IMPACT OF A RESEARCH SEEDBED ON MEDICAL STUDENTS FROM A PERUVIAN UNIVERSITY

Introduction: Research seedbeds may strengthen research training and evidence-based medicine competencies in medical education. Objectives: To evaluate the impact of a research methodology course within an academic seedbed. Methods: A pre-experimental longitudinal pre–post study was conducted in a single group (n=144) during 2025. Knowledge was assessed using a validated 20-question pretest and posttest, with reversed item order. Satisfaction was measured using a four-item Likert-type scale (Cronbach's alpha=0.854). In RStudio 4.3, Cohen's d for repeated measures was calculated with a 95% confidence interval (95% CI), and associations were explored using linear regression and non-parametric smoothing (LOESS). Results: The sample had a mean age of 21.8 years (standard deviation [SD] = 1.8); 70.8% were female and 41.7% were non-local students (born in a province and currently residing in Lima). The score increased from 12.1 (SD = 3.8) to 17.2 (SD = 2.7), with a mean change of 4.7 (SD = 3.9) and a large effect size, d = 1.42 (95% CI 1.12–1.71), which was greater in basic sciences (d = 2.03) and among non-local students (d = 1.53). Mean satisfaction was 11.20 (SD = 2.21) and was not associated with the change; the adjusted linear regression showed no statistically significant associations with sociodemographic or academic variables. Conclusion: The research methodology course increased knowledge with a large effect; therefore, the academic seedbed is an early and inclusive strategy.