# Barriers and enablers of research participation among undergraduate health students in Sub-Saharan Africa: a systematic review

## TL;DR

This paper reviews what stops and helps undergraduate health students in Sub-Saharan Africa to join research, aiming to improve their involvement and build a better health workforce.

## Contribution

The study systematically identifies and categorizes barriers and enablers to research participation among health students in Sub-Saharan Africa.

## Key findings

- Barriers include resource constraints, time pressures, and lack of mentorship.
- Enablers include early research exposure, mentorship, and institutional support.
- Some factors like supervision and resources act as both barriers and enablers.

## Abstract

Research participation among undergraduate healthcare students (UHS) is widely recognized as key to their academic and professional development, as well as to developing future competent health workforce. However, in Sub-Saharan Africa (SSA), the participation of undergraduate health students in research remains limited. This review aims to systematically explore the barriers and enablers to research participation among UHS in SSA.

A systematic search was conducted across MEDLINE, Embase, Scopus, CINAHL, and Web of Science databases for studies published in English from 2000 to 2024. Studies were screened and assessed for quality using the Mixed Methods Appraisal Tool. Data were synthesized through narrative synthesis.

Ten studies from Uganda, South Africa, Namibia, Rwanda, Sudan, and Nigeria were included, with quality ratings from moderate (60%) to very high (100%). Reported research activities covered early (conceptualisation, ethics approval), middle (data collection, analysis), and late (dissemination, publication) phases. Barriers were clustered into: (1) resource constraints; (2) time and curriculum pressures; (3) inadequate mentorship; (4) knowledge and skills gaps; (5) administrative and ethical hurdles; (6) perceptions, attitudes to research and (7) Gender, Language and Cultural barriers. Enablers included: (1) early research exposure; (2) strong mentorship; (3) access to funding/resources; (4) research skills training; (5) individual motivation; and (6) institutional/peer support. Some factors such as supervision and resources were reported as both barriers and enablers.

UHS in SSA face intertwined structural, institutional, and personal challenges to research participation. Strengthening mentorship, integrating research early into curricula, improving access to resources, and providing skills training may enhance engagement and build sustainable research capacity in the region.

This review was prospectively registered on PROSPERO database (PROSPERO 2024 CRD42024581644).