The Effect of Research-Based Learning on Research Competencies in the Emergency Medical Professional Competency Development Project, Naval Operational Medicine School

Abstract

This study aimed to compare students’ research knowledge before and after the implementation of Research-Based Learning (RBL) and to examine their research skills and research-related attitudes. The RBL approach was implemented through an emergency medical professional competency development project course. A quasi-experimental design was employed. The sample consisted of 51 second-year naval medical corps students enrolled in the 2024 academic year at the Naval Medical Department School, Academic Center, Naval Medical Department, Royal Thai Navy. Participants were selected through purposive sampling. The research-based instructional intervention was systematically designed to actively engage students in the full research process, including problem identification, research design, data collection, data analysis, conclusion formulation, and presentation of findings. The instructional framework was grounded in the Research–Teaching Nexus proposed by Mick Healey and Alan Jenkins (2009), Constructivist Theory (Jean Piaget, 1972), Social Constructivism (Lev Vygotsky, 1978), Experiential Learning Theory (David Kolb, 1984), and Self-Efficacy Theory (Albert Bandura, 1997). Research instruments included an instructional manual, research  knowledge test, a research process skills assessment form, a research report evaluation rubric,. All instruments underwent rigorous quality validation, demonstrating high levels of content validity and reliability. Data were analyzed using descriptive statistics and a paired-samples t-test. The findings revealed that, following the RBL intervention, the students’ mean research knowledge scores were significantly higher than their pre-instruction scores (t = 26.48, p < .01). Regarding research skills, the research process skills were rated at a high level (M = 23.33, SD = 3.56), with high inter-rater reliability (Weighted Kappa = .80). Research report writing skills were at a moderate level (M = 47.26, SD = 4.84), with moderate inter-rater reliability (Weighted Kappa = .55). Overall, the findings indicate that Research-Based Learning is an effective instructional strategy for enhancing students’ research competencies, particularly in strengthening research knowledge and procedural research skills.