Authors
Roberto Sáenz, David Cedeno-De Leon, Paula Palacios-Zimmermann, Pablo Vega-Medina, Americo Rengifo, Kathiuska Bucktron, Lorena Noriega-Aguirre
Published in
Cureus. Volume 18. Issue 7. Pages e112679. Epub Jul 14, 2026.
Abstract
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.
PMID:
42602002
Bibliographic data and abstract were imported from PubMed on 15 Aug 2026.
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