Global Trends and Outcomes of Research Integration in Medical Curricula: A Systematic Review

Background Integrating research training into medical curricula has gained significant attention globally as a strategy to develop physician-scientists and promote evidence-based practice. However, a comprehensive analysis of implementation approaches, outcomes, and regional variations is lacking in current literature. Methods This systematic review followed PRISMA guidelines. Nine studies with complete sample size data (total N = 5,172) published between 2010–2024 were included after a comprehensive search of PubMed, Scopus, ERIC, and Google Scholar databases. Studies were analyzed for geographical distribution, implementation approaches, thematic patterns, and measured outcomes. Quality assessment was conducted using tools appropriate to each study design: Modified Newcastle-Ottawa Scale for observational studies, CASP for qualitative research, and MMAT for mixed methods research. Results The studies included showed significant geographical imbalance, with Europe representing 91.59% of participants but only 55.56% of studies. Four predominant themes emerged: research motivation (3 studies), publication outcomes (2 studies), self-efficacy and skills development (2 studies), and barriers to research (2 studies). Studies demonstrated that authentic research experiences, particularly presentation opportunities, enhanced intrinsic motivation and research self-efficacy. Students who published during medical school were 1.9 times more likely to publish after graduation. Common barriers to research integration include time constraints, funding limitations, lack of mentorship, and administrative challenges. Regional analysis revealed that European studies focused more on program effectiveness and outcomes, while Asian studies emphasized implementation barriers. Conclusions Research integration effectiveness appears mediated by motivational factors and contextual supports that facilitate legitimate peripheral participation in research communities. Our findings support hybrid implementation models combining dedicated research experiences with longitudinal integration, emphasizing presentation opportunities and structured mentorship. The geographical disparities in research volume and focus necessitate context-sensitive implementation approaches. Educational strategies should address both cognitive skill development and researcher identity formation through authentic participation in scholarly communities. Keywords: medical education, research training, curriculum integration, systematic review, physician-scientist, evidence-based medicine. Clinical trial number: not applicable.