Quantitative results

During the active course period, 272 participants enrolled in the course. Of these, 168 (61.8%) completed the course entry survey and started the course stages. Males comprised 60.8% of the participants. Of the total, 46.5% were medical students or interns. 41.6% reported that there was no mandatory research training at their institution. Additionally, 83.8% of participants were from Africa and Asia. 54 countries were recorded in course entry survey. India was the most commonly represented country in the course entry survey, with 18.5% of participants (Table 1). 72.6% of the participants were from low-income or lower-middle-income countries according to World Bank country classification by income in 2023 [21]. Participants had high expectations from the course, with a median score of 9 (25th–75th percentile: 7–10). 71(42,3%) out 168 participants completed all stages of the course and reached the course completion exam stage. 56 (33.3%) filled out the course exit survey (Table 1), and 52 (30.9%) passed the course completion exam. The median passing score (25th–75th percentiles) was 80 (77.1–87.1). Participants’ demographics, perceptions on their knowledge and confidence regarding the course topics are presented in Table 1.

Table 1 Participants’ demographics, perceptions on their knowledge and confidence related to course content

Participants from Africa and Asia accounted for 85.7% of all respondents in the course exit survey. A total of 25 countries were represented in the exit survey. India had the highest number of participants at 26.8%, followed by Egypt at 10.7%. Participants indicated that their expectations from the course were met, with a median score of 8 (25th–75th percentile: 0–10). Regional participant distribution in both surveys is shown in Fig. 2.

Fig. 2

The bar chart of the distribution of participants by geographic region. Orange color: pre-course (entry) and green color: post-course (exit) surveys

Prior to the course, participants rated 15 out of the 16 topics listed in Table 1 (under “Current Perception of Knowledge”) with a median score below 5. After completing the course, participants evaluated 15 out of the 16 topics, achieving a median score of 8 or higher. Participants’ perceived confidence in conducting research, as well as their overall knowledge perception, increased from a median score of 5 to 8. Among the 56 participants who completed the post-course survey, the median response to the question “How likely are you to recommend this course?” was 9 (25th–75th percentile: 7–10).

Participants who successfully completed the course and with pre- and post-course surveys

A total of 52 participants who successfully completed the course were analysed further. The majority were male (61.5%). Medical students and interns were 51.9% of the participants, 18 (34.6%) and 9 (17.3%), respectively. There were 10 residents (19.2%), 8 master’s students (15.4%), and 7 participants (13.5%) from other professions. 31 (59.6%) participants reported that their institution had mandatory research training, while 29 (56.9%) stated that their institution offered elective research training opportunities. The top two geographic regions represented were Africa and Asia, with a total of 45 participants (86.5%): 23 (44.2%) from Africa and 22 (42.3%) from Asia. Other regions were North America (3 participants, 5.8%), Central and South America (3 participants, 5.8%), and Europe (1 participant, 1.9%). 23 different countries were recorded. Participants from India were the most represented country with 14 (26.9%) participants. Out of 52 participants, 78.8% of the participants were from low-income (19.2%) or lower-middle-income countries (59.6%). Participants from upper-middle-income and high-income countries comprised 9.6% and 11.5%, respectively.

The 52 participants’ median (25th–75th percentiles) pre-course expectation was 9 (7.75–10). After completing the course, their median (25th–75th percentiles) for the question “how well the course fulfilled their expectations” was 8.5 (8–10), Wilcoxon Signed-Rank Test, p value: 0.433, Cohen’s d: 0.157. The pre- and post-course scores for the 52 participants who successfully completed the course are shown in Table 2.

Table 2 Comparative analysis of pre- and post-course perceived knowledge and confidence among participants

Participants’ perceived knowledge and confidence showed significant improvements before and after the course (p < 0.001), with large effect sizes (-0.902 and − 0.819, respectively). Box-and-whiskers plot of participants’ perceived knowledge and confidence before and after the course are presented in Fig. 3.

