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Univariate analysis of factors associated with student satisfaction. Note: P values were significant for scores comparing those who said yes from those who said no for all statements shown in the figure.
Source publication
Background
Research activities undertaken during University studies contribute to preparation of medical students for practice of evidence-based medicine. This study aimed to understand medical students’ experiences, perceived research skills development and satisfaction associated with completion of mandatory research projects.
Methods
An online...
Citations
... In addition, 56% registered undergraduate studies and 24% postgraduate studies. 80% of the documents (20 articles) applied instruments of their own elaboration; of these, 11 corresponded to instruments with more than 20 items (Ayala, 2020;Duche-Pérez & Paredes, 2022;Kaur, Hakim, Jeremy, Coorey, Kalman, Jenkin et al., 2023;Mendioroz, Napal & Peñalva, 2022;Nolazco-Labajos et al., 2022;Núñez, Yangaly, Huaita, Vásquez & Rivera, 2020;Núñez, 2019;Rojas-Hernández, Saborit-Carvajal, Castillo-Mateu, Martínez-Brito, Cid-Rodríguez & Pérez-Quiñones, 2021;Romero, Alfonso, Álvarez & Latorre, 2022;Rueda, Torres & Córdova, 2022;Veytia, Gómez & Morales, 2019) and two short instruments, the first with nine items (Vera-Rivero, Chirino-Sánchez, Ferrer-Orozco, Blanco-Barbeito, Amechazurra-Oliva, Machado-Caraballo et al., 2021) and the second with six (Guerra, Reynosa, Durand, Acero, Florez, Callata et al., 2023). Similarly, five out of 25 studies (20%) registered existing instruments, Díaz and Cardoza (2021) used the Research Skills Self-Assessment Scale (EAHI), Ocaña-Fernández et al. (2022) applied the Investigative Skills Scale, Vitor, Zavaleta, Bryson and Córdova (2023) applied the Research Competence Assessment Scale, Ipanaqué-Zapata, Figueroa-Quiñones, Bazalar-Palacios, Arhuis-Inca, Quiñones-Negrete and Villarreal-Zegarra (2023) applied the research skills self-perception instrument, and Torres, Cosi and Peña (2019) applied the Skills Questionnaire Research. ...
... The proportion of students with a high level of research competencies reaches an average of 47%, which is consistent with previous research that indicates that a significant part of university students develop advanced research skills (Alfonso et al., 2021;Ilyashenko, 2019;Kaur et al., 2023;Núñez et al., 2020;Oseda et al., 2021;Vera-Rivero et al., 2021;Vitor et al., 2023). However, about 50% have a medium level, and approximately a third show deficiencies, which underscores the need for improvement strategies based not only on theoretical knowledge but also on applied research (Confraria & Vargas, 2019;Falavigna, Filho, Avila, Guyot, Gonzáles & Riew, 2015;Vicente, Triana & Vasquez, 2021). ...
The objective of the study was to systematize research on research competencies in scientific literature among university students. The methodological design used was a theoretical and systematic review. The search explored four databases following the PRISMA statement (Scopus, Web of Science, PubMed, and SciELO), and 2999 articles were found, of which, after the eligibility criteria, 25 were systematized. The results indicate that we worked with a sample of 6002 students, mostly women, who belonged 56% undergraduate and 24% postgraduate. Similarly, it was observed that about 47% of the students demonstrated a high level of research competencies, while about 50% showed a moderately developed level. It has also been revealed that there are variables related to research skills, such as social factors, digital skills, attitude toward research, motivational factors, and teaching strategies. Based on these findings, three dimensions (cognitive, attitudinal, and technological) were established with their respective indicators for the measurement of these competencies. In this sense, valuable information is provided to improve research training and practice in higher education, highlighting the importance of addressing specific aspects to promote a better development of research skills in students.
... Estudios previos han evidenciado una falta de homogeneidad en el incremento de estas competencias a nivel mundial; en Ucrania, por ejemplo, el desarrollo de las CI alcanza solo el 52.8% (Romaniuk et al., 2023), mientras que en España y México los niveles en posgrado son considerados entre el 60 y 70% insuficientes (Cardoso & Cerecedo, 2019;Mendioroz et al., 2022). En contraste, Rusia y Australia registran tasas superiores al 60% y 84% respectivamente (Ilyashenko, 2019;Kaur et al., 2023). Estas variaciones reflejan una posible influencia de factores contextuales y sugieren que, además de las CI, las actitudes desempeñan un rol esencial en la motivación de los estudiantes para participar en actividades científicas (Alsabaani Eset al., 2023;Díaz & Cardoza, 2021;Vitor et al., 2023). ...
