Barriers and enablers of research participation among medical students in Burundi: A cross-sectional study

Abstract Background Undergraduate research exposure can strengthen critical appraisal, scientific reasoning, and evidence-based practice among future doctors. In low-resource settings, student engagement in research also matters for building locally relevant research capacity. However, little is known about the extent of research participation among medical students in Burundi or the barriers they face. This study described medical students’ research participation, attitudes, barriers, and suggested supports in Burundi. Methods We conducted a cross-sectional survey from July to August 2023 among medical students from the University of Burundi (UB), Hope Africa University (HAU), and the University of Ngozi (UNG). Eligible students were those in years who had completed compulsory research-related coursework. Data were collected using a structured questionnaire administered in paper and online formats. The questionnaire was adapted from previously published tools and revised for the Burundian context. Descriptive statistics summarized participant characteristics, attitudes toward research, research experience, perceived barriers, and proposed interventions. Exploratory comparisons used chi-square and Wilcoxon rank-sum tests, with p < 0.05 considered statistically significant. Results A total of 240 students participated (mean age 25.3 years, SD = 3.0); 63.7% were male, and 53.3% were from the University of Burundi. Most respondents rated research as very important for undergraduate students (80.8%) and reported very high personal interest in participating in research during their medical training (77.5%). Although 78.8% reported having attended a research course, module, or workshop outside compulsory research modules, only 30.0% had previously participated in a research project. The most commonly reported barriers were low confidence in research knowledge (49.6%) and lack of mentors (32.1%). Students most frequently recommended a dedicated research support centre (76.2%), more opportunities to join ongoing studies (58.7%), support to attend conferences (58.3%), close supervision by senior lecturers (56.7%), and annual research workshops (54.6%). Conclusion Medical students in Burundi reported strong research interest, but relatively limited direct participation in research projects. Their participation was concentrated in the early and operational stages of research rather than in analysis, writing, and dissemination. Medical schools in Burundi may benefit from strengthening mentorship, creating structured opportunities for hands-on research, and establishing student-oriented research support mechanisms.