Assessment of Clinical Micro-research training program based on the Kirkpatrick model

Assessment of Clinical Micro-research training program based on the Kirkpatrick model | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Assessment of Clinical Micro-research training program based on the Kirkpatrick model Qin Huang, Ren Wang, Fei Huang, Guoqing Yuan, Na Guo, Lars Konge, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6403998/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Growing numbers of Chinese clinicians are difficult pursuing their interest in innovative research due to time limitations and inadequate research capabilities. So we proposed a concept 'Clinical Micro-research’ and developed training courses on the topic. This study aimed to evaluate the impact of the Clinical Micro-research training program on enhancing the clinical research capabilities of young physicians, using the Kirkpatrick evaluation model. Methods The training target was postgraduate medical students enrolled at Sun Yat-sen University in 2023 who voluntarily choose to participate in and completed the Clinical Micro-research Training Programme. The Kirkpatrick model was used, which measures the reaction, learning, behavioral and outcomes of the training. Participants were administered an online anonymous questionnaire before and after the training sessions and submitted a clinical micro-research protocol. Results 196 participants were enrolled, and all expressed high satisfaction with the training and provided positive feedback regarding the content and the instructors' professional competence at the reaction level. On the learning level, there was a significant increasing in participants' clinical scientific knowledge scores post-training (64.9 ± 12.3 vs. 57.8 ± 11.8, P < 0.001). 96.9% (n = 190) of the students reported a perceived improvement or significant improvement in their research capabilities following the training. This effect on the behavioral level was supported by assessments of the clinical micro-research protocols submitted where the majority was deemed feasible (n = 131, 66.84%), with 28 participants (14.3%) receiving an excellent rating. Conclusion Evaluated by the Kirkpatrick model, the Clinical Micro-research training program significantly enhanced the scientific research skills of medical graduate students, showing valuable potential for promoting research acumen among young medical professionals. Kirkpatrick model scientific research training Clinical Micro-research training program medical education Figures Figure 1 Introduction Young physicians are integral to the progress of medical science, tasked with both the continuation of clinical practices and the propulsion of scientific and technological advancements. However, there is an observed decline in the population of early-career clinician-scientists[ 1 ]. Due to time limitations and inadequate scientific research capacity, young physicians have a decreased interest in scientific research[ 2 , 3 ]. While residency programs enhance clinical skills[ 4 , 5 ], increased patient care demands extend work hours[ 6 , 7 ], complicating the dual role of clinicians and researchers[ 8 ]. Research capacity is fundamental for the effective conduct of scientific inquiry and appropriate training is essential for young doctors. However, only a minority of clinicians have been able to allocate substantial time to research training for 1–3 years by means of suspending their clinical training[ 9 ]. Evidence suggests that those who do often excel in innovation and contribute more to research literature[ 10 , 11 ], with long-term benefits for their professional development[ 12 , 13 ]. Nevertheless, a simple and effective training pathway to improve the research capacity of young doctors is still missing. and a collaborative reform of medical education by various stakeholders is needed[ 14 – 16 ]. To tackle the gap in research training for young physicians, we've developed ‘ Clinical Micro-research ’, a targeted training curriculum, and its effectiveness requires rigorous assessment. The Kirkpatrick model, widely used since the 1960s for its comprehensive approach to assessing training effectiveness, offers a structured method to measure our program's success across four levels: reaction, learning, behavior, and results[ 17 – 21 ]. The aim of this study is to evaluate the effectiveness of the Clinical Micro-research training program through the lens of the Kirkpatrick model. Materials and methods Training program Setting The training faculty was established in April, 2023 at the the Third Affiliated Hospital of Sun Yat-sen University, and consisted of senior clinicians who were associate senior doctors and above. Supported by the university and the hospital, the team developed a 'Clinical Micro-research' course for young doctors. The course curriculum encompassed various modules such as Micro-research topics selection, Literature search and review, Research protocol design, Academic ethics rules, Clinical ethics application and registration, Micro-research data analysis, Manuscript revision and so on ( Supplementary Table 1 ). The project utilized a centralized classroom approach over two months, with 1–2 topics weekly, integrating theoretical knowledge with practical case analyses. Participants In order to ensure the continuity of this training and to obtain rapid feedback on the effectiveness of the training, postgraduate medical students enrolled in 2023 were selected for the training. The training courses ‘ Clinical Micro-research ’ were offered as elective open courses to all medical graduate students entering at Sun Yat-sen University in 2023. Students who chose to participate in the training course were invited to participate in this study. Exclusion criteria: Participants who missed the training, failed to complete the questionnaires, or did not submit a protocol ( Fig. 1 ) .We have also organized micro-research protocol writing for 16 first-year postgraduate students in the same department. Eight of these 16 students participated in the program training, while the remaining eight did not ( Fig. 1 ) . Study design This is a cross-sectional study. Using the Kirkpatrick model, we designed two different questionnaires and administered and collected them pre- and post-training. At the reaction level, we measured the students’ satisfaction with the course content, methods, and teachers through questionnaires and feedback. At the learning level, knowledge tests before and after the training assessed the medical postgraduates' acquisition of knowledge and skills, with score comparisons indicating the training's effectiveness. At the behavior level, a survey evaluated how students applied what they learned to scientific research, and they submitted a clinical micro-research protocol to demonstrate their application of the skills learned during training. To minimize bias, the research proposals submitted were randomly assigned to the 15 senior teachers who participated in the lectures for evaluation. The evaluation criteria were established with a total score of 100 points, distributed across four components: 30 points for the selection of the topic and the foundation of the project, 30 points for the analysis of the feasibility of the research program, and 20 points for the research design, and 20 points for overall content and assessment. Our training faculty team reviewed and scored these protocols. Scores over 90 were deemed excellent, and scores over 80 were considered feasible. The 16 postgraduate students' programs were also evaluated using this method. Statistics and analysis In this study, the questionnaires were conducted online through ‘Questionnaire Star’ ( www.wjx.cn ). All data were analyzed by the Statistical software SPSS 24.0 (IBM Corporation). Continuous variables were described using the mean ± standard deviation (X ± SD), and the count data were represented by the frequency and percentage n (%). Pre- and post-participant knowledge test scores were compared. The pre- and post-scores were separately tested for normality of distribution. Pearson's linear correlation analysis was employed for normally distributed data, while Spearman's rank correlation analysis was applied to non-normally distributed data. Additionally, the scores of the 16 students from the Department of Anesthesia who submitted their protocols were analyzed using this analysis approach. P < 0.05 was considered statistically significant (two-tailed analysis). Results Participant characteristics The baseline survey showed that a total of 212 students initially enrolled in the course, with 196 completing the training and providing post-class feedback ( Fig. 1 ) . The mean age of the 196 students was 23.4 ± 1.6 year, and 82 (41.8%) were male and 114 (58.2%) were female ( Table 1 ). Table 1 Basic characteristics and scientific research foundation, difficulties on scientific research and training objectives of the participants Items Number Percentage Age 21–26 188 95.9 27–33 8 4.1 Gender Male 82 41.8 Female 114 58.2 Scientific research foundation Professional training and a systematic understanding Yes 18 9.2 No 178 90.8 Participated in scientific research Yes 131 66.8 No 65 33.1 Had published articles Yes 55 28.1 No 141 71.9 Published articles as first or corresponding authors Yes 24 12.2 No 172 87.8 Confusion in conducting clinical research Topic selection and project designing 145 74.0 Ethical application and clinical registration 12 6.1 Data collection and data analysis 25 12.8 Paper writing and submission 12 6.1 The clinical research you hope to conduct The existing clinical research