Exploring undergraduate medical students’ perception of an integrated longitudinal research curriculum within a competency-based framework

Abstract

Background Embedding research training in undergraduate medical education strengthens analytical skills, scientific reasoning, and evidence-based practice, yet such training is often short-term or elective, with limited evidence from the Middle East. At our medical university, a mandatory longitudinal research curriculum was implemented with progressive skill development. Building on our previous work on the sequential integration of research methods, this study evaluates students’ perceptions of the program. Aim To investigate the perceived value, impact, and barriers of a longitudinal research curriculum among undergraduate medical students. Methods A cross-sectional survey was conducted among students who completed five compulsory research courses. The curriculum provided structured competencies through integrated content, protected time, and formal supervision. Data were collected using a self-administered questionnaire comprising demographics and 31 items rated on a 7-point Likert scale, assessing research perceptions and scholarly activities. Exploratory factor analysis identified five domains. Internal consistency (Cronbach’s alpha) and sampling adequacy (KMO test) were confirmed, with factor loadings ≥0.50 considered acceptable (p < 0.05). Results A total of 106 students completed the survey (67.9% female, 32.1% male; mean age 23 years (SD = 1.8)). Overall perceptions toward research were positive, total mean score of 162.17 (SD = 17.12), corresponding to 74.5% agreement. The highest-rated domains were positive attitude toward research (mean = 37.62, 89.6%), perceived relevance (mean = 40.30, 85.7%), and perceived necessity (mean = 37.14, 75.8%), indicating strong endorsement of research for clinical training and career development. Challenge-related domains showed moderate agreement (61.2%), reflecting research barriers and dissemination challenges. Conclusion Students strongly endorsed structured research training for professional competency development, and despite reported challenges, demonstrated a positive research orientation suggestive of sustained engagement. This study provides a novel evaluation of a mandatory longitudinal research curriculum in the Middle East. It addresses a critical regional gap and offers a model for integrating research training into undergraduate medical programs that support the development of clinician–scientists.