Impact of online expert interview-based research training on medical trainees' knowledge and confidence: a mixed-methods design.

Abstract

Background: Research 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.

Methods: A 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.

Results: A 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.

Conclusions: The 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.