conducted by the tutors 153 78.1 New clinical studies under the guidance of the tutors 174 88.8 Self-administered clinical studies after the training 107 54.6 Carry out public data mining research 101 51.5 Main barriers to participation in Clinical Micro-Research Busy work schedule, lack of time 53 27.0 Low enthusiasm for Micro-Research 15 7.7 Lack of guidance from research team 158 80.6 Difficulty in Selecting research topic 146 74.5 Lack of statistical knowledge 127 64.8 Insufficient funding 66 33.7 Lack of Clinical Micro-Research training 139 70.9 Limited English proficiency 57 29.1 Inadequate research atmosphere in dept 10 5.1 Training objectives Publish a review article 106 54.1 Publish a meta-analysis 76 38.8 Publish a research paper 150 76.5 Independently design and submit projects 181 92.3 Lay foundation for large-scale, multi-center studies 126 64.3 Target achievements after training Ability to formulate scientific questions and design Research Protocols 158 80.6 Skills to conduct research projects 39 19.9 Conduct Clinical Micro-research 15 7.7 Of the 196 students, 9.2% (n = 18) had prior professional training and a systematic understanding of scientific research. Only 28.1% (n = 55) had published papers, with 12.2% (n = 24) serving as first or corresponding authors. While 66.8% (n = 131) had some research experience, over 80% reported difficulties in performing tasks such as studying, analyzing statistics, writing case reports, conducting meta-analysis, or submitting a manuscript to a journal independently ( Table 1 ). Difficulties on scientific research and training objectives Over half of the participants reported having research ideas but lacked experiences on execution, particularly in project design and research plan formulation (n = 145, 73.9%). The majority sought guidance throughout the project process (n = 174, 88.8%), reflecting a broader deficiency in clinical research skills ( Table 1 ) . This is mainly because of the lack of students' clinical scientific research ability. The original intention of our scientific research training was precisely aimed at improving this, and we hoped that more students could carry out and complete a scientific project independently after the training. Pre-training data indicated that the primary obstacles to clinical micro-research participation were the absence of research team guidance (n = 158, 80.6%), difficulty in selecting a research direction (n = 146, 74.5%), lack of clinical micro-research training (n = 139, 70.9%), and insufficient statistical knowledge (n = 127, 64.8%) ( Table 1 ) . Trainees expressed a desire to ‘independently design projects’, ‘contribute to articles’, and ‘publish research after the training’, with the goal of establishing a foundation for future more extensive research including multi-center clinical studies. Reaction level: At the end of training, the overall satisfaction score of the participants was 4.6 ± 0.5. 95.9% (n = 188) of the participants wanted to continue the follow-up course, and 97.4% (n = 191) of the students would recommend the course to others. The training faculty's professional skills were highly regarded by the students (4.8/5 points). The training content was also deemed effective in meeting students' needs (4.4/5 points), indicating the material was perceived as accessible and well-explained. Additionally, at the conclusion of the course training, students provided high ratings for the training content, course objectives, and overall framework, indicating a strong level of acceptance of the training program ( Table 2 ) . Table 2 Degree of Satisfaction with the Clinical Micro-Research Training Program Items Score Overall training satisfaction level 4.6 ± 0.5 Training content Clear goal 4.6 ± 0.5 Reasonable structure 4.6 ± 0.5 Coherent content 4.5 ± 0.6 Content practical 4.5 ± 0.6 Equitable distribution of case and theory 4.4 ± 0.6 Meet the needs 4.3 ± 0.6 Easy to remember 3.9 ± 0.7 Classroom interaction 3.8 ± 0.8 Teachers Professional ability 4.8 ± 0.4 Lesson preparation 4.8 ± 0.4 Clear theme 4.7 ± 0.5 Lecture skills, logical thinking, and expression 4.7 ± 0.5 The teaching speed 4.7 ± 0.5 Making and demonstration level of courseware 4.7 ± 0.5 Easy to understand the content 4.2 ± 0.8 Learning level: The clinical research knowledge assessment included 26 questions, comprising 19 single-choice and 7 multiple-choice items. Post-training, participants achieved an average score of 64.9 ± 12.3, which significantly exceeded their pre-training average of 57.8 ± 11.8 ( P < 0.001). Meanwhile, both single-choice question and multiple-choice question scores improved markedly after the course training ( P < 0.001) ( Table 3 ). Table 3 Knowledge of clinical research knowledge before and after training Items Pre-training score (%) Post-training score (%) Statistic (t) P value Total 57.8 ± 11.8 64.9 ± 12.3 -5.810 < 0.001 Question types Single-choice questions 62.4 ± 10.9 67.6 ± 11.0 -4.750 < 0.001 Multiple-choice questions 45.3 ± 22.6 57.4 ± 23.7 -5.150 < 0.001 Content Fundamental clinical research concepts 69.4 ± 16.1 74.4 ± 15.1 -3.184 0.002 Research types 51.9 ± 25.8 58.2 ± 25.0 -2.435 0.015 Design methodologies 45.5 ± 18.2 57.1 ± 21.2 -5.781 < 0.001 Data collection and analysis 82.3 ± 21.2 86.4 ± 18.0 -2.197 0.029 Ethics and informed consent 46.4 ± 22.8 51.4 ± 20.0 -2.299 0.022 The evaluation revealed significant enhancements in participants' understanding of fundamental clinical research concepts, research types, design methodologies, data collection and analysis, as well as ethics and informed consent, compared with their pre-training levels ( Table 3 ) . Behavior and outcome level: Following the training, 196 participants completed questionnaires and submitted clinical micro-research protocols, which were collectively scored by the training faculty, resulting in a mean score of 82.3. A significant proportion, 131(66.8%) participants submitted feasible clinical micro-research protocols, 28 (14.3%) submitted excellent clinical micro research programs after the training. A majority of participants, 80.6% (n = 158), felt that they effectively applied the knowledge gained from the training in their clinical micro-research design. Post-training, 96.9% (n = 190) reported an improvement or significant improvement in their scientific research skills, particularly in topic selection and project design (83.7%) and literature searching and reading (69.9%). In addition, many participants also indicated the enhancements in their abilities to write and submit papers (41.3%), utilize databases (40.3%), and perform data analysis (39.8%) after the course training ( Table 4 ). Table 4 Gains and Perceptions of Clinical micro-research Course Items Number Percentage Full application of the training knowledge Strongly agree 28 14.3 Agree 130 66.3 Neither 36 18.4 Disagree 2 1.0 Strongly disagree 0 0.0 Scientific research skills had been improved Strongly agree 69 35.2 Agree 121 61.7 Neither 5 2.6 Disagree 1 0.5 Improved aspects Topic selection and project design 164 83.7 Literature searching and reading 137 69.9 Patent designing 36 18.4 Chart making 58 29.6 Data analysis 78 39.8 Article write and submit 79 40.3 Database digging 81 41.3 Fund application 57 29.1 To further evaluate the effectiveness of the Clinical Micro-research training for anesthesia residents, we organized a presentation of clinical micro-research project designs by 16 residents from our department after the course concluded. All 16 physicians had participated in relevant clinical research training courses, and among them, eight residents who had taken our department's "Clinical Micro-research" course in 2023 received significantly higher average expert scores for their research proposals compared to those who had not participated in the training (82.0 ± 6.6 vs. 72.9 ± 7.1, P = 0.019) ( Table 5 ) . Table 5 Scores for residents’ research proposals Items Without training With training Statistic (t) P value Expert scores for research proposals 72.9 ± 7.1 82.0 ± 6.6 -2.648 0.019 Discussion The Clinical Micro-research training program aimed to offer a concise and impactful method for medical postgraduate students overwhelmed by clinical duties, enabling them to actively participate in clinical research and improve their research productivity. Utilizing the Kirkpatrick Evaluation Model, we assessed the program's effectiveness through levels 1–3[ 22 , 23 ]. Survey feedback revealed high satisfaction among participants, who felt the training met their needs by providing up-to-date curriculum and practical case studies[ 24 ]. They appreciated the trainers' commitment, diverse topics, and practical experience, which maintained engagement and provided a clear understanding of clinical micro-research, effectively reducing apprehension towards research[ 25 ]. At the learning level of the Kirkpatrick model, participants comprehensively mastered the "seven S’s" characteristics of Clinical Micro-research teaching, which include Small problem, Short cycle time, Single-centered, Small sample size, Small costs, Simple to operate, and Significance-oriented, through the three months of intensive training. The intensive training in the Clinical Micro-research project has proven effective for enhancing postgraduates' scientific knowledge and research skills[ 26 ]. The course's success is largely due to its structured design, which dissects content into manageable topics, facilitating easier comprehension for students. The integration of clinical work with course material and case studies increases the training's relevance and practical utility. An online platform further supports learning