Introducción: La calidad de educación superior está estrechamente vinculada con la capacidad de los estudiantes de hacer ciencia en todos los niveles y participar en proyectos de investigación. Objetivo: El estudio presentó como objetivo determinar la capacidad de predicción de las competencias y actitudes sobre la motivación investigativa en estudiantes universitarios. Metodología: Esta investigación abordó un diseño predictivo, transversal y no experimental, participaron 484 estudiantes entre 18 y 57 años (M =22.40; DE = 6.07), el 62.6% fueron mujeres, 86% fueron de pregrado y 88.8% de universidades privadas. Resultados: Se realizó el análisis de la estructura factorial de los instrumentos como procedimiento inicial y los resultados revelaron que el modelo explicativo tuvo índices de ajustes aceptables χ2 (7) = 17.5, ρ = <.001, RMSEA = .056, SRMR = .031, CFI = .979; además, se evidencia que existe relación significativa entre las variables y dimensiones (ρ < .050). Se confirmaron las hipótesis sobre el efecto en la motivación investigativa de las competencias, b = .13, p = .010, y de las actitudes, b = .69, p < .001. Discusión: A partir de estos datos las universidades deben fortalecer los programas de participación en investigación de los estudiantes universitarios enfocadas en la obtención de competencias. Conclusiones: Se concluye que las competencias y actitudes predicen la motivación por la investigación y explican 56% de su variabilidad.
... The International Association for Health Professions Education (AMEE) recommends a combination of coursework and independent research or scholarly projects [2]. In Australia, most medical programs mandate scholarly projects [8][9][10][11], whereas in the United States, the Liaison Committee on Medical Education (LCME) sets accreditation standards emphasizing research integration within medical curricula [12]. Programs in Sweden and the UK report improved student engagement, academic skills, and research interest through mandatory or intercalated research training [13]. ...
... These skills add significant value to project programs and are highly desirable in our graduating medical students. Students with research experience report increased confidence and are more likely to pursue future research opportunities and academic careers [4,5,9,44,45]. ...
Background
Research training is vital to medical education, providing students with essential skills for their future evidence-based practice. Most medical programs worldwide include opportunities for students to implement projects. However, gaps remain in understanding how research training is delivered, integrated and assessed with project completion, and little data exists on the range of project types and topics. This study aims to document research training curricula across Australian and New Zealand medical schools and explore the types of projects undertaken by students.
Methods
An online survey of the 23 Australian and New Zealand medical school research training programs was undertaken. The survey recorded details about research training curriculum, project types and topics investigated. The titles of medical student projects completed in 2023 were collected and categorised using standard Australian Bureau of Statistics field of research codes and national health priority areas. Data were analysed using descriptive statistics.
Results
Eighteen medical programs responded to the survey (18/23, 78%). The survey responses identified various designs for research training curriculum, including coursework only, and combinations of coursework and different project options. Projects were mandatory in half the programs. Some programs facilitated an Honours year or intercalated higher degree by research. Projects were either integrated into coursework or stand alone, with 78% providing scheduled time to conduct the projects. The titles of 2024 medical student projects completed in 2023 were provided by 17 of the 18 participating medical schools. The research areas covered were broad, with most focusing on biomedical and clinical sciences (69%) or health sciences (20%). Additionally, 34% of the projects addressed Australian National Health Priority areas, with cancer control (28%) and mental health (26%) the most common topics.
Conclusions
This study provides a comprehensive overview of the current approaches to research training across medical programs in Australia and New Zealand. It highlights the diverse approaches to this aspect of medical education curriculum and the range of project types and topics undertaken by medical students. The findings provide valuable insights for medical curriculum developers and policymakers and can be used to inform research training practices and outcomes.
... Unlike standardized assessments, PBL encourages independent inquiry and personalized contributions, resulting in a broader range of outcomes [6]. Despite this variability, the overall gains highlight PBL's strength in fostering critical thinking and student autonomykey attributes for future medical professionals and researchers [12,19,20]. Unlike studies that raised concerns about the variability of PBL effectiveness across different student groups [21], our findings indicate that structured mentorship and a welldesigned PBL framework can ensure consistent academic benefits. ...
