Strengthening Research Orientation among Undergraduate Medical Students Through an Indian Council of Medical Research-sponsored Research Methodology Workshop

Abstract

Background:

Research competence is an essential attribute of a contemporary medical graduate, but structured research training remains inconsistent across Indian medical institutions.

Objective:

To evaluate a three-day Indian Council of Medical Research-sponsored Basic Research Methodology Workshop using Kirkpatrick’s four-level framework.

Methods:

A single-group pre-post educational intervention study was conducted at Government Medical College, Akola, from October 17 to 19, 2024. Thirty-three undergraduate medical students completed pre- and post-workshop knowledge assessments (20-item questionnaire) and a structured feedback questionnaire. Scores were compared using the paired t-test.

Results:

Knowledge scores increased significantly from 8.87 ± 2.93 before the workshop to 14.43 ± 3.01 after it (paired t-test, P < 0.001). Participants reported high satisfaction with the interactive lectures, hands-on sessions, literature searching, reference management, and group activities. Following the workshop, 23 of 33 participants (69.7%) submitted proposals to the ICMR Short-Term Studentship programme, and one participant subsequently published a peer-reviewed manuscript.

Conclusion:

Structured workshops combined with practical training and mentorship may strengthen undergraduate research orientation.

INTRODUCTION

Research competence is an essential attribute of a contemporary medical graduate and forms the foundation of evidence-based clinical practice. Undergraduate exposure to research methodology enhances critical thinking, scientific reasoning, and the ability to appraise medical literature. Participation in research activities has also been associated with improved academic development and increased engagement in scholarly pursuits among medical students.[1]

Despite growing recognition of its importance, structured opportunities for undergraduate research training remain inconsistent across medical institutions. In India, undergraduate medical education has traditionally emphasized clinical learning, while research methodology is often perceived as complex and postgraduate-oriented. Consequently, many medical students demonstrate positive attitudes toward research but report inadequate methodological training, mentorship, and confidence to undertake research independently.[2] These challenges may limit participation in research initiatives and hinder the development of future clinician-scientists.

To address this gap, the Indian Council of Medical Research (ICMR) has introduced several initiatives, including the Short-Term Studentship (STS) program and sponsored research methodology workshops aimed at strengthening research capacity among undergraduate medical students.[3] However, evidence regarding the effectiveness of such training programs in improving research competencies and promoting subsequent research engagement remains limited.

Therefore, the present study evaluated the effectiveness of a three-day ICMR-sponsored Basic Research Methodology Workshop for undergraduate medical students using Kirkpatrick’s evaluation framework, assessing participant reaction, learning outcomes, subsequent research behavior, and early scholarly achievements.[4]

METHODS

A single-group pre-post educational intervention study was conducted during a three-day ICMR-sponsored Basic Research Methodology Workshop hosted at Government Medical College, Akola, Maharashtra, from October 17 to 19, 2024. The workshop was open to undergraduate Bachelor of Medicine and Bachelor of Surgery (MBBS) students from medical colleges across India. Participants voluntarily registered for the workshop through institutional advertisement. Thirty-three students enrolled, completed all workshop sessions, and were included in the analysis. Written informed consent was obtained before participation.

The workshop curriculum focused on competencies relevant to undergraduate research, including the formulation of research questions, an overview of study designs, the basics of biostatistics, research ethics, literature searches using PubMed, reference management, and scientific writing. Teaching-learning methods included interactive lectures, group discussions, and hands-on practical sessions. Sessions were delivered face-to-face over three consecutive days by Community Medicine faculty members and invited ICMR scientists with expertise in research methodology.

Knowledge gain was assessed using a 20-item structured pre- and post-test questionnaire developed according to the workshop learning objectives. The questionnaire was reviewed by experienced faculty members to establish content validity. Participant satisfaction and perceived confidence were assessed using a structured Google Forms questionnaire with a five-point Likert scale and open-ended questions. All 33 enrolled participants attended the complete three-day program, completed both pre- and post-workshop assessments, and were included in the final analysis. No participants were lost to follow-up during the workshop.

Workshop outcomes were interpreted using Kirkpatrick’s evaluation framework.[4] Participant satisfaction represented Level 1 (Reaction), improvement in pre- and post-test scores represented Level 2 (Learning), submission of proposals under the ICMR STS program represented Level 3 (Behavior), and subsequent scholarly output represented Level 4 (Results). Pre- and post-test knowledge scores were compared using the paired t-test. A P value of less than 0.05 was considered statistically significant. The study was approved by the Institutional Ethics Committee, Government Medical College, Akola (IEC No. 234/2024). The study is reported in accordance with the Transparent Reporting of Evaluations with Nonrandomized Designs (TREND) Statement for non-randomized evaluations, and the educational intervention is described following the Guideline for Reporting Evidence-based practice Educational interventions and Teaching (GREET) reporting recommendations reporting recommendations.

