Impact of a Focused Thesis Writing Workshop on Knowledge and Confidence of Medical Postgraduate Students: A...

The National Medical Commission (NMC) of India requires medical postgraduate students to conduct research in the form of a thesis or dissertation. However, students often face challenges throughout the process, including topic selection, protocol approval, data collection, and thesis writing. This study aimed to assess the effectiveness of a 1-day focused thesis writing workshop in improving the knowledge and confidence of medical postgraduate students.

A cross-sectional mixed-methods study was conducted involving 68 postgraduate students from various medical disciplines who participated in a thesis writing workshop. Participants were administered pre- and post-test questionnaires to assess their knowledge of key thesis writing components, including literature review, results, discussion, and conclusion. The workshop included interactive sessions on each of these topics. Descriptive and inferential statistics were used to analyze the results, and qualitative feedback was gathered to assess participant satisfaction and perceived improvements in confidence.

The pre- and post-test scores showed a significant improvement in knowledge, particularly in the areas of literature review, results, and discussion (p < 0.05). However, the improvement in knowledge regarding thesis conclusions was not statistically significant. Feedback from participants indicated high satisfaction with the workshop, with 85% reporting increased confidence in their thesis writing skills. The majority of students (78%) found the workshop relevant and helpful in enhancing their understanding of thesis writing.

A focused, 1-day workshop significantly improved the knowledge and confidence of medical postgraduate students in thesis writing. This suggests that such workshops can be an effective intervention to support postgraduate students in completing their research. The study advocates for the integration of similar workshops into postgraduate curricula. Further research with larger, multicenter studies is needed to evaluate the long-term impact and feasibility of institutionalizing such programs.