by offering academic resources and current research updates[ 27 ]. The active engagement of participants in research proposal writing allows for the practical application of knowledge and constructive feedback, ultimately strengthening their research capabilities. More importantly, the Kirkpatrick model suggests that learning outcomes should lead to behavioral changes, including increased confidence in clinical research, which was observed in our study's participants[ 23 ]. This indicates the effectiveness of the Clinical Micro-research training, particularly for early-career doctors. The training addresses knowledge gaps through lectures and research planning, aiming to build scientific knowledge and self-assurance in trainees[ 28 ]. Despite challenges in measuring behavioral changes, significant improvements were noted by the end of the program, likely due to the practice-based approach that converts theory into practical skills. This method effectively narrows the theory-practice gap, further enhancing the participants' research capabilities. On Outcome level, we organized a presentation of clinical micro-research project in our department and found these residents who had taken ‘Clinical Micro-research’ course in 2023 received significantly higher average expert scores for their research proposals compared to those who had not participated in the training. This further confirms the significant assistance that Clinical Micro-research training provides to young physicians. In our study center, young doctors mentored by experts have successfully published their clinical micro-research in renowned journals such as the British Journal of Anaesthesia, Journal of Clinical Anesthesia, Anesthesia and Analgesia, Gastrointestinal Endoscopy, and Cardiovascular Diabetology, covering a range of research types from status surveys to machine learning models and randomized clinical trials[ 29 , 30 ]. The process of these achievements is relatively uncomplicated, involving data collection from hospital databases for retrospective analysis or small sample sizes for rapid trials. Simple interventions, such as modified chest compression during endoscopy to improve patient hypoxia without disrupting the procedure, have been proven effective. Other studies have focused on reducing tracheal intubation misplacement and employing cost-effective ventilation techniques for high-risk sedation patients[ 31 – 38 ]. These achievements are a testament to the impact of clinical micro-research within our department, contributing valuable insights and improving patient care. From our analysis, it is evident that the Clinical Micro-research training program has been successful. The evaluation results using the Kirkpatrick model will assist experts in scientific education and clinical researchers in understanding the effectiveness and relevance of the training program, and how the training team can further improve and promote the program in the future[ 39 ]. The Clinical Micro-research mentioned in our course aims to address minor clinical issues, with topics derived from clinical practice itself, without the need to follow the trends of basic research. Any unresolved issues encountered in clinical work can serve as subjects for scientific inquiry. Clinical Micro-research does not require prolonged preparatory work or costly experimental equipment or reagents. As long as there is an idea and a well-structured and rigorous research plan, the study can commence at any time[ 40 ]. After conducting multiple micro-research studies, researchers will become increasingly proficient in the scientific process, and they will find it easier to undertake multi-center, large-sample clinical trials in the future. The findings from these micro-research studies are also fed back into clinical practice, where they play a role in improving and optimizing clinical work, ensuring patient safety, and enhancing the level of patient comfort during medical procedures[ 41 ]. Ultimately, these efforts contribute to the continuous advancement of clinical medicine. There are several limitations in this study. Firstly, the training effectiveness was only evaluated in the short term, that is, only the ability of students to design Clinical Micro-research research plans was assessed. However, this result does not indicate whether students are capable of conducting scientific research independently. Long-term capabilities such as the ability to complete projects, write papers, submit articles, and apply for grants have not been assessed systematically due to time constraints. Additionally, to test whether students' scientific research abilities have been improved, in addition to self-evaluation, the ability to apply the knowledge learned for creation is a more objective outcome. By evaluating the research proposals submitted by the students, we concluded that most were able to design feasible research proposals following the training. Additionally, we compared the research protocol scores of 16 postgraduate students from the same department, distinguishing between those who participated in the course training and those who did not. The results suggest that the training was effective. Meanwhile, doctors and postgraduates in our department have already achieved results in Clinical Micro-research, indicating that Clinical Micro-research has great potential. However, these results do not directly demonstrate the effectiveness of the research training program. Therefore, we also plan to conduct long-term observations of trained students to explore the long-term impact of scientific research training on medical postgraduate students. Finally, the study was conducted with postgraduate medical students, who are not a complete substitute for young doctors. Because clinicians frequently interrupt their research training due to their clinical work demands, we chose postgraduate medical students as the study population to ensure consistency in the training course and to obtain timely feedback on its effectiveness. The results of this study indicated that the training program was effective. Consequently, we have transformed the series into an online training course by producing videos, allowing interested young doctors to learn anytime, anywhere. Additionally, we plan to conduct long-term observations of the young doctors who have completed the course to evaluate the impact of the training program. Conclusion The Clinical Micro-research training program has led to a notable improvement in the scientific research competencies of medical graduate students, according to the assessment metrics outlined by the Kirkpatrick model. This suggests that the program is not only effective but also highly beneficial in fostering a research-oriented mindset among early-career medical practitioners. Declarations Ethics approval and consent to participate This study was supported by the University-level Teaching Quality Project at Sun Yat-sen University. The Third Affiliated Hospital of Sun Yat-sen University and the Sun Yat-sen University Ethics Review Committee evaluated the study protocol and determined that formal ethical approval was not required for this specific case, granting a waiver for written informed consent. All study procedures were conducted in accordance with the institutional guidelines of Sun Yat-sen University and were consistent with the principles of the Declaration of Helsinki. Consent for publication Not required. Availability of data and materials The datasets collected and/or analyzed during this study are available from the corresponding author upon reasonable request. Competing Interests None for any authors. Funding This study was funded by a teaching reform project of Sun Yat-sen University (No.82000-12220011). Authors' contributions All authors contributed to the study conception and design. Data collection was performed by QH. Data analysis and interpretation were conducted by QH, GY, FH, CC, and SL. 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Sino-U.S. partnerships in research, education, and patient care: The experience of the University of Pittsburgh and UPMC. Sci China Life Sci. 2017;60(10):1150–6. Heimburger DC, Carothers CL, Blevins M, Warner TL, Vermund SH. Impact of Global Health Research Training on Career Trajectories: The Fogarty International Clinical Research Scholars and Fellows Program. Am J Trop Med Hyg. 2015;93(3):655–61. Additional Declarations No competing interests reported. Supplementary Files SupplementaryFile.