Scientific research and research skills among health sciences students
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Research training is an essential component of health sciences education because it contributes to critical thinking, evidence appraisal, and the generation of relevant knowledge. Therefore, this study aimed to analyze the research competencies developed by health sciences students, the factors that facilitate or hinder their consolidation, and the educational strategies used to strengthen them. An exploratory literature review was conducted using a qualitative approach, a non-experimental design, and an exploratory-descriptive scope through the search and analysis of scientific literature in international and regional databases. The findings showed that research competencies encompass epistemological and methodological knowledge, information searching and critical appraisal, data analysis, scientific communication, collaborative work, and research integrity. Their development is influenced by motivation, previous experience, curricular organization, access to mentorship, protected time, and institutional resources, whereas academic overload and fragmented training constitute recurrent barriers. Longitudinal strategies, project-based learning, structured mentorship, and formative assessment demonstrated greater educational potential. It is concluded that the development of these competencies requires progressive, experiential, and context-sensitive curricular integration that promotes autonomy and the responsible application of scientific knowledge.
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