Included the data of the study.

Background
Systematic reviews (SR) provide the highest level of evidence in research. Medical students are encouraged to learn how to conduct SR, yet barriers to engaging in these reviews need to be identified to enhance their implementation. This study aimed to assess the knowledge, practices, and perceived barriers to conducting SR among undergraduate medical students from Arab countries.
Methods
A cross-sectional study was conducted involving undergraduate medical students from nine Arab countries enrolled in public and private medical schools. Sociodemographic information, as well as data on knowledge and barriers to conducting SR, were collected from participants through an online survey. The level of knowledge regarding SR was measured using a set of questions, with a total score of 19. Adjusted odds ratio (AOR) were used to find the associated factors with good knowledge of SR.
Results
With a response rate of 89.7%, 13,060 participants were enrolled, of whom 58.9% were female and 77.0% were studying at public universities. Additionally, 49.0% were in their clinical years. Approximately 31% had heard about SR, and 3,275 participants (25.1%) had attended training on SR. Overall, only 4.3% of participants demonstrated good knowledge of SRs. Multivariate logistic regression analysis revealed that age (AOR = 1.111, 95% CI: 1.069–1.154) and participation in research-related activities (AOR = 4.501, 95% CI: 3.650–5.551) were significantly associated with good knowledge of SR. The most identified barriers to conducting SRs included a lack of knowledge about SR (47.0%) and a lack of research exposure and opportunities (28.8%). Regarding engagement in secondary research, only 1,567 participants (12.0%) had participated in a secondary research project, and of those, only 471 (30.1%) had published their work. The types of enrolled research projects included SR (62.3%), systematic reviews with meta-analysis (43.3%), and network meta-analysis (33.4%).
Conclusion
The findings indicate a poor level of knowledge regarding SR among participants and highlight several barriers preventing undergraduate medical students from engaging in this research. There is a pressing need for further training on SR to enhance the knowledge and practice of SR among undergraduate medical students.

研究背景
系统评价（Systematic reviews, SR）是科研领域最高等级的证据来源。医学教育界鼓励本科医学生学习开展系统评价，但仍需明确此类研究开展过程中的阻碍因素，以推动其实践应用。本研究旨在评估阿拉伯国家本科医学生开展系统评价的知识水平、实践情况及感知障碍。

研究方法
本研究为横断面研究（cross-sectional study），纳入来自9个阿拉伯国家公立与私立医学院校的本科医学生作为研究对象。通过线上问卷收集研究对象的社会人口学信息，以及其关于系统评价的知识水平与开展障碍相关数据。采用一套含19个计分题项的量表评估受试者对系统评价的知识掌握程度，以调整后比值比（Adjusted odds ratio, AOR）分析与系统评价良好知识水平相关的影响因素。

研究结果
本研究有效回收率为89.7%，共纳入13060名参与者，其中58.9%为女性，77.0%就读于公立医学院校，49.0%处于临床学习阶段。约31%的参与者曾听闻过系统评价，3275名（25.1%）参与者接受过系统评价相关培训。总体而言，仅4.3%的参与者展现出良好的系统评价知识水平。多因素logistic回归分析显示，年龄（AOR=1.111，95%置信区间（95% CI）：1.069–1.154）与参与科研相关活动（AOR=4.501，95% CI：3.650–5.551）与系统评价良好知识水平存在显著关联。最常被提及的系统评价开展阻碍因素包括：系统评价相关知识匮乏（47.0%）以及科研接触与机会不足（28.8%）。在二次研究参与方面，仅1567名参与者（12.0%）参与过二次研究项目，其中471名（30.1%）已发表研究成果。纳入的研究项目类型包括系统评价（62.3%）、含元分析（meta-analysis）的系统评价（43.3%）以及网络元分析（network meta-analysis）（33.4%）。

研究结论
本研究结果显示，受试本科医学生对系统评价的知识水平普遍偏低，同时明确了多项阻碍其开展此类研究的障碍因素。当前亟需针对系统评价开展进一步培训，以提升阿拉伯国家本科医学生的系统评价知识储备与实践能力。