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6403998","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":457590237,"identity":"33e6c50b-e9e8-40fa-b6ce-c2df24db1d63","order_by":0,"name":"Qin Huang","email":"","orcid":"","institution":"the Third Affiliated Hospital of Sun Yat-Sen University","correspondingAuthor":false,"prefix":"","firstName":"Qin","middleName":"","lastName":"Huang","suffix":""},{"id":457590238,"identity":"9f85a85d-9dc5-4aef-95c8-40695a243987","order_by":1,"name":"Ren Wang","email":"","orcid":"","institution":"the Third Affiliated Hospital of Sun Yat-Sen University","correspondingAuthor":false,"prefix":"","firstName":"Ren","middleName":"","lastName":"Wang","suffix":""},{"id":457590239,"identity":"a9b15fc8-20d2-4e2f-b9de-fe3f13d2bcb0","order_by":2,"name":"Fei Huang","email":"","orcid":"","institution":"the Third Affiliated Hospital of Sun Yat-Sen University","correspondingAuthor":false,"prefix":"","firstName":"Fei","middleName":"","lastName":"Huang","suffix":""},{"id":457590240,"identity":"cc9945b2-fdf8-4033-877a-97dad6e4d31e","order_by":3,"name":"Guoqing Yuan","email":"","orcid":"","institution":"","correspondingAuthor":false,"prefix":"","firstName":"Guoqing","middleName":"","lastName":"Yuan","suffix":""},{"id":457590241,"identity":"81319854-ea4b-4a93-bf39-27455b704095","order_by":4,"name":"Na Guo","email":"","orcid":"","institution":"the Third Affiliated Hospital of Sun Yat-Sen University","correspondingAuthor":false,"prefix":"","firstName":"Na","middleName":"","lastName":"Guo","suffix":""},{"id":457590242,"identity":"6bae977b-3b3a-4b54-be27-5efd4e4f8f22","order_by":5,"name":"Lars Konge","email":"","orcid":"","institution":"Guangdong Academy for Medical Simulation","correspondingAuthor":false,"prefix":"","firstName":"Lars","middleName":"","lastName":"Konge","suffix":""},{"id":457590243,"identity":"41fbc18c-337c-4456-a985-9554d7400e4e","order_by":6,"name":"Shangrong Li","email":"","orcid":"","institution":"the Third Affiliated Hospital of Sun Yat-Sen University","correspondingAuthor":false,"prefix":"","firstName":"Shangrong","middleName":"","lastName":"Li","suffix":""},{"id":457590244,"identity":"fb2c7e39-5c59-4b7a-b435-85abe71504d5","order_by":7,"name":"Ziqing Hei","email":"","orcid":"","institution":"the Third Affiliated Hospital of Sun Yat-Sen University","correspondingAuthor":false,"prefix":"","firstName":"Ziqing","middleName":"","lastName":"Hei","suffix":""},{"id":457590245,"identity":"25607e8f-03cb-475b-b852-7af77aaec9b4","order_by":8,"name":"Chaojin Chen","email":"data:image/png;base64,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","orcid":"","institution":"the Third Affiliated Hospital of Sun Yat-Sen University","correspondingAuthor":true,"prefix":"","firstName":"Chaojin","middleName":"","lastName":"Chen","suffix":""}],"badges":[],"createdAt":"2025-04-08 13:53:12","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6403998/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6403998/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":83146426,"identity":"330600ae-2f2e-4a88-a269-94835decd181","added_by":"auto","created_at":"2025-05-20 13:07:26","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":349342,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eFlow chart\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6403998/v1/9a6d30276274ba349fb3b283.jpeg"},{"id":84005592,"identity":"39aa7984-1425-4bcc-979b-31b419378327","added_by":"auto","created_at":"2025-06-05 15:32:00","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1199442,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6403998/v1/557f22a0-6291-4889-83cb-a39ffef28d33.pdf"},{"id":83146424,"identity":"10a7f567-20e6-4c99-9095-2f679939426b","added_by":"auto","created_at":"2025-05-20 13:07:26","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":16912,"visible":true,"origin":"","legend":"","description":"","filename":"SupplementaryFile.docx","url":"https://assets-eu.researchsquare.com/files/rs-6403998/v1/9d7e7d928bd99b3f267c62e5.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Assessment of Clinical Micro-research training program based on the Kirkpatrick model","fulltext":[{"header":"Introduction","content":"\u003cp\u003eYoung physicians are integral to the progress of medical science, tasked with both the continuation of clinical practices and the propulsion of scientific and technological advancements. However, there is an observed decline in the population of early-career clinician-scientists[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Due to time limitations and inadequate scientific research capacity, young physicians have a decreased interest in scientific research[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. While residency programs enhance clinical skills[\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], increased patient care demands extend work hours[\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e], complicating the dual role of clinicians and researchers[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eResearch capacity is fundamental for the effective conduct of scientific inquiry and appropriate training is essential for young doctors. However, only a minority of clinicians have been able to allocate substantial time to research training for 1\u0026ndash;3 years by means of suspending their clinical training[\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eEvidence suggests that those who do often excel in innovation and contribute more to research literature[\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], with long-term benefits for their professional development[\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Nevertheless, a simple and effective training pathway to improve the research capacity of young doctors is still missing. and a collaborative reform of medical education by various stakeholders is needed[\u003cspan additionalcitationids=\"CR15\" citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eTo tackle the gap in research training for young physicians, we've developed \u0026lsquo;\u003cem\u003eClinical Micro-research\u003c/em\u003e\u0026rsquo;, a targeted training curriculum, and its effectiveness requires rigorous assessment. The Kirkpatrick model, widely used since the 1960s for its comprehensive approach to assessing training effectiveness, offers a structured method to measure our program's success across four levels: reaction, learning, behavior, and results[\u003cspan additionalcitationids=\"CR18 CR19 CR20\" citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. The aim of this study is to evaluate the effectiveness of the \u003cem\u003eClinical Micro-research\u003c/em\u003e training program through the lens of the Kirkpatrick model.\u003c/p\u003e"},{"header":"Materials and methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\n \u003ch2\u003eTraining program Setting\u003c/h2\u003e\n \u003cp\u003eThe training faculty was established in April, 2023 at the the Third Affiliated Hospital of Sun Yat-sen University, and consisted of senior clinicians who were associate senior doctors and above. Supported by the university and the hospital, the team developed a \u0026apos;Clinical Micro-research\u0026apos; course for young doctors. The course curriculum encompassed various modules such as Micro-research topics selection, Literature search and review, Research protocol design, Academic ethics rules, Clinical ethics application and registration, Micro-research data analysis, Manuscript revision and so on (\u003cstrong\u003eSupplementary Table\u0026nbsp;1\u003c/strong\u003e). The project utilized a centralized classroom approach over two months, with 1\u0026ndash;2 topics weekly, integrating theoretical knowledge with practical case analyses.\u003c/p\u003e\n\u003c/div\u003e\n\u003ch3\u003eParticipants\u003c/h3\u003e\n\u003cp\u003eIn order to ensure the continuity of this training and to obtain rapid feedback on the effectiveness of the training, postgraduate medical students enrolled in 2023 were selected for the training. The training courses \u0026lsquo;\u003cem\u003eClinical Micro-research\u003c/em\u003e\u0026rsquo; were offered as elective open courses to all medical graduate students entering at Sun Yat-sen University in 2023. Students who chose to participate in the training course were invited to participate in this study. Exclusion criteria: Participants who missed the training, failed to complete the questionnaires, or did not submit a protocol \u003cstrong\u003e(\u003c/strong\u003eFig. \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e\u003cstrong\u003e)\u003c/strong\u003e.We have also organized micro-research protocol writing for 16 first-year postgraduate students in the same department. Eight of these 16 students participated in the program training, while the remaining eight did not \u003cstrong\u003e(\u003c/strong\u003eFig. \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e\u003cstrong\u003e)\u003c/strong\u003e.\u003c/p\u003e\n\u003ch3\u003eStudy design\u003c/h3\u003e\n\u003cp\u003eThis is a cross-sectional study. Using the Kirkpatrick model, we designed two different questionnaires and administered and collected them pre- and post-training. At the reaction level, we measured the students\u0026rsquo; satisfaction with the course content, methods, and teachers through questionnaires and feedback. At the learning level, knowledge tests before and after the training assessed the medical postgraduates\u0026apos; acquisition of knowledge and skills, with score comparisons indicating the training\u0026apos;s effectiveness. At the behavior level, a survey evaluated how students applied what they learned to scientific research, and they submitted a clinical micro-research protocol to demonstrate their application of the skills learned during training. To minimize bias, the research proposals submitted were randomly assigned to the 15 senior teachers who participated in the lectures for evaluation. The evaluation criteria were established with a total score of 100 points, distributed across four components: 30 points for the selection of the topic and the foundation of the project, 30 points for the analysis of the feasibility of the research program, and 20 points for the research design, and 20 points for overall content and assessment. Our training faculty team reviewed and scored these protocols. Scores over 90 were deemed excellent, and scores over 80 were considered feasible. The 16 postgraduate students\u0026apos; programs were also evaluated using this method.