Research Opportunities and Barriers for Medical and Dental Students in Africa: A Scoping Review

Active participation in research during undergraduate medical and dental education enhances scientific literacy, strengthens analytical and problem-solving abilities and promotes evidence-informed practice. Early exposure to research equips students with a strong foundation for academic writing, ethical reasoning, project management and data interpretation. These competencies are widely recognised as essential for effective clinical decision-making and competitiveness in postgraduate training [Mahomed et al., 2021; Amgad et al., 2015]. Across Africa, however, undergraduate medical and dental students face significant barriers that limit their engagement in research. Documented challenges include limited research funding, a shortage of trained supervisors, insufficient laboratory and library resources, a lack of research training and heavy curricular workloads [Adebisi et al., 2019; Amu et al., 2020]. National studies from Nigeria, South Africa, Uganda, Ethiopia and Morocco consistently show that although students have a strong interest in research, institutional capacity and training infrastructures remain inadequate [Awofeso et al., 2020; Gedefaw et al., 2021; Chenfouh et al., 2024]. Despite these constraints, several opportunities exist. These include structured research mentorship programmes, compulsory undergraduate research projects, elective periods for scientific inquiry, student research associations and partnerships with international research networks [Bah et al., 2022; Delport et al., 2023]. These initiatives can foster a supportive research culture, although their availability is inconsistent across institutions and countries. Given the importance of research capacity for the future African health workforce, a comprehensive mapping of existing evidence is required. A scoping review is the most appropriate approach to explore the breadth and depth of research activity, identify evidence clusters and gaps, and clarify how opportunities and barriers vary across regions and training contexts. The findings will inform educational policy, curriculum design and advocacy for stronger research infrastructures in African medical and dental schools.