Assessing research self-efficacy and attitudes among medical students: a quasi-experimental study evaluating the impact of a structured training program

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Publicado en:	BMC Medical Education vol. 25 (2025), p. 1-12
Autor principal:	Falola, Adebayo
Otros Autores:	Ogundipe, Toluwase Oluwajomiloju, Ibekwe, Jonas Paul, Esanju, Daniel, Altayib, Chukwuebuka Asogwalgees, Ketra Venesa Nandera, Boluwatife, David Elusiyan, Chijioke, David Mgbeobukwa, Miracle Ifeoluwani Abraham, Jolly Akor Thomas, Wojuade, Afeezah, Edward Ephraim Baka, Akinrayo Olufunbi Oyedele, Wahida Hamad Ali, Adebesin, Grace Oluwadarasimi
Publicado:	Springer Nature B.V.
Materias:	FAMSA Africa Author productivity Medical education Sampling techniques Curricula Training Intervention Questionnaires Medical students Consent Skills Research methodology Quasi-experimental methods Medical research Data collection Self-efficacy Attitudes Productivity Pretesting Positive Attitudes Critical Thinking Patients Sampling Research Training Research Skills Informed Consent Self Efficacy Medical Evaluation Program Descriptions Program Implementation Program Proposals Scientific Research Program Attitudes Data Analysis Proposal Writing Evidence Based Practice Educational Assessment Statistical Analysis
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Resumen:	BackgroundExposure of medical students to research improves their scientific output and future involvement in research. This is particularly important for Africa, where, despite the high disease burden, the continent contributes only 2% of the global research output. An important approach to address this is early introduction of students to research. This study aims to assess the effects of a training organized by the Federation of African Medical Students’ Associations, on self-efficacy and attitudes of medical students to research.MethodsA pre- and post-training cross-sectional survey of medical students who participated in the research training was conducted. Ethical approval and informed consent were obtained. Data was collected using pre-tested self-administered questionnaires, and was descriptively analyzed. The Clinical Research Appraisal Inventory-12 scale was used to investigate self-efficacy, and the Attitudes Towards Research scale was used to assess attitudinal changes. Mann–Whitney U test, and Independent Samples t-test were used to compare pre- and post- intervention scores.ResultsA total of 223 students from eleven African countries who registered for the training were enrolled. However, 152 completed the intervention. Age range was 15–40, with peak age being 21–25. Male to female ratio was 1:1.1. Majority (67%) of the participants were from Nigeria, and in their fourth year (27%). The scores of all six self-efficacy factors increased after the intervention with statistical significance. These included designing and collecting (27.3% to 57.0% p < 0.001); reporting, interpreting, and presenting (28.4% to 60.3% p < 0.001); conceptualizing and collaborating (32.7% to 63.2% p < 0.001); planning (31.8% to 60.7% p < 0.001); funding (21.3% to 53.7% p < 0.001); protecting (33.6% to 65.7% p < 0.001). Positive attitudes towards research increased significantly after the intervention with a mean score of 74.6% to 81.0% (p = 0.001), while negative attitudes decreased (48.9% to 42.9% p = 0.003).ConclusionStructured research training improves the self-efficacy and attitudes of students towards research, and thus should be incorporated into curricula. There is a need for longitudinal studies to further establish the long-term effects of early exposure of medical students to research.
ISSN:	1472-6920
DOI:	10.1186/s12909-025-07451-w
Fuente:	Healthcare Administration Database