Background and Aims
Traditional teaching methods in medical education often fail to engage students or foster critical research skills required for evidence‐based medicine. Project‐based learning (PBL) is widely recognized for promoting active learning and improving academic performance, although its application in research‐focused medical courses remains underexplored, especially in low‐resource settings. This study aimed to evaluate the effectiveness of PBL in enhancing academic performance and originality compared to traditional literature review‐based assessments.
Methods
A quasi‐experimental study was conducted between March 11, 2024 and May 31, 2024, with 179 twelfth‐semester medical students divided into two groups: the experimental group (PBL approach, n = 108) and the control group (literature review‐based approach, n = 71). Students in the PBL group completed the full research cycle, including topic selection, data collection, analysis, research paper formulation, while the control group focused on synthesizing existing literature. Academic performance (course grades) and originality (Turnitin similarity percentage) were measured. Data were analyzed using descriptive statistics and independent samples t‐tests, with a significance threshold of p < 0.01.
Results
The PBL group demonstrated significantly higher academic performance (mean: 82.5, median: 85) compared to the control group (mean: 66.5, median: 63.75; t(177) = −20.53, p < 0.01). Similarly, originality improved significantly in the PBL group, with lower similarity scores (mean: 4.17%, median: 4.5%) than the control group (mean: 12.62%, median: 13%, t(177) = 13.74, p < 0.01). Variability in academic performance was slightly higher in the PBL group (standard deviation: 5.80 vs. 4.81), reflecting the individualized nature of PBL.
Conclusion
This study confirms that PBL significantly enhances academic performance and fosters originality among medical students, particularly in research‐focused courses. The findings underscore the potential of PBL as a transformative approach to medical education, addressing gaps in traditional methods while aligning with global trends in evidence‐based practice and academic integrity. PBL is recommended as an adaptable and effective strategy, especially in resource‐limited educational settings.
... 3 / 18 advancement of research skills program (Tajuria et al., 2024), student research programs (Asghar et al., 2023;Galvez et al., 2024;Kaur et al., 2023), through learning experiences mediated by Education 4.0 application technology (George-Reyes et al., 2023), using the systematic literature review method (Ryan et al., 2023). However, no studies have been found related to the application of RBL model stages combined with TBL stages to empower students' research skills. ...
... Several previous studies have discussed the role of RBL in the subjects of chemistry (Nogales-Delgado et al., 2022;Pernaa et al., 2022), mathematics (Suntusia et al., 2019), medicine (Kaur et al., 2023;Walkington & Ommering, 2022), social sciences (Wessels et al., 2021), natural sciences (Khumraksa & Burachat, 2022), biotechnology (Alvarez et al., 2022), physics (states of matter and change), political science (Anson, 2020), Geografi (Ryan et al., 2023), biology (Hegde & Karunasagar, 2021), microbiology and virology (Veses et al., 2020;Zhang & Ranadheera, 2023), health (Galvez et al., 2024;Tajuria et al., 2024), engineering (Martín-Garin et al., 2021;Siddiquee et al., 2023). However, research using the stages of the learning model with the essence of integrating RBL with collaborative learning in improving students' research skills in environmental science is quite limited. ...
Research skills are required in studying environmental science because many environmental problems require analytical skills to find effective solutions. However, students’ research skills remain insufficient and need to be strengthened. This study investigates whether the research team-based learning (RTBL) model effectively develops students’ research skills in environmental science courses. This study used a sequential explanatory mixed method approach. A total of 119 students taking environmental science courses spread across 3 experimental classes, namely RTBL, research-based learning (RBL), and team-based learning (TBL) were included in this study. The research data were gathered using research skill questionnaires, research reports, and semi-structured interviews. This study’s findings show that the RTBL model is superior compared to the RBL and TBL models in strengthening students’ research skills in environmental science courses. The RTBL model can be utilized as an alternative effective learning model that assists students improve their research skills in environmental science courses.
... The need to develop research skills was recognized at the universities in developed countries, therefore research courses and projects are integral parts of the curriculum (2). These programs offer structured research activities with support systems, along with extracurricular research opportunities (3,4). Active measures are being taken to incentivize medical graduates to pursue these roles at clinical-academic career paths (5,6) Unfortunately, research is not highly prioritized in developing countries, and its importance is not sufficiently emphasized (7). ...
