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 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. We also performed univariate correlation tests between CR or student engagement and formative or summative ICA scores. 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. In ICA1, the formative score was positively correlated with pre-tutorial CR. Performance in the ICA 2 formative assessment was positively linked with pre-workshop CR. In ICA 3, the pre-abstract workshop CR was positively associated with formative lay summary and scientific abstract scores. Conclusion Here we demonstrate the effectiveness of educational interventions within a research skills teaching module in improving medical students’ confidence and academic achievements in summative assessments.
Zhang et al. (Mon,) studied this question.