Medical students’ perceptions of health policy education and engagement in policy roles: A cross-sectional study in Sudan, 2025

Background: Health policy education is critical for preparing future physicians to navigate and influence healthcare systems, yet its integration into medical curricula remains inconsistent,particularly in resource-limited settings such as Sudan. This study aims to assess Sudanese medical students’ perceptions of health policy education and their readiness to engage in policy roles. Methods: A cross-sectional study was conducted among 405 medical students from 45 Sudanese universities via an online questionnaire. The data were analysed descriptively and thematically, with a focus on familiarity with health policy, satisfaction with education, confidence in application, and perceived barriers. Results: Only 32.6% of the students reported familiarity with health policy, although 75.5% rated it as important. While 59% received formal policy education, 50.1% felt inadequately prepared for policy roles. The key barriers included a lack of student interest (61.0%), limited curriculum time (60.0%), and insufficient faculty expertise (42.0%). Notably, 80.5% expressed interest in policy engagement, which was motivated primarily by a desire to improve the healthcare system (69.9%). The qualitative recommendations emphasized early curriculum integration, faculty development, and student-led policy initiatives. Conclusion: Sudanese medical students recognize the importance of health policy education but face significant gaps in exposure and preparedness. A national curriculum review, faculty training, and experiential learning opportunities are urgently needed to bridge these gaps and foster future physician-policymakers. Clinical trial number: Not applicable.