Impact of a research methodology course emphasizing critical appraisal skills on dental students’ clinical decision-making self-efficacy: a single-arm educational intervention

Undergraduate dental education in India emphasizes procedural competence, with limited structured exposure to research methodology and evidence appraisal. Research-oriented learning develops analytical reasoning, critical appraisal, and evidence interpretation skills that parallel core clinical reasoning processes and may strengthen students’ confidence in applying research evidence to patient care. The goals of this project were to implement a structured research methodology course emphasizing the critical appraisal process central to evidence-based practice (EBP), and assess its impact on clinical decision-making self-efficacy among undergraduate dental students. A prospective, single-center, single-arm quasi-experimental pre–post educational intervention study was conducted over 12 weeks among 250 undergraduate dental students. The research methodology course that comprised the education intervention was grounded in the principles of constructivism and competency-based education, incorporating blended learning, mentorship, and applied clinical scenarios. Clinical decision-making self-efficacy and research awareness were assessed using a validated 14-item questionnaire administered before and after the intervention. Statistical analyses included non-parametric pre–post comparisons, effect size estimation, subgroup analyses, and correlation testing. Ethical approval was obtained (MRDC/IEC/2025/58), and the study adhered to appropriate reporting guidelines for educational intervention research. Clinical decision-making self-efficacy scores increased significantly from baseline to post-intervention (21.3 ± 3.8 to 28.9 ± 3.6; p < 0.001; Cohen’s d = 1.05). Research awareness scores also improved significantly (19.1 ± 4.2 to 27.4 ± 3.9; p < 0.001; Cohen’s d = 1.12). Improvements were observed across all academic years, with greater gains among senior students. Post-intervention feedback indicated high satisfaction and perceived clinical relevance. Implementation of a structured research methodology course emphasizing critical appraisal of evidence via active learning strategies was associated with improved clinical decision-making self-efficacy among dental students, supporting the integration of research training into undergraduate dental education.