Fig. 3

Box-and-whiskers plot of participants’ perceived knowledge and confidence before and after the course. The box resembles the Interquartile Range (IQR) where the box begins with the 25th percentile and ends with 75th percentile. The horizontal line within the box resembles the median. Dots represent outliers. The whiskers lines represent the range of values that are not outliers. Orange color: Pre-Course (entry) Survey results, green color: Post-Course (exit) Survey results. *** represents p value < 0.001

Qualitative results

Out of the 56 participants who completed the post-course survey, 33 (58.9%) provided written feedback on what they liked about the course (32 participants) and suggestions for improvement (28 participants). Out of a total of 33 participants, medical students provided most of the feedback, with 11 responses (33.3%). This was followed by master’s students and residents, each contributing seven responses (21.2%). The regions that contributed most feedback were Africa and Asia, with 18 (54.5%) and 10 (30.3%) responses, respectively. In total, feedback was recorded from participants in 16 different countries. The top three countries providing feedback were India, Sudan, and Ethiopia, with 6 (18.2%), 4 (12.1%), and 4 (12.1%) responses, respectively.

From the qualitative data, 25 codes were extracted, and four themes emerged based on these codes: Clarity and Simplicity in Teaching, Appreciation for Expert Knowledge, Course Organization and Structure, and the Need for Additional Visual and Interactive Materials.

Clarity and simplicity in teaching

Participants emphasized and appreciated how the expert’s explanations, particularly using practical examples, made complex concepts more understandable. This theme highlights the importance of simplifying research training for diverse learners. One participant noted that the course was “very practical and simple to understand,” giving them real insights from an experienced scholar.

"It is very practical and simple to understand. It gave me fresh insights from a well experienced scholar. I have always thought research was so difficult and can only be done by experts, but now I leant that I can grow while doing it."

(A participant from Ethiopia)

“Simple easy to understand, and good for beginners.”

(A participant from India)​.

“Easy and straightforward presentation. Very entertaining”.

(A participant from Sudan)​.

This clarity helped them to believe they could grow while engaging in research. Another participant highlighted the “directness of the professor” as a key factor in understanding the material. The feedback reflects that the course’s delivery style made research concepts easier to comprehend and motivated participants to engage more deeply with the subject.

"Plenty of knowledge shared off real life experience with examples which made concepts easier to understand."

(A participant from England)

"It’s different! Unlike other courses I’ve taken in research, this is course was more attracting in terms of delivering it. Keep it up as a real chat with expert not a bunch of lectures."

(A participant from Egypt)

The combination of straightforward explanations, real-life examples, and expert guidance was helpful in enhancing participants’ confidence in research.

Appreciation for content and expert knowledge

Many participants valued the knowledge and experience shared by the instructors, recognizing the importance of learning from experts in the field. They frequently commented on the wealth of knowledge provided in the course. Many noted that the course offered invaluable information about crucial research concepts. This theme captures the gratitude participants expressed for receiving expert guidance. One participant expressed that the course was “full of experience and knowledge shared,” appreciating the depth of expertise in videos.

"It was very informative, and I would like to take this opportunity to thank you for sharing such a wealth of knowledge and experience with us".

(A participant from United Arab Emirates)

“Full of experience and knowledge shared.”

(A participant from Tanzania)​.

Another participant mentioned on how the course refreshed their memory and exceeded their expectations. Detailed advice reignited their passion for research.

“Going into it, I thought this was basic research knowledge to refresh my memory after graduation. Turns out it was so much more! The advice given was so detailed and to the point. It made me want to contact a colleague and start new research after 4 years of limbo. Thank you so much!”

(A participant from Egypt)

The course’s focus on key principles like accountability, competence, and ethical considerations in research was also frequently highlighted, with participants recognizing the importance of these foundational elements.

"Very educative and has improved my research knowledge as a medical student. Very informative, articulate. It’s so educating, and I learned more about research, ethics, and authorship."

