only boosts student engagement but also inspires more individuals to consider long-term research careers.¹⁶ Elective online research opportunities offer feasible solutions for expanding access and participation, particularly in resource-limited settings like our case.¹⁷ A study conducted among the Royal College of Surgeons in Ireland recognized the engagement of medical students in research activities and recommended implementing targeted strategies to address challenges to optimize their research competency and professional growth.¹⁸

In the present study, data analysis showed significant associations for attitude with academic level and performance, for experience with participant sex, academic level, and performance, and for barriers with academic year and performance. This finding contrasts with a study conducted among Tanta University medical students in Egypt, which reported no significant association between attitude and sex. However, that same study found an association between attitude and academic level, which aligns with our results.⁴ Association between research attitude and experience with academic level could be attributed to the fact that medical students at Dongola University are exposed to research competence-related courses and training in the last years. Further research is necessary to thoroughly investigate the complex relationship between sex, attitude toward research, and research experience. This exploration is critical for identifying the underlying causes of existing gender disparities and designing targeted interventions that ensure all students, regardless of sex, receive equitable benefits and opportunities in medical education.

Limitations

While this study achieved a 100% response rate, which minimizes nonresponse bias and ensures a representative sample of the study population, there were some limitations. First, the cross-sectional design precludes direction of association or causal inference, requiring further analytical studies to predict direction and stability of these associations. Second, the single-institution sample limits generalizability to other medical schools in Sudan. Third, self-reported data may be subject to bias. Finally, while we identified barriers, we did not explore faculty perspectives or institutional policies, which could provide a more holistic view of the research ecosystem.

These findings underscore the necessity of integrating research training into undergraduate medical curricula. Specifically, medical schools should introduce mandatory research methodology modules early in the program while providing effective mentorship and accessible opportunities. Furthermore, institutions must address logistical barriers such as funding and database access, as these factors significantly influence engagement. Furthermore, longitudinal and analytical studies are recommended to track changes in student research engagement over time. Qualitative approaches could deepen understanding of student and faculty perspectives on research barriers and enablers.

Conclusion

While participants demonstrate a strongly positive attitude toward the professional value and curricular integration of research, their actual engagement remains low, hindered by institutional and individual barriers. The disparity between high perceived benefit and low publication/participation rates is driven primarily by lack of funding, poor methodological understanding, and resource limitations. Furthermore, the significant associations between research attitudes and experiences with demographic/academic factors suggest that interventions to improve supervision and training should be tailored to effectively bridge the gap between interest and productivity.

Supplemental Material

sj-docx-1-mde-10.1177_23821205261443396 - Supplemental material for Attitudes, Experiences, and Barriers Toward Research Among Undergraduate Medical Students at the University of Dongola, Sudan

Supplemental material, sj-docx-1-mde-10.1177_23821205261443396 for Attitudes, Experiences, and Barriers Toward Research Among Undergraduate Medical Students at the University of Dongola, Sudan by Ahmed H. Arbab, Fatima A. Fadul, Hajer Mohamed Elyas, Hind Taj Alser Hamid and Outhman Alsadiq in Journal of Medical Education and Curricular Development

Supplemental Material

sj-pdf-2-mde-10.1177_23821205261443396 - Supplemental material for Attitudes, Experiences, and Barriers Toward Research Among Undergraduate Medical Students at the University of Dongola, Sudan

Supplemental material, sj-pdf-2-mde-10.1177_23821205261443396 for Attitudes, Experiences, and Barriers Toward Research Among Undergraduate Medical Students at the University of Dongola, Sudan by Ahmed H. Arbab, Fatima A. Fadul, Hajer Mohamed Elyas, Hind Taj Alser Hamid and Outhman Alsadiq in Journal of Medical Education and Curricular Development

Footnotes

Acknowledgments

We would also like to thank the staff of the Faculty of Medicine at the University of Dongola for providing administrative assistance. We also wish to recognize the continued support of the Faculty of Medicine's current Dean, Dr Kamal Abdullah Ali. We are grateful to all medical students who have contributed to this study.

Authors' Note

Ahmed H. Arbab and Fatima A. Fadul are currently affiliated with Educational Development Centre, Faculty of Medicine, University of Dongola, Dongola, Northern State, Sudan.

ORCID iD

Ahmed H. Arbab

Author Contributions

Ahmed H. Arbab: supervision, conceptualization, methodology, writing, reviewing, and editing. Fatima A. Fadul: methodology, data curation, writing, reviewing, and editing. Hajer M. Elyas: conceptualization, methodology, data curation, writing. Hind T. Hamid: conceptualization, methodology, writing. Outhman A. Moukhtar: Software, data curation, statistical analysis. All authors reviewed and approved the manuscript before submission.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Supplemental Material

Supplemental material for this article is available online.

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