Effect of a modified research course on medical students research competencies and motivation

Abstract

Research training is increasingly emphasized in undergraduate medical education for its role in fostering critical thinking and evidence-based practice. However, many courses remain limited in their ability to motivate students or build practical competencies. This study examined the impact of a redesigned research course on medical students’ research knowledge, attitudes, and motivation. A pretest–posttest evaluation was conducted with 770 medical students at King Faisal University, Saudi Arabia. Students completed baseline and post-course surveys measuring research knowledge, attitudes, and motivation. The 20-h course incorporated interactive lectures, small-group workshops, critical appraisal activities, and structured faculty mentorship. Student groups were guided in project development and data interpretation. Key modifications emphasized hands-on application and active learning. Descriptive statistics and appropriate paired inferential tests were used to compare pre- and post-course results. The Wilcoxon signed-rank test was applied for paired non-normally distributed scores, and the McNemar test was used for paired dichotomous outcomes. Research knowledge significantly improved, with correct responses in appraisal, study design, and data interpretation increasing from near zero to above 70% (p < 0.001). Most students (79.9%) had no prior research experience, citing a lack of training and time as primary barriers. Following the course, students reported greater confidence in their research skills and a clearer understanding of clinical relevance (p < 0.001). However, motivation for future research did not significantly increase. The redesigned course enhanced students’ research competencies and improved perceptions of research relevance. Further work should explore long-term outcomes and strategies to strengthen sustained motivation. This study provides substantial evidence from the Middle East demonstrating that experiential, hands-on research training can swiftly enhance fundamental research skills in undergraduate medical students. It demonstrates that improvements in research knowledge and perceived clinical relevance do not necessarily lead to increased motivation, highlighting a key limitation of short-term educational interventions. The findings support competency-based medical education frameworks, emphasizing the need for longitudinal, scaffolded research experiences to align training with sustainable health workforce needs. This study provides substantial evidence from the Middle East demonstrating that experiential, hands-on research training can swiftly enhance fundamental research skills in undergraduate medical students. It demonstrates that improvements in research knowledge and perceived clinical relevance do not necessarily lead to increased motivation, highlighting a key limitation of short-term educational interventions. The findings support competency-based medical education frameworks, emphasizing the need for longitudinal, scaffolded research experiences to align training with sustainable health workforce needs.