Perceptions, attitudes, practices, and barriers towards research in standardized training of laboratory medicine...

To assess research perceptions, current practices, barriers, and training needs among trainees in a standardized laboratory medicine training program, and to provide evidence to support research capacity building within the training system. A cross-sectional survey was administered to all 56 trainees (32 first-year and 24 s-year) in the Department of Laboratory Medicine at West China Second University Hospital using an anonymous online questionnaire. Trainees generally recognized the value of research, with all participants acknowledging its role in enhancing competitiveness and critical thinking. However, positive perceptions declined from the first to the second training year. The agreement scores regarding research "helpful solve clinical problems" declined significantly from 4.38 ± 0.50 to 3.71 ± 0.75 (P < 0.001). Similarly, scores for "important part of profession" decreased from 4.41 ± 0.50 to 3.88 ± 0.68 (P < 0.01), and scores for "improve thinking" also dropped from 4.47 ± 0.51 to 4.13 ± 0.34 (P < 0.01). Regarding research practice, although more than half of the trainees had participated in basic activities such as data collection and literature retrieval, none had authored or published a scientific paper. Major barriers included insufficient training, limited mentor guidance, and uncertainty about how to begin. Case reports were the most preferred type of research project. Training needs were pronounced, with more than 75% of trainees expressing strong demand for introductory research courses, literature search training, academic writing courses, and one-on-one guidance. The strongest preference for training format was direct participation in mentor-guided research. Although laboratory medicine trainees hold positive perceptions of research, their practical involvement remains limited to rudimentary activities. The main barriers lie in the lack of research training and mentor guidance. Therefore, it is recommended to implement research training and a mentorship system within the training program to enhance trainees' research capabilities.