It is well documented that teaching research methodology (RM) to undergraduate students is challenging, and the same holds true in the context of rehabilitation sciences (Charumbira, Berner & Louw 2021). A persistent challenge in rehabilitation education is that students perceive research training as intimidating and struggle to understand its relevance to clinical practice (Reddy 2018; Tiwari, Arya & Bansal 2017). This disconnect can lead to a lack of motivation and engagement, potentially impacting the development of crucial professional competencies (Peachey, Baller & Schubert 2018). Moreover, educators in rehabilitation sciences have reported time constraints, a lack of integration between theory and practice, and variable student motivation and confidence as common issues encountered in undergraduate evidence-based health care teaching and learning, particularly research-focused courses (Schoonees, Rohwer & Young 2017).

For rehabilitation undergraduates, these obstacles are compounded by the evolving landscape of rehabilitation research. Recent advances in the field have called for a paradigm shift towards broader, interdisciplinary rehabilitation research that moves beyond traditional approaches (Greenhalgh et al. 2014; Negrini 2019). This includes a shift towards more interprofessional approaches, acknowledging that rehabilitation interventions often require coordinated input from multiple disciplines to address complex patient needs effectively (Ciapponi et al. 2017; Hustoft et al. 2019). In addition, growing evidence suggests that traditional evidence hierarchies – which prioritise randomised controlled trials and systematic reviews – are often unsuitable for rehabilitation sciences, where interventions are typically complex, context-dependent and difficult to standardise (Greenhalgh et al. 2014). The multimodal, highly individualised nature of rehabilitation interventions often makes them poorly suited to conventional experimental designs, necessitating more flexible approaches to evidence generation and evaluation (Meyer & Wulff 2019; Negrini 2019; Negrini et al. 2019).

Of particular importance is the growing recognition that equity considerations must be central to rehabilitation education (Quigley, Myezwa & McArthur 2023; Sekome et al. 2023). Rehabilitation professionals work in contexts deeply affected by social determinants of health, requiring them to understand how factors such as socio-economic status, education, gender, sexuality, race and disability impact health outcomes and access to rehabilitation services (Quigley et al. 2023). The PROGRESS-Plus framework (Place of residence, race and ethnicity, Occupation, Gender, Religion, Education, Socio-economic status, Social capital, plus age, disability, and sexual orientation) offers a structured approach to considering these factors in rehabilitation research and practice (Cochrane Methods Equity, n.d.). In South Africa specifically, where historical and persistent inequities shape healthcare access and outcomes, preparing rehabilitation students to conduct and consume research through an equity lens becomes not just pedagogically sound but ethically imperative.

Additionally, clear guidance on essential research competencies for rehabilitation students remains lacking, with a prevailing overemphasis on evidence-based practice skills at the expense of other crucial areas such as soft skills and professional ethics (Charumbira et al. 2021). This imbalance may result in graduates who lack confidence in designing and conducting contextually relevant research. Inconsistencies in teaching methods and timing of research skills introduction have furthermore highlighted a need for a tailored, multi-tiered approach to research competency development in rehabilitation curricula (Charumbira et al. 2021; Helgøy et al. 2021; Reddy 2018).

In response to these challenges, innovative approaches to RM education are needed to better prepare rehabilitation students for the realities of current and evolving clinical practice and research (Berman 2013; Vuurberg et al. 2019). Such approaches should balance methodological rigour with creative engagement strategies while fostering critical consciousness about equity and diversity in rehabilitation research. Stellenbosch University’s Department of Health and Rehabilitation Sciences recently undertook a comprehensive situational analysis to revise undergraduate RM training (Berner et al. 2022). This process involved multiple steps, including consideration of the unique needs of rehabilitation practice, the transforming global rehabilitation research landscape, and the complexity of rehabilitation in terms of what it is, and its varying degree and extent of availability. Simultaneously, a scoping review on research competencies for undergraduate rehabilitation students (Charumbira et al. 2021), a document review of existing research methods training in the department was conducted, and stakeholder input was sought at various levels (Berner et al. 2022). The resulting redesigned module adopted a competency-focused design aimed at cultivating specific research skills identified during the situational analysis (Berner et al. 2022).