RESULT

A total of 33 undergraduate MBBS students from medical colleges across different states of India completed the three-day ICMR-sponsored Basic Research Methodology Workshop and were included in the analysis. Of these, 18 (54.5%) were male, and 15 (45.5%) were female. Participants included 12 (36.4%) second MBBS students, 13 (39.4%) third MBBS Part I students, and 8 (24.2%) third MBBS Part II students. All enrolled participants completed the workshop and both the pre- and post-intervention assessments. The mean knowledge score improved significantly from 8.87 ± 2.93 in the pre-test to 14.43 ± 3.01 in the post-test (paired t-test, P < 0.001), demonstrating a significant gain in research methodology knowledge.

Participants reported high overall satisfaction with the workshop. Feedback indicated that the interactive teaching approach, hands-on practical sessions, literature searching using PubMed, reference management with Zotero, and group activities were particularly useful. Most participants perceived an appropriate balance between theoretical and practical sessions and expressed increased confidence in understanding research concepts and planning undergraduate research projects. Following the workshop, 23 (69.7%) participants submitted research proposals under the ICMR STS program. In addition, one participant subsequently published a manuscript in a peer-reviewed journal, representing an early scholarly outcome of the training.

The workshop demonstrated favorable outcomes across all four levels of Kirkpatrick’s evaluation framework, including high participant satisfaction, significant improvement in knowledge, subsequent engagement in undergraduate research, and early scholarly output [Table 1].

Table 1.

Outcomes of the workshop according to Kirkpatrick’s evaluation framework

Kirkpatrick level		Outcome		Findings
Level 1 (Reaction)		Participant satisfaction		High satisfaction with workshop content, teaching methods, and practical sessions
Level 2 (Learning)		Knowledge gain		Pre-test: 8.87±2.93; post-test: 14.43±3.01; P<0.001
Level 3 (Behavior)		Research engagement		23/33 (69.7%) submitted ICMR-STS proposals
Level 4 (Results)		Scholarly achievement		One participant published a peer-reviewed manuscript

ICMR: Indian Council of Medical Research; STS: Short-Term Studentship

DISCUSSION

The ICMR-sponsored research methodology workshop significantly improved undergraduate research knowledge. Evaluation using Kirkpatrick’s framework demonstrated favorable outcomes in participant reaction, learning, behavior, and early scholarly results. Participants expressed high satisfaction with the workshop, and many subsequently submitted research proposals under the ICMR STS program, demonstrating early application of the knowledge and skills acquired during the training.

Our findings are consistent with previous Indian studies showing that structured research methodology training improves research knowledge, confidence, and orientation among undergraduate medical students. Unnikrishnan et al.[5] reported sustained improvements in student research engagement following long-term integration of research into the undergraduate curriculum. Similarly, Sidhu et al.[6] demonstrated that a structured and validated research skills module significantly enhanced research competencies among medical undergraduates. Studies by Narayan et al. and the student-led Association for Support and Propagation of Innovation, Research and Education (A.S.P.I.R.E.) initiative further identified inadequate mentorship, limited methodological training, and insufficient institutional support as major barriers to undergraduate research while highlighting the importance of practical, mentorship-based learning.[7,8,9]

Unlike most previously reported institution-based programs, our workshop enrolled undergraduate students from medical colleges across different states of India, facilitating peer learning and exchange of diverse academic experiences. The interactive teaching methods, hands-on practical sessions, and close faculty mentorship may have contributed to the favorable outcomes. Importantly, the impact of the workshop extended beyond immediate knowledge gain. Nearly 70% of participants subsequently submitted ICMR-STS research proposals, and one participant published a peer-reviewed article. Although causality cannot be established, these findings suggest that structured research training combined with faculty mentorship may promote early research engagement among undergraduate medical students.

The workshop also complements the Competency-Based Medical Education (CBME) curriculum introduced by the National Medical Commission by strengthening competencies related to research methodology, critical appraisal, and evidence-based practice.[9] The need to integrate research into the undergraduate medical curriculum has also been emphasized to overcome existing training gaps and strengthen evidence-based practice.[10] However, the study was limited by its small sample size, absence of a control group, and relatively short follow-up. Larger multicentric studies with longer follow-up are needed to evaluate the long-term impact of such educational interventions on research productivity and career development.

Authors’ contributions

• Conceptualization: Kawalkar UG, Talapalliwar M, Aggarwal S

• Methodology: Kawalkar UG, Talapalliwar M, Aggarwal S

• Investigation: Kawalkar UG, Talapalliwar M

• Formal analysis: Kawalkar UG, Talapalliwar M

• Writing – original draft: Kawalkar UG

• Writing – review and editing: Kawalkar UG, Talapalliwar M, Aggarwal S

• Supervision: Talapalliwar M, Aggarwal S

• Guarantor: Kawalkar UG.

Ethical approval/Institutional Review Board approval

The activity was conducted as a routine educational workshop. Ethical approval was sought from the Institutional Ethics Committee (IEC), Government Medical College, Akola (IEC no. 234/2024).

Conflicts of interest

There are no conflicts of interest.

Funding Statement

This work was supported by the Indian Council of Medical Research (ICMR), Department of Health Research, Government of India.