Background Medical research integration within undergraduate education is critical for developing scientifically literate physicians capable of evidence-based practice. However, profound disparities persist globally, particularly in low- and middle-income countries where students encounter substantial barriers including inadequate infrastructure, limited funding, and insufficient mentorship. Palestinian medical students navigate additional unique challenges, including political instability, movement restrictions, and frequent academic disruptions. This study provides a comprehensive multi-institutional assessment of research knowledge, attitudes, barriers, and engagement among Palestinian medical students in the West Bank. Methods A cross-sectional study was conducted among 625 undergraduate medical students (second to sixth year) from five Palestinian universities. Data were collected using a structured questionnaire adapted from previously validated instruments in the literature, comprising sections assessing demographics, research knowledge, attitudes, perceived barriers, and research practices. All data were analyzed using the IBM SPSS statistical package (version 25). Results Nearly half of students (49.1%) demonstrated poor research knowledge, 33% fair knowledge, and only 17.9% satisfactory knowledge. Despite these deficits, students showed remarkably positive attitudes toward research (median: 70/93) and recognized its professional value (median: 25/27). Research participation was moderate (45.9%), but scholarly output remained limited, with 74.9% never publishing any work. Students reported high barrier burden (median: 75/96), with primary obstacles including lack of funding (64%), insufficient time (62.1%), limited statistical knowledge (60.5%), and universities prioritizing education over research (60.5%). Research methodology training, parental education, university affiliation, and academic year significantly influenced knowledge scores and participation rates. Conclusion Palestinian medical students recognize research value but face substantial knowledge gaps and systemic barriers that limit engagement and scholarly dissemination. Addressing these challenges requires longitudinal curriculum integration, structured mentorship programs, dedicated research funding, and institutional support to develop a research-literate healthcare workforce capable of addressing local and regional health challenges.
Zrineh et al. (Fri,) studied this question.