Improving Medical Students' Research Skills: An Observational Pilot Study on Confidence and Performance Through In-Course Assessments

Introduction Research skills account for a core part of competent medical practice to improve patient outcome. Studies have highlighted the significance of supporting students learning experience during a research skills course by stimulating a research-oriented mindset and offering timely feedback. In this observational pilot study, we aimed to evaluate the effectiveness of our research skills curriculum consisting of three in-course assessments (ICA), workshops and formative tutorials, on enhancing students’ confidence and performance in clinical research tasks. Method Students (n = 26) completed an anonymised end-of-module survey on their self-perceived confidence rating before and after interventions. We aimed to quantify the relationship between the effectiveness of our in-course interventions, comprising workshops and tutorials, and students’ confidence rating (CR) and research proficiency (formative and summative assessment scores) using Likert scales. Within each teaching block, we compared students’ CR before and after each intervention, as well as the formative and summative assessment scores in each ICA using difference tests. Results Statistically significant increases in self-perceived CR after each intervention were observed in all ICAs. For each ICA, students obtained a significant score increase between formative and summative assessment. There was a gradual increase in students’ CR during the three ICAs. Post-workshop and post-tutorial CR levels were always higher compared to before the sessions. Conclusion Medical students’ confidence and academic achievements in summative assessments were observed to improve throughout a research teaching module consisting of 3 ICAs.