| Summary: | Background: Research is an important part of the clinical practice. In recent years, several workshops are held to teach research skills to medical students. Evaluating workshops determine that workshop content can lead to higher performance in individuals. The present study aimed to evaluate effectiveness of writing scientific papers workshop for medical students using Kirkpatrick’s model.
Materials and Methods: This was a quasi-experimental study using pretest-posttest design and face to face communication to assess the learning effect of the training intervention. Immediately after workshop, the participants filled out a satisfaction questionnaire for evaluation of level one. To assess level two, pretest and posttest questionnaire was used. To assess level three and four, number of students who started their first research project and who published their first research articles were considered for a 6 months’ period after workshop.
Results: Based on our results, contributors’ gender and semester had no efficacy on knowledge improvement of the participants. Results of four levels of Kirkpatrick’s model showed all participants were satisfied from workshop and participation in this workshop has had a positive effect on participants’ knowledge about writing articles. Obviously, the workshop affect on transfer of knowledge to contributors and it leads to maintenance of change over time.
Conclusion: Impressively the authors found strong evidence to validate that the training effect on students’ understanding of the research process, positively. Such courses enable medical students to investigate properly and improve their knowledge in their field. Therefore, universities must encourage medical students to participate in these workshops.
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