ArticleInternational journal of emergency medicine2024
Impact of online expert interview-based research training on medical trainees' knowledge and confidence: a mixed-methods design.
Article in International journal of emergency medicine, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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Who cites it
2 citing papers in PubMed.
- Open-access RUSH protocol course improves knowledge and perceived confidence among healthcare learners.BMC medical education · 2025Article
- Lunch box and fruits as a simulator for teaching basic physics of ultrasound: A mixed research methods study.World journal of emergency surgery : WJES · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
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Abstract
backgroundResearch training is important for medical trainees, because it improves their critical thinking, problem-solving, and the application of scientific principles to clinical practice. The COVID-19 Pandemic, which limited trainees' access to hospitals, had also disrupted traditional research training. The International Emergency Medicine Education Project introduced the online Fundamentals of Research in Medicine course to support trainees. The course was designed as an expert interview. This format intended to foster a relaxed learning environment and promote experience sharing rather than transferring only factual information about research. This study assesses the course's effect on participants' perceived knowledge and confidence in research concepts.
methodsA prospective observational mixed-methods research was conducted through the International Emergency Medicine Education Project's online platform. Pre- and post-course surveys measured participants' perceived knowledge and confidence levels across 16 research-related topics. Quantitative survey data were analysed using the Wilcoxon Signed-Rank test, and qualitative feedback was evaluated to explore participants' experiences.
resultsA total of 272 participants enrolled in the course. 168 participants started, and 52 (19.2%) completed the pre- and post-surveys and the course completion exam. Medical students and interns, as well as participants from Africa and Asia, comprised the majority. Most participants were from India. 78.8% of the participants were from low-income or lower-middle-income countries. Participants' perceived knowledge and confidence significantly improved after completing the course, p < 0.001, with large effect sizes (-0.902 and - 0.819, respectively). Qualitative feedback highlighted the course's clarity, simplicity, and effectiveness of the informal interview format. Some participants suggested adding more visual aids and detailed explanations for complex topics.
conclusionsThe online course, designed as an interview format, effectively enhanced participants' perceived research knowledge and confidence. Future studies should incorporate objective measures of research skill acquisition from online courses and evaluate the long-term impact on participants' academic and professional development.
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