Multidimensional Analysis of Research Skills in Medicine.

A Critical Review for Curriculum Reform

Abstract

The development of research skills in medicine is the cornerstone of Evidence-Based Medicine (EBM). Despite its relevance, there is a persistent gap between curriculum design and graduates' research performance. The objective of this study was to critically analyze the scientific literature on the development of research skills in medical education in order to establish guidelines for curriculum reform. It should be noted that a critical review was conducted under the PRISMA methodological framework. The search was carried out in different databases such as Scopus, Web of Science, and SciELO (2018-2023), using MeSH/DeCS descriptors such as “Medical Education,” “Research Skills,” and “Curriculum.” Twenty-four articles that met the criteria of quality and thematic relevance were selected. The analysis identified three critical dimensions: 1) Cognitive, focused on methodological mastery; 2) Procedural, linked to the use of biostatistical tools and information literacy; and 3) Attitudinal, related to critical thinking and ethics. The findings summarized that research-based learning (RBL) strategies are one of the models with the greatest impact on student scientific production. It was concluded that research competence should not be an isolated subject, but rather a cross-cutting theme. Curriculum reform should move toward an upward spiral model that integrates research from the basic cycles to the rotating internship.