Impact of an Extracurricular Research Course on Medical Students: A Quasi-Experimental Study.

Abstract

Introduction: Research is a fundamental component for advancing healthcare and medical knowledge. It enhances students' ability to practice evidence-based care in clinical practice. Despite the recognized benefits, barriers such as lack of time, skills, funding, and guidance impede students' involvement in research. This study aims to evaluate the effectiveness and impact of conducting a specialised extracurricular research course designed for medical students at King Faisal University.

Patients and methods: A quasi-experimental study utilized a pretest-posttest design, including a control group. Participants were second-to-sixth-year medical students, divided into an intervention group and a control group. The intervention group participated in a comprehensive research course over eight months. A pretest-posttest self-administered questionnaire was given at the beginning and end of the course to assess research knowledge and attitudes. The control group completed the same at equivalent time points.

Results: The paired sample t-test demonstrated significant improvements in pre- and post-test scores for research knowledge among students who attended more than 50% of the course (p = 0.009). Similarly, students who attended less than or equal to 50% of the course content also showed significant gains in research knowledge (p = 0.005). However, the comparison between the intervention and control groups did not show a significant difference (p = 0.160).

Conclusion: This study highlights the effectiveness of a structured research training program in enhancing medical students' research knowledge and attitudes. The findings advocate for integrating formal research training into medical curricula to prepare future healthcare professionals for evidence-based practice and sustained research engagement. Despite limitations such as non-randomized assignments and a single-institution focus, the study underscores the transformative impact of systematic research education on medical students' professional development.