Aim The position of science and scientific research in Bosnia and Herzegovina (B&H) is unfavourable. University education lacks research programs, hindering students from developing critical evaluation skills.
Methods This cross-sectional study examined knowledge, attitudes, experience and perceived barriers towards scientific research among biomedical students and recent graduates at the University of Sarajevo in B&H. A self-reporting questionnaire was distributed via social networks and among students from all years of the Medical, Dentistry, Pharmaceutical faculties, the Faculty of Health Sciences, and the Faculty of Science, as well as recent graduates.
Results The survey was completed by 243 participants. The mean knowledge score of 4.3/11 was noticed; 216 (96%) believed research was necessary for healthcare improvement. Although 147 participants (65.3%) attended courses on research methodology, only 63 (28%) engaged in scientific research at their faculties. Only 5 (8.5%) employed graduates participated in research at their jobs. Almost half, 99 (44%) participants consulted scientific papers only upon recommendation. The majority of participants, 199 (82.2%), reported they experienced barriers to conducting research in B&H.
Conclusion Biomedical students and graduates demonstrated limited research knowledge, but had positive attitudes and acknowledged significant barriers. Improved faculty curricula in research areas and more opportunities are needed.
... This skill also involves finding answers to questions or solutions to a problem by gathering information (Maddens et al., 2021;Nurlaelah et al., 2020). Research skills are one of the competencies and abilities students need to develop to conduct quality research in academic activities (Kaur et al., 2023;Maddens et al., 2021). Developing research skills is essential to strengthen understanding of biological concepts and produce quality research (Kang et al., 2022;Kwangmuang et al., 2021). ...
... In addition, teachers can train students' research skills by implementing various teaching strategies, one of which is project-based learning, which requires students to explore, assess, interpret, synthesize, and provide information to produce various learning outcomes. (Kaur et al., 2023;Salybekova et al., 2021). Another study focused on the influence of project-based learning on graduate students' research proposal writing skills, showing significant improvements in scientific research skills (Breman et al., 2021;Khalaf & Alshammari, 2023). ...
This research was motivated by the low level of research skills among students. At the same time, this skill is one of the competencies needed for academic and career success. This study aims to empower students' research skills using bioinformatics data-based modules, especially on Phanerogamae diversity. This study used mixed methods with an exploratory sequential design. The subjects involved in this study were 101 biology education students. Data was collected through interviews, document analysis, open-ended questions, and questionnaires. Data analysis used descriptive, paired sample T-test and N-Gain score. The results showed that the module proved feasible to use in lectures based on the assessment by material experts, media experts, and course practitioner lecturers. The developed module proved effective in empowering students' research skills with a significant difference between pre-test and post-test scores, and student responses to the module were positive. This study implies that the developed module can be an innovative teaching material in lectures to attract student interest in learning and accommodate research skills training.
... Esta última dimensión consiste en el conocimiento de las teorías, de las metodologías existentes, de hallazgos previos y demás. Para efectos de la presente investigación se han definido las siguientes competencias e indicadores, como se detalla en la Tabla 1. Se han encontrado varias publicaciones sobre percepción de competencias investigativas de estudiantes de educación superior en diferentes contextos educativos que arrojan resultados diversos, a las cuales se hará referencia en la discusión (Kaur et al., 2023;Ciraso-Calí et al., 2022;González & Ostrovsky, 2020;Cardoso & Cerecedo, 2019;Ávalos Dávila & Sevillano García, 2018;Assaff & Aburezeq, 2018;Rubio et al., 2017;Coronado Medina, 2018). ...
... Por su parte, Prosekov et al. (2020) menciona que los participantes consideraron no haber adquirido ni el conocimiento ni las destrezas para realizar investigaciones. Kaur et al. (2023) en esta misma línea, encontraron que 16% de los participantes en su estudio llevado a cabo en Australia no se consideraron capaces de realizar investigaciones aún después de haber finalizado sus tesis de grado. Esto concuerda con los resultados obtenidos por Vega Umaña & Barrantes Aguilar (2022) en una universidad privada de Costa Rica con estudiantes de licenciatura en 2021. ...
