Early neurosurgical research training in low-resource settings: a proposed competency-based framework from interest to first manuscript

Background Early participation in neurosurgical research can help medical students and young physicians develop methodological literacy, scientific writing skills, critical appraisal, and long-term academic engagement. However, in many low-resource settings, entry into neurosurgical research remains informal, mentor-dependent, and poorly structured. Objective To propose a practical, competency-based framework for early neurosurgical research training, guiding beginners from initial interest to a first manuscript. Methods We developed a narrative, literature-informed framework drawing on global neurosurgery, medical education, mentorship, research capacity building, authorship transparency, and reporting guidelines. The model was organized around sequential competencies, tangible deliverables, and mentor checkpoints. It was not developed through a systematic review, formal consensus process, or curriculum validation study. Results The proposed framework comprises a staged pathway built around seven core deliverables: a structured research question, one-page concept note, protocol, ethics and data protection plan, data collection or search tool, analysis plan, and guideline-based manuscript draft. It also describes beginner-appropriate study designs, layered mentorship roles, authorship transparency practices, and candidate indicators for future evaluation in low-resource settings. Conclusion This proposed pathway offers a testable organizational approach for early neurosurgical research training. Its effects on trainee competencies, project completion, authorship equity, and institutional research capacity remain hypothetical and require prospective evaluation.