Student-Led Initiative Inculcates Research Mindset In Undergraduate Medical Students: A Pilot Study

Abstract

Background: Research competency is an essential trait of an Indian Medical Graduate, yet structured research training is underexplored in the MBBS curriculum. Students face immense academic load, hectic schedules and a lack of mentorship, resulting in poor research mindset and participation despite interest. Therefore, a peer-led student research club was launched at a rural Indian Medical College to sensitise medical students and improve research skills.

Hypothesis: Peer-led interactive sessions inculcate a research mindset among undergraduate medical students
Materials & Methods: Four MBBS students having research experience designed and implemented a five-session peer-led voluntary course over three months under the mentorship of a faculty, including interactive teaching, discussions, hands-on tasks and self-directed assignments. Pre- and post-session questionnaires, the Attitude towards Research Scale and open-ended feedback were used for evaluation.
Results: 39 students initially enrolled, with 16 completing at least 80% sessions and assignments. The mean Attitude towards Research Scale increased from 168.30 to 339.23, reflecting a 101.56% increase in attitude. Qualitative feedback indicated improved confidence in reading scientific literature, framing research questions, and understanding methodology. Challenges reported were difficulties in finalizing research topics, need for mentorship and limited structural thinking. The session satisfaction scores ranged between 4.3-4.65.

Conclusion: Structured, peer-led pedagogical interventions with principles of cognitive engagement can significantly enhance research orientation among students. This model is scalable, contextual, and aligns with the neurophysiological principles of active and peer learning, while offering a framework for integrating research competencies into the UG medical curriculum.