\u003c/p\u003e\n\u003ch3\u003eStatistics and analysis\u003c/h3\u003e\n\u003cp\u003eIn this study, the questionnaires were conducted online through \u0026lsquo;Questionnaire Star\u0026rsquo; (\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ewww.wjx.cn\u003c/span\u003e\u003c/span\u003e). All data were analyzed by the Statistical software SPSS 24.0 (IBM Corporation). Continuous variables were described using the mean\u0026thinsp;\u0026plusmn;\u0026thinsp;standard deviation (X\u0026thinsp;\u0026plusmn;\u0026thinsp;SD), and the count data were represented by the frequency and percentage n (%). Pre- and post-participant knowledge test scores were compared. The pre- and post-scores were separately tested for normality of distribution. Pearson\u0026apos;s linear correlation analysis was employed for normally distributed data, while Spearman\u0026apos;s rank correlation analysis was applied to non-normally distributed data. Additionally, the scores of the 16 students from the Department of Anesthesia who submitted their protocols were analyzed using this analysis approach. P\u0026thinsp;\u0026lt;\u0026thinsp;0.05 was considered statistically significant (two-tailed analysis).\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eParticipant characteristics\u003c/h2\u003e \u003cp\u003eThe baseline survey showed that a total of 212 students initially enrolled in the course, with 196 completing the training and providing post-class feedback\u003cb\u003e(\u003c/b\u003eFig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e. The mean age of the 196 students was 23.4\u0026thinsp;\u0026plusmn;\u0026thinsp;1.6 year, and 82 (41.8%) were male and 114 (58.2%) were female \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u003cb\u003e).\u003c/b\u003e\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBasic characteristics and scientific research foundation, difficulties on scientific research and training objectives of the participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumber\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e21\u0026ndash;26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e188\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e95.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e27\u0026ndash;33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e41.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e114\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e58.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eScientific research foundation\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eProfessional training and a systematic understanding\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e178\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e90.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eParticipated in scientific research\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e131\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e66.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eHad published articles\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e28.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e141\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003ePublished articles as first or corresponding authors\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e172\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e87.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eConfusion in conducting clinical research\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTopic selection and project designing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e145\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e74.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEthical application and clinical registration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eData collection and data analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePaper writing and submission\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eThe clinical research you hope to conduct\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe existing clinical research conducted by the tutors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e153\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e78.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNew clinical studies under the guidance of the tutors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e174\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e88.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-administered clinical studies after the training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e107\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e54.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCarry out public data mining research\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e101\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e51.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eMain barriers to participation in Clinical Micro-Research\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBusy work schedule, lack of time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e27.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLow enthusiasm for Micro-Research\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of guidance from research team\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e158\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e80.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDifficulty in Selecting research topic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e146\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e74.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of statistical knowledge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e127\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e64.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInsufficient funding\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of Clinical Micro-Research training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e139\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e70.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLimited English proficiency\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInadequate research atmosphere in dept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eTraining objectives\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePublish a review article\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e106\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e54.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePublish a meta-analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e38.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePublish a research paper\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e76.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndependently design and submit projects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e181\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e92.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLay foundation for large-scale, multi-center studies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e126\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e64.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eTarget achievements after training\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbility to formulate scientific questions and design Research Protocols\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e158\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e80.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSkills to conduct research projects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConduct Clinical Micro-research\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eOf the 196 students, 9.2% (n\u0026thinsp;=\u0026thinsp;18) had prior professional training and a systematic understanding of scientific research. Only 28.1% (n\u0026thinsp;=\u0026thinsp;55) had published papers, with 12.2% (n\u0026thinsp;=\u0026thinsp;24) serving as first or corresponding authors. While 66.8% (n\u0026thinsp;=\u0026thinsp;131) had some research experience, over 80% reported difficulties in performing tasks such as studying, analyzing statistics, writing case reports, conducting meta-analysis, or submitting a manuscript to a journal independently \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u003cb\u003e).\u003c/b\u003e\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eDifficulties on scientific research and training objectives\u003c/h3\u003e\n\u003cp\u003eOver half of the participants reported having research ideas but lacked experiences on execution, particularly in project design and research plan formulation (n\u0026thinsp;=\u0026thinsp;145, 73.9%). The majority sought guidance throughout the project process (n\u0026thinsp;=\u0026thinsp;174, 88.8%), reflecting a broader deficiency in clinical research skills \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e. This is mainly because of the lack of students' clinical scientific research ability. The original intention of our scientific research training was precisely aimed at improving this, and we hoped that more students could carry out and complete a scientific project independently after the training.\u003c/p\u003e \u003cp\u003ePre-training data indicated that the primary obstacles to clinical micro-research participation were the absence of research team guidance (n\u0026thinsp;=\u0026thinsp;158, 80.6%), difficulty in selecting a research direction (n\u0026thinsp;=\u0026thinsp;146, 74.5%), lack of clinical micro-research training (n\u0026thinsp;=\u0026thinsp;139, 70.9%), and insufficient statistical knowledge (n\u0026thinsp;=\u0026thinsp;127, 64.8%) \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e. Trainees expressed a desire to \u0026lsquo;independently design projects\u0026rsquo;, \u0026lsquo;contribute to articles\u0026rsquo;, and \u0026lsquo;publish research after the training\u0026rsquo;, with the goal of establishing a foundation for future more extensive research including multi-center clinical studies.