Background:

Investigative experiences during undergraduate education are diverse and their objective is the formation of investigative competences.

Objective:

to compile information related to coursebased research experiences (CBRE) that have been implemented in the context of undergraduate medical education.

Methods:

A review of the narrative literature was carried 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)”, “undergraduate”, “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 attractive 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 commits students and teachers to disseminate the findings through scientific publications. Its foundations are in situated learning, communities of practice, problembased 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 persistence in their study career.

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