Background and Aim

Research competence is a core requirement for producing doctors capable of delivering high-quality, evidence-based clinical care. Yet in developing-country contexts such as Malaysia, little is known about how undergraduate medical students perceive research training, and whether gender or institutional type (public vs. private) shapes these attitudes. This study aimed to characterize Malaysian medical students' attitudes toward research and examine differences by gender and institution type.

Materials and Methods

A cross-sectional survey was conducted across 16 Malaysian medical institutions using the validated Students' Attitude toward Research (SAR) questionnaire, which assesses research activities, faculty involvement, and infrastructure. A total of 380 students participated (149 male, 231 female; 213 from public and 167 from private institutions). Independent t-tests compared attitude scores by gender and institution type.

Results

The mean total SAR score was 53.29 out of 75, reflecting a generally positive attitude toward research. Gender differences were minimal overall, though male students reported greater interest in research participation and higher satisfaction with library facilities. Institutional differences were more pronounced: public-institution students rated faculty involvement and research infrastructure significantly higher, while private-institution students reported greater exposure to statistical tools. The most positively rated item across all students was recognition of research's role in identifying problems; the most notable gap was insufficient faculty time for mentorship.

Conclusions

Despite positive overall attitudes, a persistent mentorship gap threatens to undercut research training at the undergraduate level. Institution-specific action is needed: public institutions should prioritize dedicated faculty research time, while private institutions should invest in research infrastructure and funding. Embedding structured research electives and mentorship schemes into core curricula, tailored to each institution type, offers a concrete pathway to closing these gaps and strengthening the research pipeline in Malaysian academic medicine.

Keywords: medical education; undergraduate research; academic medicine; cross-sectional study; institutional disparities