\u003c/p\u003e\n\u003ch3\u003eReaction level:\u003c/h3\u003e\n\u003cp\u003eAt the end of training, the overall satisfaction score of the participants was 4.6\u0026thinsp;\u0026plusmn;\u0026thinsp;0.5. 95.9% (n\u0026thinsp;=\u0026thinsp;188) of the participants wanted to continue the follow-up course, and 97.4% (n\u0026thinsp;=\u0026thinsp;191) of the students would recommend the course to others.\u003c/p\u003e \u003cp\u003eThe training faculty's professional skills were highly regarded by the students (4.8/5 points). The training content was also deemed effective in meeting students' needs (4.4/5 points), indicating the material was perceived as accessible and well-explained. Additionally, at the conclusion of the course training, students provided high ratings for the training content, course objectives, and overall framework, indicating a strong level of acceptance of the training program \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDegree of Satisfaction with the Clinical Micro-Research Training Program\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eScore\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOverall training satisfaction level\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.6\u0026thinsp;\u0026plusmn;\u0026thinsp;0.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTraining content\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClear goal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.6\u0026thinsp;\u0026plusmn;\u0026thinsp;0.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReasonable structure\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.6\u0026thinsp;\u0026plusmn;\u0026thinsp;0.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCoherent content\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.5\u0026thinsp;\u0026plusmn;\u0026thinsp;0.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eContent practical\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.5\u0026thinsp;\u0026plusmn;\u0026thinsp;0.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEquitable distribution of case and theory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.4\u0026thinsp;\u0026plusmn;\u0026thinsp;0.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMeet the needs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.3\u0026thinsp;\u0026plusmn;\u0026thinsp;0.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEasy to remember\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.9\u0026thinsp;\u0026plusmn;\u0026thinsp;0.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClassroom interaction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.8\u0026thinsp;\u0026plusmn;\u0026thinsp;0.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eTeachers\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProfessional ability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.8\u0026thinsp;\u0026plusmn;\u0026thinsp;0.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLesson preparation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.8\u0026thinsp;\u0026plusmn;\u0026thinsp;0.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eClear theme\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.7\u0026thinsp;\u0026plusmn;\u0026thinsp;0.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLecture skills, logical thinking, and expression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.7\u0026thinsp;\u0026plusmn;\u0026thinsp;0.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe teaching speed\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.7\u0026thinsp;\u0026plusmn;\u0026thinsp;0.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMaking and demonstration level of courseware\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.7\u0026thinsp;\u0026plusmn;\u0026thinsp;0.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEasy to understand the content\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.2\u0026thinsp;\u0026plusmn;\u0026thinsp;0.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eLearning level:\u003c/h2\u003e \u003cp\u003eThe clinical research knowledge assessment included 26 questions, comprising 19 single-choice and 7 multiple-choice items. Post-training, participants achieved an average score of 64.9\u0026thinsp;\u0026plusmn;\u0026thinsp;12.3, which significantly exceeded their pre-training average of 57.8\u0026thinsp;\u0026plusmn;\u0026thinsp;11.8 (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Meanwhile, both single-choice question and multiple-choice question scores improved markedly after the course training (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001) \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e\u003cb\u003e).\u003c/b\u003e\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eKnowledge of clinical research knowledge before and after training\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePre-training score (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePost-training score (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStatistic (t)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eP value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e57.8\u0026thinsp;\u0026plusmn;\u0026thinsp;11.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e64.9\u0026thinsp;\u0026plusmn;\u0026thinsp;12.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-5.810\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e \u003cp\u003eQuestion types\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSingle-choice questions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e62.4\u0026thinsp;\u0026plusmn;\u0026thinsp;10.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e67.6\u0026thinsp;\u0026plusmn;\u0026thinsp;11.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-4.750\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMultiple-choice questions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e45.3\u0026thinsp;\u0026plusmn;\u0026thinsp;22.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e57.4\u0026thinsp;\u0026plusmn;\u0026thinsp;23.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-5.150\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e \u003cp\u003eContent\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFundamental clinical research concepts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e69.4\u0026thinsp;\u0026plusmn;\u0026thinsp;16.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e74.4\u0026thinsp;\u0026plusmn;\u0026thinsp;15.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-3.184\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eResearch types\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e51.9\u0026thinsp;\u0026plusmn;\u0026thinsp;25.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e58.2\u0026thinsp;\u0026plusmn;\u0026thinsp;25.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-2.435\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.015\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDesign methodologies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e45.5\u0026thinsp;\u0026plusmn;\u0026thinsp;18.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e57.1\u0026thinsp;\u0026plusmn;\u0026thinsp;21.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-5.781\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eData collection and analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e82.3\u0026thinsp;\u0026plusmn;\u0026thinsp;21.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e86.4\u0026thinsp;\u0026plusmn;\u0026thinsp;18.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-2.197\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.029\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEthics and informed consent\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e46.4\u0026thinsp;\u0026plusmn;\u0026thinsp;22.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e51.4\u0026thinsp;\u0026plusmn;\u0026thinsp;20.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-2.299\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.022\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe evaluation revealed significant enhancements in participants' understanding of fundamental clinical research concepts, research types, design methodologies, data collection and analysis, as well as ethics and informed consent, compared with their pre-training levels \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eBehavior and outcome level:\u003c/h2\u003e \u003cp\u003eFollowing the training, 196 participants completed questionnaires and submitted clinical micro-research protocols, which were collectively scored by the training faculty, resulting in a mean score of 82.3. A significant proportion, 131(66.8%) participants submitted feasible clinical micro-research protocols, 28 (14.3%) submitted excellent clinical micro research programs after the training.\u003c/p\u003e \u003cp\u003eA majority of participants, 80.6% (n\u0026thinsp;=\u0026thinsp;158), felt that they effectively applied the knowledge gained from the training in their clinical micro-research design. Post-training, 96.9% (n\u0026thinsp;=\u0026thinsp;190) reported an improvement or significant improvement in their scientific research skills, particularly in topic selection and project design (83.7%) and literature searching and reading (69.9%). In addition, many participants also indicated the enhancements in their abilities to write and submit papers (41.3%), utilize databases (40.3%), and perform data analysis (39.8%) after the course training \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e\u003cb\u003e).