Investigation of the Dunning–Kruger Effect Among Medical Students and the Effectiveness of Academic Experiences in Evidence-Based Medicine Training

https://doi.org/10.63923/smhs.2026.145

Abstract

Randomized clinical trials (RCTs) are essential for building the scientific evidence that supports medical decision-making. However, the ability of medical students to read and interpret scientific articles has been shown to be heterogeneous in Brazil. Therefore, this study aimed to assess medical students’ knowledge of topics related to RCTs, as well as their self-perception of this knowledge. An analytical cross-sectional study was conducted using an online questionnaire. The analysis included 159 students enrolled in medical programs in Brazil, who answered questions regarding previous academic experience, self-perceived scientific knowledge, and a five-item questionnaire addressing relevant aspects of RCT interpretation. The mean questionnaire score was 2.93 out of 10. Presenting scientific work at conferences was associated with better questionnaire performance, whereas scientific mentorship had no significant effect. Overestimation of one’s own knowledge of RCTs was inversely correlated with questionnaire performance (rho = −0.656). Students who scored below five showed a significantly higher level of knowledge overestimation than those who scored above five, consistent with the pattern expected according to the Dunning–Kruger effect. These findings indicate that the ability of medical students in Brazil to interpret and understand RCTs remains limited, suggesting the need to strengthen practical approaches and active participation in scientific activities during medical training to foster the development of skills in reading, understanding, and interpreting scientific articles.

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