Abstract:
BACKGROUND : The inclusion of research in undergraduate medical curricula benefits students as well as the scientific community. Multiple studies report the presence of one or more barriers to research training in these curricula.
OBJECTIVES : This paper presents and compares three studies done regarding the teaching of research in undergraduate medical curricula in South Africa, Sudan and Uganda.
METHODS : Two cross-sectional study designs (South Africa and Sudan) and one interventional study design (Uganda) were conducted. Both cross-sectional studies used mixed methods while the Ugandan study used a quantitative method. A total of 41 faculty members and 554 students participated. The studies used a combination of surveys, focus group discussions, key informant interviews and document analysis.
RESULTS : Participants from all three studies valued research and considered it useful and relevant to their studies. The findings from the South African and Sudanese studies align with the ‘Four I’s’ framework that summarise the barriers to research training as lack of initiative, impulse, incentive and idols. The Ugandan study demonstrated improved self-reported knowledge and attitude (specifically anxiety) among participants after completion of a short course on research.