(A participant from Uganda)

"I like the fact that I was able to learn from the experience of a respected expert in the field. It gave me overall insight on fundamentals of research. I am now well aware of the issues of accountability and how important research is for the community."

(A participant from Ethiopia)

Course organization and structure

Participants provided several suggestions on how to improve the course. Some participants pointed out areas for improvement regarding the organization and flow of the course, suggesting that better structuring could make it easier to follow and retain information. This theme identifies the importance of course format. Several participants suggested improvements to the course by enhancing the depth of the content. They expressed a need for more detailed explanations for complex topics such as study designs and ethical considerations. Some felt that certain sections, like the discussion on study designs, were too complicated and could benefit from further elaboration.

“To be more organized in episodes script”.

(A participant from Egypt)​.

“I would have liked more details on the specific structures of the study designs.”

(A participant from Ethiopia)

“Some videos need a little bit more detailed and ordered explanation. For example, the discussion on study design was a little complicated.”

(A participant from Ethiopia)

Need for additional visual and interactive materials

Several participants suggested that including more interactive elements, such as visual aids, slides, or subtitles, could enhance their understanding of research concepts. This theme emphasizes the demand for varied instructional tools.

"If videos were shown with a lecture slide format to help guide understanding of the concepts being explained."

(A participant from England)

"More explanation on scientific terms used, and if possible, additional notes on those points which could not be covered in the video."

(A participant from India)

“It would be great if you add links to further readings or links to the articles the professor mentioned so we can easily access them.”

(A participant from Egypt)

“Manuscript, Slide presentation, in case for further reading.”

(A participant from Uganda)​.

Integration of quantitative and qualitative results

The quantitative data shows a significant increase in participants’ perceived knowledge and confidence across all measured areas. The high effect sizes indicate a significant shift in participants’ perceived confidence and knowledge levels after the course. This quantitative result is reflected in the qualitative feedback. Participants frequently expressed clarity and a deeper understanding of research concepts. Many participants mentioned how the course’s practical examples and expert insights made complex research topics more accessible. Comments such as “very practical and simple to understand” and “plenty of knowledge shared from real-life experience” show how the course’s instructional approach contributed to participants’ improved understanding.

The “Clarity and Simplicity in Teaching” theme aligns closely with the increase in perceived knowledge across various research skills. Participants’ comments emphasize that the clear explanations and examples were instrumental in understanding research processes, which many initially thought it to be difficult. For example, one participant noted, “I have always thought research was so difficult and can only be done by experts, but now I learned that I can grow while doing it.” This statement shows a mindset change that likely contributed to the increased confidence. In addition, participants mentioned that the course’s direct and practical style helped them feel more equipped to take on research independently. This feedback supports the quantitative results showing significant growth in confidence. It suggests that the clarity of instruction contributed to participants’ belief in their ability to perform research tasks. This is also important, which can foster long-term engagement in research.

The “Appreciation for Content and Expert Knowledge” theme supports the quantitative gains. Participants valued the depth of knowledge that experts shared. They recognized the course as a unique opportunity to learn from experienced researchers. Comments such as “full of experience and knowledge shared” and “the advice given was so detailed and to the point” reflect participants’ appreciation for the content depth. These comments likely contributed to the increased perceived scores in knowledge. Additionally, several participants mentioned that the course reignited their enthusiasm for research. This enthusiasm indicates the confidence boost observed in the quantitative data.

Participants provided constructive feedback on the “Course Organization and Structure” and “Need for Additional Visual and Interactive Materials” themes. The comments indicate areas where future courses could improve the learning experience for participants. Although the quantitative results indicate increased perceived knowledge and confidence, participants expressed that more structured and detailed explanations, especially for complex topics like study design, could improve comprehension further. Some participants requested more visual aids and interactive elements, such as slides and additional reading materials, to reinforce the concepts covered. These suggestions align with study’s aim and the quantitative increase in knowledge, as these tools could provide a reference for ongoing learning and retention.