The module design is grounded in constructivist educational theory, emphasising active knowledge construction over passive learning. Content promotes research understanding through collaborative work, scaffolding and self-guided learning, focusing on the ‘what and why’ of research rather than merely procedural steps (Berner et al. 2022; Goldmann et al. 2018). It incorporates creative teaching strategies such as storytelling and real-world analogies to make abstract concepts accessible while connecting RM to clinical practice through a case study project based on students’ clinical rotations. A key feature is its emphasis on equity in rehabilitation research, teaching students to consider how social determinants shape rehabilitation needs and outcomes using frameworks such as PROGRESS-Plus.

The module also acknowledges the changing nature of evidence in rehabilitation practice, which may be largely because of the challenges related to the adoption – namely, transferability – of rehabilitation interventions that are often multimodal and containing principles that may not yet be part of local rehabilitation packages and interventions. The module introduces students to a range of research designs and concepts with a view of cultivating pragmatic researchers skilled in using the strengths of various methodological approaches – quantitative, qualitative and mixed methods – to address different rehabilitation questions (i.e. methodological pluralism) (Onwuegbuzie & Leech 2005a, 2005b). The module furthermore emphasises the importance of patient-centred approaches, encouraging students to consider how research can incorporate patient priorities, preferences and experiences as legitimate sources of knowledge. Content delivery is through a fully online blended approach (Cleveland-Innes & Wilton 2018). The online format was adopted prior to the coronavirus disease 2019 (COVID-19) pandemic for pedagogical and institutional reasons: to accommodate differing timetables across rehabilitation divisions, facilitate interprofessional learning and align with the university’s strategic emphasis on technology-enhanced education (Berner et al. 2022).

Given the evolving landscape of rehabilitation research and education, continuous evaluation of RM training remains essential. As immediate stakeholders and experts in their learning experience, student feedback is crucial in tertiary education, providing valuable data for quality improvement and accountability (Okogbaa 2016). Their expectations and preferences regarding research education change over time and are influenced by various factors including cultural context, gender, age and institutional setting (Munabi et al. 2016). These shifting perspectives necessitate regular reassessment of teaching approaches, even when addressing seemingly persistent challenges in research education. Understanding how students respond to innovative teaching strategies, equity-focused content and blended learning approaches can inform refinements to RM modules and contribute to broader conversations about effective research education in complex rehabilitation settings. This study aimed to describe student feedback on a newly developed RM module for undergraduate rehabilitation students, with particular focus on content, delivery methods and student engagement.

This study described student feedback on a newly developed research training module for undergraduate rehabilitation students at a South African university. Students generally appreciated the creative teaching approaches and clear learning objectives, while expressing concerns regarding research interest over time and confidence in applying research skills. Interpreted against the content and design features of the new module, the findings provide insights into aspects of implementing research methods training for undergraduate rehabilitation students: innovative approaches to RM education, the interplay between creative teaching strategies and professional relevance, and the challenges of sustaining student engagement throughout the learning journey.

The module yielded generally positive feedback, with most students rating the pace as ‘just right’. This finding suggests that the stepwise approach to presenting content allowed for incremental mastery of interrelated research concepts. Moreover, the module was structured to strategically include regular break periods, along with interactive elements and varied teaching formats – design elements that reportedly may contribute to students’ cognitive assimilation and analytical abilities (Lodge & Harrison 2019).

The value of innovative pedagogy in research methods education becomes increasingly important as educational landscapes evolve (Dixit et al. 2024), alongside the continuing need to reimagine how RM is taught to better prepare rehabilitation practitioners for evidence-informed practice in complex healthcare contexts (Berner et al. 2022). While evidence suggests that innovative pedagogical approaches can increase student engagement over time (Dixit et al. 2024), our single pilot implementation cycle prevents commentary in our context and on longer-term impacts. The student feedback indicated a decrease in research interest from module commencement to completion. Although we cannot determine whether the online mode contributed to the decline in interest, students’ strong engagement and positive feedback on the online organisation in our related qualitative study (Louw et al. 2025) suggest the format was unlikely to be a primary barrier. Instead, this observation seems to echo a fundamental challenge in rehabilitation research education. However, it should be observed that these findings may reflect different students responding at different time points rather than a true decrease in individual interest levels, given the difference in response rates. Nevertheless, the results align with observations that clinical interests often overshadow research motivations as rehabilitation students progress (Boshnjaku et al. 2023) – despite efforts to mitigate this, as it is well recognised that strengthening connections between academic and clinical settings remains central to improving evidence-based practice training in rehabilitation curricula (Boshnjaku et al. 2023). The new module’s knowledge translation-focused project, involving clinical stakeholders and case patients along with a literature review, aligns with evidence that such projects may reduce the research-practice gap in rehabilitation sciences (Roberge-Dao et al. 2019). Future longitudinal research will evaluate this project’s impact in this regard.

