Background: Investigative experiences during undergraduate education are diverse and their objective is the formation of investigative competences. Objective: to compile information related to course-based research experiences (CBRE) that have been implemented in the context of undergraduate medical education. Methods: A review of the narrative literature was ca-rried out where the ERIC, SciELO, Redalyc, Scopus and PubMed databases were investigated through the terms: “science”, “course-based”, “research”, “in the classroom”, “experience(s)”, “internship(s)”, “under-graduate”, “bachelor”, “training”. Of the 780 sources initially searched, 35 references were analyzed. The information was analyzed according to the categories of: measurement results, theoretical foundations, benefits of the experience, limitations / disadvantages. Results: The CBRE are considered positive and attrac-tive experiences for students, as they allow the student to be exposed to the research process, developing skills and opportunities for future research projects, allows networking and teamwork to be established, provides the opportunity to work in research teams and research laboratories, experimentation, and com-mits students and teachers to disseminate the findings through scientific publications. Its foundations are in situated learning, communities of practice, problem-based learning and constructivist learning. The common objective is to involve undergraduate students in scientific research and that they manage to form their competencies through same investigative act. Conclusion: CBRE allow improving student learning, the formation of investigative competences, and gains in their scientific identity, self-confidence, and per-sistence in their study career.
|Translated title of the contribution||Course-Based undergraduate research experien-ces, analysis of their foundations and results in Medical Education|
|Number of pages||8|
|State||Published - 2022|
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