Medical education and health professional training during the Syrian conflict: a cross-sectional study.

Background: Prolonged conflict can severely impact medical education systems. In Syria, the effects on students' research training and academic development remain poorly explored. The study examines how the Syrian conflict affected research training, educational barriers, and career intentions among medical students and recent graduates.

Methods: An online, English-language questionnaire was distributed to students and trainees from Syrian medical universities. Domains included research exposure, institutional barriers, psychological well-being, and emigration intent.

Results: Of 211 individuals who accessed the survey, 208 responded (98.5%). Among them, 87 (42%) were males. Only 80 participants (38%) had received formal research training. Prior research experience was higher in males (53%) than females (40%, p = 0.09; 95% CI: 0.3-3.3). Graduate-level participation was more common in females (61%) than males (30%, p = 0.04; 95% CI: 1.1-4.2). Motivation for research was higher among males (74% vs. 60% strongly agreed, p = 0.05; 95% CI: 0.9-2.8), and males reported more confidence interpreting statistics (mean 2.3 vs. 2.0, p = 0.01; 95% CI: 1.9-5.9). Psychological distress was reported by 160 respondents (77%). 147 (71%) respondents perceived career migration in future, estimating peer emigration intent over 40%.

Conclusions: The Syrian conflict has negatively affected medical students' research training and academic confidence, particularly through infrastructure disruption and limited mentorship. Targeted support and international collaboration will be essential to rebuilding capacity in conflict-impacted medical education systems, for the benefit of both the healthcare professionals of the future, and their patients.