Impact of a Student-Led Research Methodology Course on Self-Perceived Research Competencies: A Quasi-experimental...

Undergraduate research training improves critical thinking, although barriers related to mentorship and time persist. This study evaluated changes in self-perceived research competencies after a free extracurricular student-led research methodology course combining lectures, practical workshops, and mentorship.

A single-group quasi-experimental study with a retrospective pretest-posttest design was conducted among medical students after completion of this 13-session, 30-hour extracurricular course. Descriptive statistics were used to summarize outcomes; pre- and post-course self-perceived competencies were compared using the Wilcoxon signed-rank test; grades were modeled according to attendance using linear regression; and perceived barriers were explored.

Among 59 participants (mean age 23.7 ± 1.58 years; 36, 61.0%, women), those feeling well or very well prepared increased from 8 (13.6%) to 37 (62.7%). Attendance was positively associated with grade (r = 0.4716; β = +2.39 points per session attended; R² = 22.2%; P = 0.00016). The Wilcoxon test showed a significant difference (statistic = 0.0; P < 0.000001).

A structured student-led course was associated with higher self-perceived research competencies and better academic performance. Incorporating mentorship and practical sessions is recommended to strengthen outcomes and support implementation in other faculties.