\u003c/b\u003e\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eGains and Perceptions of Clinical micro-research Course\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumber\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eFull application of the training knowledge\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e130\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e66.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNeither\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eScientific research skills had been improved\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e35.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e121\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e61.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNeither\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003eImproved aspects\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTopic selection and project design\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e164\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e83.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLiterature searching and reading\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e137\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e69.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePatent designing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eChart making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eData analysis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e39.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eArticle write and submit\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e40.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDatabase digging\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e41.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFund application\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTo further evaluate the effectiveness of the Clinical Micro-research training for anesthesia residents, we organized a presentation of clinical micro-research project designs by 16 residents from our department after the course concluded. All 16 physicians had participated in relevant clinical research training courses, and among them, eight residents who had taken our department's \"Clinical Micro-research\" course in 2023 received significantly higher average expert scores for their research proposals compared to those who had not participated in the training (82.0\u0026thinsp;\u0026plusmn;\u0026thinsp;6.6 \u003cem\u003evs.\u003c/em\u003e 72.9\u0026thinsp;\u0026plusmn;\u0026thinsp;7.1, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.019) \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eScores for residents\u0026rsquo; research proposals\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWithout training\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eWith training\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStatistic (t)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eP value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eExpert scores for research proposals\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e72.9\u0026thinsp;\u0026plusmn;\u0026thinsp;7.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e82.0\u0026thinsp;\u0026plusmn;\u0026thinsp;6.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-2.648\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.019\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe Clinical Micro-research training program aimed to offer a concise and impactful method for medical postgraduate students overwhelmed by clinical duties, enabling them to actively participate in clinical research and improve their research productivity. Utilizing the Kirkpatrick Evaluation Model, we assessed the program's effectiveness through levels 1\u0026ndash;3[\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Survey feedback revealed high satisfaction among participants, who felt the training met their needs by providing up-to-date curriculum and practical case studies[\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. They appreciated the trainers' commitment, diverse topics, and practical experience, which maintained engagement and provided a clear understanding of clinical micro-research, effectively reducing apprehension towards research[\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAt the learning level of the Kirkpatrick model, participants comprehensively mastered the \"seven S\u0026rsquo;s\" characteristics of Clinical Micro-research teaching, which include Small problem, Short cycle time, Single-centered, Small sample size, Small costs, Simple to operate, and Significance-oriented, through the three months of intensive training. The intensive training in the Clinical Micro-research project has proven effective for enhancing postgraduates' scientific knowledge and research skills[\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. The course's success is largely due to its structured design, which dissects content into manageable topics, facilitating easier comprehension for students. The integration of clinical work with course material and case studies increases the training's relevance and practical utility. An online platform further supports learning by offering academic resources and current research updates[\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. The active engagement of participants in research proposal writing allows for the practical application of knowledge and constructive feedback, ultimately strengthening their research capabilities.\u003c/p\u003e \u003cp\u003eMore importantly, the Kirkpatrick model suggests that learning outcomes should lead to behavioral changes, including increased confidence in clinical research, which was observed in our study's participants[\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. This indicates the effectiveness of the Clinical Micro-research training, particularly for early-career doctors. The training addresses knowledge gaps through lectures and research planning, aiming to build scientific knowledge and self-assurance in trainees[\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Despite challenges in measuring behavioral changes, significant improvements were noted by the end of the program, likely due to the practice-based approach that converts theory into practical skills. This method effectively narrows the theory-practice gap, further enhancing the participants' research capabilities. On Outcome level, we organized a presentation of clinical micro-research project in our department and found these residents who had taken \u0026lsquo;Clinical Micro-research\u0026rsquo; course in 2023 received significantly higher average expert scores for their research proposals compared to those who had not participated in the training. This further confirms the significant assistance that Clinical Micro-research training provides to young physicians.\u003c/p\u003e \u003cp\u003eIn our study center, young doctors mentored by experts have successfully published their clinical micro-research in renowned journals such as the British Journal of Anaesthesia, Journal of Clinical Anesthesia, Anesthesia and Analgesia, Gastrointestinal Endoscopy, and Cardiovascular Diabetology, covering a range of research types from status surveys to machine learning models and randomized clinical trials[\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. The process of these achievements is relatively uncomplicated, involving data collection from hospital databases for retrospective analysis or small sample sizes for rapid trials. Simple interventions, such as modified chest compression during endoscopy to improve patient hypoxia without disrupting the procedure, have been proven effective. Other studies have focused on reducing tracheal intubation misplacement and employing cost-effective ventilation techniques for high-risk sedation patients[\u003cspan additionalcitationids=\"CR32 CR33 CR34 CR35 CR36 CR37\" citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. These achievements are a testament to the impact of clinical micro-research within our department, contributing valuable insights and improving patient care.\u003c/p\u003e \u003cp\u003eFrom our analysis, it is evident that the Clinical Micro-research training program has been successful. The evaluation results using the Kirkpatrick model will assist experts in scientific education and clinical researchers in understanding the effectiveness and relevance of the training program, and how the training team can further improve and promote the program in the future[\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. The Clinical Micro-research mentioned in our course aims to address minor clinical issues, with topics derived from clinical practice itself, without the need to follow the trends of basic research. Any unresolved issues encountered in clinical work can serve as subjects for scientific inquiry. Clinical Micro-research does not require prolonged preparatory work or costly experimental equipment or reagents. As long as there is an idea and a well-structured and rigorous research plan, the study can commence at any time[\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. After conducting multiple micro-research studies, researchers will become increasingly proficient in the scientific process, and they will find it easier to undertake multi-center, large-sample clinical trials in the future. The findings from these micro-research studies are also fed back into clinical practice, where they play a role in improving and optimizing clinical work, ensuring patient safety, and enhancing the level of patient comfort during medical procedures[\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Ultimately, these efforts contribute to the continuous advancement of clinical medicine.