Attitudes toward and perceptions of barriers to research among medical students in the context of an educational and motivational strategy

Abstract

Background

Scientific research is a key component of medical education, fostering critical thinking and evidence-based practice. However, international studies have reported wide variability in medical students’ attitudes toward research, shaped by institutional culture, exposure, and curricular design. In parallel, perceived barriers—such as academic overload, lack of mentorship, and insufficient training—are frequently cited as major obstacles that limit student involvement. Understanding students’ predispositions and the barriers they face is essential for developing effective strategies, especially in educational contexts where research participation is limited. This study aimed to evaluate the situation at a private medical school in Ecuador.

Objective

To evaluate medical students’ attitudes toward and perceptions of barriers to research and to analyze changes in these variables following an educational and motivational intervention.

Methods

A quasiexperimental study (without a control group) was conducted with 90 undergraduate medical students. The intervention consisted of educational and motivational audiovisual content delivered over one month. A validated questionnaire assessed students’ attitudes and perceived barriers before and after the intervention. Descriptive statistics and a one-sample t-test were used to assess changes.

Results

Prior to the intervention, the mean attitude score was 104.72, well above the scale midpoint (78), indicating a generally favorable predisposition. Most students (73.3%) scored above 75% of the maximum possible score in attitudes. For perceived barriers, the initial mean was 109.61, also above the scale midpoint (87), reflecting a high level of perceived obstacles. A total of 96.7% of students scored above 50%, with key concerns related to time constraints, lack of mentorship, and insufficient training in scientific writing and statistics. After the intervention, both the mean attitude score and the mean barrier score remained statistically unchanged.

Conclusions

Although the intervention produced a small increase in favorable attitudes, it did not reduce perceived barriers. These findings suggest that short, self-directed strategies are insufficient to address institutional challenges. More effective approaches may require long-term, interactive programs supported by curricular integration, structured mentorship, and institutional investment to foster meaningful research engagement among medical students.

Trial registration

Not applicable.