“KNOWLEDGE AND ATTITUDE TOWARDS RESEARCH AMONG MBBS UNDERGRADUATES OF GOVERNMENT MEDICAL COLLEGE SRINAGAR”

Abstract

Background: Early exposure to research is essential for developing critical appraisal skills and promoting evidence-based practice among medical undergraduates, yet engagement remains suboptimal in many low- and middle-income settings, including India. This study assessed knowledge, attitudes, and perceived barriers towards research among MBBS undergraduates at Government Medical College (GMC) Srinagar.

Methods: A descriptive cross-sectional, questionnaire-based study was conducted among 145 MBBS students at GMC Srinagar between 18 August and 9 September 2025. A 20-item, self-administered questionnaire, adapted from previously validated tools, evaluated research knowledge, attitudes, and barriers. Data were analysed using descriptive statistics in Microsoft Excel and presented as frequencies and percentages.

Results: Although 64.1% of students correctly identified formulating a research question as the first step in research and 55.9% agreed that research promotes critical thinking, only 42.8% believed research is essential for becoming better doctors. Awareness of key concepts such as research ethics and the role of the Institutional Ethics Committee was limited, with only 41.4% correctly identifying the approving body for human research in India. Motivation towards research was low, with 31% reporting feeling motivated, while 35.2% felt stressed by research-related tasks. Major perceived barriers included study burden (75.1%), lack of mentorship (74.4%), inadequate financial support (64.2%), insufficient statistical support (74.4%), and unstable internet connectivity, reflecting local infrastructural constraints.

Conclusion: MBBS undergraduates at GMC Srinagar exhibit generally positive attitudes towards research but demonstrate notable knowledge gaps and face substantial systemic barriers that hinder active participation. Integrating structured research methodology training, formal mentorship, protected time, and infrastructural strengthening into the undergraduate curriculum may enhance research competence and foster a sustainable research culture among future clinicians.