\u003c/p\u003e \u003cp\u003eThere are several limitations in this study. Firstly, the training effectiveness was only evaluated in the short term, that is, only the ability of students to design Clinical Micro-research research plans was assessed. However, this result does not indicate whether students are capable of conducting scientific research independently. Long-term capabilities such as the ability to complete projects, write papers, submit articles, and apply for grants have not been assessed systematically due to time constraints. Additionally, to test whether students' scientific research abilities have been improved, in addition to self-evaluation, the ability to apply the knowledge learned for creation is a more objective outcome. By evaluating the research proposals submitted by the students, we concluded that most were able to design feasible research proposals following the training. Additionally, we compared the research protocol scores of 16 postgraduate students from the same department, distinguishing between those who participated in the course training and those who did not. The results suggest that the training was effective. Meanwhile, doctors and postgraduates in our department have already achieved results in Clinical Micro-research, indicating that Clinical Micro-research has great potential. However, these results do not directly demonstrate the effectiveness of the research training program. Therefore, we also plan to conduct long-term observations of trained students to explore the long-term impact of scientific research training on medical postgraduate students. Finally, the study was conducted with postgraduate medical students, who are not a complete substitute for young doctors. Because clinicians frequently interrupt their research training due to their clinical work demands, we chose postgraduate medical students as the study population to ensure consistency in the training course and to obtain timely feedback on its effectiveness. The results of this study indicated that the training program was effective. Consequently, we have transformed the series into an online training course by producing videos, allowing interested young doctors to learn anytime, anywhere. Additionally, we plan to conduct long-term observations of the young doctors who have completed the course to evaluate the impact of the training program.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003e The Clinical Micro-research training program has led to a notable improvement in the scientific research competencies of medical graduate students, according to the assessment metrics outlined by the Kirkpatrick model. This suggests that the program is not only effective but also highly beneficial in fostering a research-oriented mindset among early-career medical practitioners.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics\u0026nbsp;approval\u0026nbsp;and\u0026nbsp;consent\u0026nbsp;to\u0026nbsp;participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was supported by the University-level Teaching Quality Project at Sun Yat-sen University. The Third Affiliated Hospital of Sun Yat-sen University and the Sun Yat-sen University Ethics Review Committee evaluated the study protocol and determined that formal ethical approval was not required for this specific case, granting a waiver for written informed consent. All study procedures were conducted in accordance with the institutional guidelines of Sun Yat-sen University and were consistent with the principles of the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent\u0026nbsp;for\u0026nbsp;publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot required.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability\u0026nbsp;of\u0026nbsp;data\u0026nbsp;and\u0026nbsp;materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets collected and/or analyzed during this study are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting\u0026nbsp;Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNone for any authors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was funded by a teaching reform project of Sun Yat-sen University (No.82000-12220011).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors'\u0026nbsp;contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors contributed to the study conception and design. Data collection was performed by QH. Data analysis and interpretation were conducted by QH, GY, FH, CC, and SL. The manuscript was drafted by QH and critically revised by RW, CC, and LK. All authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThanks to the experts who participated in the lectures and evaluated the submitted programs. Clinical trial number: not applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eWyngaarden JB. The clinical investigator as an endangered species. Bull N Y Acad Med. 1981;57(6):415\u0026ndash;26.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFeldman AM. The National Institutes of Health Physician-Scientist Workforce Working Group report: a roadmap for preserving the physician-scientist. 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J Clin Anesth. 2023;85:111042.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAndriole DA, Klingensmith ME, Fields RC, Jeffe DB. Is Dedicated Research Time During Surgery Residency Associated With Surgeons' Future Career Paths? A National Study. Ann Surg. 2020;271(3):590\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLevine AS, McDonald MC, Bogosta CE. Sino-U.S. partnerships in research, education, and patient care: The experience of the University of Pittsburgh and UPMC. Sci China Life Sci. 2017;60(10):1150\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHeimburger DC, Carothers CL, Blevins M, Warner TL, Vermund SH. Impact of Global Health Research Training on Career Trajectories: The Fogarty International Clinical Research Scholars and Fellows Program. Am J Trop Med Hyg. 2015;93(3):655\u0026ndash;61.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Kirkpatrick model, scientific research training, Clinical Micro-research training program, medical education","lastPublishedDoi":"10.21203/rs.3.rs-6403998/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6403998/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eGrowing numbers of Chinese clinicians are difficult pursuing their interest in innovative research due to time limitations and inadequate research capabilities. So we proposed a concept 'Clinical Micro-research\u0026rsquo; and developed training courses on the topic. This study aimed to evaluate the impact of the Clinical Micro-research training program on enhancing the clinical research capabilities of young physicians, using the Kirkpatrick evaluation model.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eThe training target was postgraduate medical students enrolled at Sun Yat-sen University in 2023 who voluntarily choose to participate in and completed the Clinical Micro-research Training Programme. The Kirkpatrick model was used, which measures the reaction, learning, behavioral and outcomes of the training. Participants were administered an online anonymous questionnaire before and after the training sessions and submitted a clinical micro-research protocol.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003e196 participants were enrolled, and all expressed high satisfaction with the training and provided positive feedback regarding the content and the instructors' professional competence at the reaction level. On the learning level, there was a significant increasing in participants' clinical scientific knowledge scores post-training (64.9\u0026thinsp;\u0026plusmn;\u0026thinsp;12.3 vs. 57.8\u0026thinsp;\u0026plusmn;\u0026thinsp;11.8, P\u0026thinsp;\u0026lt;\u0026thinsp;0.001). 96.9% (n\u0026thinsp;=\u0026thinsp;190) of the students reported a perceived improvement or significant improvement in their research capabilities following the training. This effect on the behavioral level was supported by assessments of the clinical micro-research protocols submitted where the majority was deemed feasible (n\u0026thinsp;=\u0026thinsp;131, 66.84%), with 28 participants (14.3%) receiving an excellent rating.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eEvaluated by the Kirkpatrick model, the Clinical Micro-research training program significantly enhanced the scientific research skills of medical graduate students, showing valuable potential for promoting research acumen among young medical professionals.\u003c/p\u003e","manuscriptTitle":"Assessment of Clinical Micro-research training program based on the Kirkpatrick model","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-20 12:59:22","doi":"10.21203/rs.3.rs-6403998/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9b2efbbf-8968-4637-8766-a6972871eb6d","owner":[],"postedDate":"May 20th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-06-05T15:23:48+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-20 12:59:22","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6403998","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6403998","identity":"rs-6403998","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}