El fomento de habilidades investigativas emerge como un desafío relevante dentro de la actual esfera académica. La presente investigación tiene como objetivo recabar las percepciones de estudiantes de pregrado de la carrera de enseñanza del inglés en una institución universitaria de carácter privado ubicada en San José, Costa Rica, con el propósito de evaluar la presencia de una cultura investigativa en dicho entorno. Con la finalidad de lograr este cometido, se han establecido ocho dimensiones pertinentes vinculadas a las competencias requeridas para llevar a cabo investigaciones. A partir de estas, se ha diseñado un cuestionario que, de manera voluntaria, fue completado por 25 participantes que cursan el programa de licenciatura y 74 que se encuentran inscritos en el programa de bachillerato. Las áreas objeto de análisis comprenden: la valoración atribuida a la investigación, el rol desempeñado por la institución en la promoción de actividades investigativas y la autoevaluación en cuanto a las dimensiones previamente mencionadas. Los resultados obtenidos denotan una percepción notablemente positiva y un sentimiento de satisfacción entre los participantes. No obstante, se han identificado áreas que presentan deficiencias en este ámbito, tales como el análisis de datos, la formulación de problemas de investigación y la elaboración de conclusiones.
... Esta última dimensión consiste en el conocimiento de las teorías, de las metodologías existentes, de hallazgos previos y demás. Para efectos de la presente investigación se han definido las siguientes competencias e indicadores, como se detalla en la Tabla 1. Se han encontrado varias publicaciones sobre percepción de competencias investigativas de estudiantes de educación superior en diferentes contextos educativos que arrojan resultados diversos, a las cuales se hará referencia en la discusión (Kaur et al., 2023;Ciraso-Calí et al., 2022;González & Ostrovsky, 2020;Cardoso & Cerecedo, 2019;Ávalos Dávila & Sevillano García, 2018;Assaff & Aburezeq, 2018;Rubio et al., 2017;Coronado Medina, 2018). ...
... Por su parte, Prosekov et al. (2020) menciona que los participantes consideraron no haber adquirido ni el conocimiento ni las destrezas para realizar investigaciones. Kaur et al. (2023) en esta misma línea, encontraron que 16% de los participantes en su estudio llevado a cabo en Australia no se consideraron capaces de realizar investigaciones aún después de haber finalizado sus tesis de grado. Esto concuerda con los resultados obtenidos por Vega Umaña & Barrantes Aguilar (2022) en una universidad privada de Costa Rica con estudiantes de licenciatura en 2021. ...
El fomento de habilidades investigativas emerge como un desafío relevante dentro de la actual esfera académica. La presente investigación tiene como objetivo recabar las percepciones de estudiantes de pregrado de la carrera de enseñanza del inglés en una institución universitaria de carácter privado ubicada en San José, Costa Rica, con el propósito de evaluar la presencia de una cultura investigativa en dicho entorno. Con la finalidad de lograr este cometido, se han establecido ocho dimensiones pertinentes vinculadas a las competencias requeridas para llevar a cabo investigaciones. A partir de estas, se ha diseñado un cuestionario que, de manera voluntaria, fue completado por 25 participantes que cursan el programa de licenciatura y 74 que se encuentran inscritos en el programa de bachillerato. Las áreas objeto de análisis comprenden: la valoración atribuida a la investigación, el rol desempeñado por la institución en la promoción de actividades investigativas y la autoevaluación en cuanto a las dimensiones previamente mencionadas. Los resultados obtenidos denotan una percepción notablemente positiva y un sentimiento de satisfacción entre los participantes. No obstante, se han identificado áreas que presentan deficiencias en este ámbito, tales como el análisis de datos, la formulación de problemas de investigación y la elaboración de conclusiones.
... To form professional competencies, the leading role is played by educational practice and the formation of research skills [9][10]. The purpose of the training practice for obtaining primary skills and skills is: formation of professional skills from students, acquisition of initial practical experience in the main types of professional activities for the subsequent development of general professional and professional competencies in a selected specialty; creation of conditions for conscious selection by junior students of the direction of their further specialized training; introducing students to the social environment of medical institutions; formation of the ability of students to work independently and as part of a team, readiness for cooperation, decision-making; preparing the student to independently carry out research activities in the relevant field of professional activity. ...
... An analysis of the literature showed that a significant number of studies are devoted to the problem of forming students' research skills in terms of studying various disciplines at the university: formation of research skills in the process of studying physics, chemistry and other natural science disciplines [14,15]; features of the formation of research skills in the process of studying the liberal arts; study of clinical disciplines in terms of the formation of research skills [8,9]. ...
See the retraction notice BIO Web of Conferences 84, 00001 (2024), https://doi.org/10.1051/bioconf/20248400001