The module’s ‘fun’ storytelling approaches, like the ‘Bake Us a Cake’ design lecture and ‘Perfect Holiday’ narrative for developing research questions, not only received positive feedback but also revealed a dichotomy between engaging pedagogy and professional relevance. While these creative analogies successfully made abstract concepts accessible, students’ comments requesting more discipline-specific examples suggest the need for direct application to rehabilitation contexts. The incorporation of fun elements aligns with reports that most students value enjoyment in learning as it contributes to motivation and performance (particularly in online learning), although educators should be mindful that some students may perceive fun activities as detracting from learning focus (Okada & Sheehy 2020). Based on our findings, maintaining creative teaching analogies but pairing them immediately with discipline-specific applications may be a more preferable approach. This balance would maintain engagement while reinforcing professional relevance, which appears essential for students in health and rehabilitation sciences (Boshnjaku et al. 2023; Reddy 2018).

The highest-rated topics – ethics and equity in health research – were noteworthy. Content connecting RM to social justice imperatives in rehabilitation may create powerful learning experiences. The timing of these topics within the RM module (3rd year of the 4-year degree) also coincides with the students’ first clinical placements for service delivery in settings such as community health centres and clinics and rural district hospitals. As part of selecting a case participant for the research project, students were encouraged to converse with various stakeholders during their clinical rotation (including the patient) to ensure a project that aligns with aspects of equity and the patient’s context and needs. The module’s emphasis on equity resonated strongly with students. While the central role of including diversity, inclusion and equity in undergraduate rehabilitation education has been acknowledged (Sekome et al. 2023), there is a lack of studies examining equity-focused content as a research competency (Charumbira et al. 2021) or its impact on student engagement in RM education – particularly in contexts facing high levels of inequity in health and rehabilitation care – and these aspects warrant further investigation in future research.

Despite the module’s focus on knowledge translation and its goal of bridging the gap between research and clinical practice, the confidence findings after pilot implementation reveal a persistent challenge in RM education. Few students reported feeling ‘very confident’ in applying specific research skills. This confidence gap persists despite students assigning high ratings for learning outcome clarity and content presentation. The discrepancy between conceptual understanding and application confidence suggests that additional strategies are needed to strengthen students’ sense of competence. The case study approach to the research project was designed to provide authentic context for research skill application. While innovative and aligned with the changing landscape of evidence in rehabilitation sciences (Berner et al. 2022), the limited confidence reported suggests this approach needs further enhancement for future iterations. Undergraduate health sciences students often experience ‘research readiness anxiety’ when transitioning from theoretical understanding to practical application of research skills (Marais et al. 2019). This phenomenon is common, and developing positive research attitudes can help reduce students’ perceived barriers to applying research in practice (Peachey et al. 2018). Implementing more structured opportunities for practical application throughout the module, such as small-scale data collection exercises relevant to students’ clinical experiences, may provide opportunity for improving specific skills towards application confidence. Collaborative, peer-led research activities embedded within clinical practice environments have been shown to enhance student confidence in applying research skills (Peachey et al. 2018), suggesting that incorporating such activities tied to clinical rotations could further bridge the theory-practice divide.

Student feedback on learning resources revealed that while the content was generally well-received, most students felt there were too many external videos. The integration of technology in education requires educators to carefully evaluate which digital tools best support specific learning objectives. A systematic review of the use of online technology in physiotherapy curricula (Mącznik, Ribeiro & Baxter 2015) found that personal preferences for different learning formats can influence engagement with digital resources. Despite our efforts to vary the types of multimedia resources, this particular cohort appeared to prefer other formats. A balanced approach that strategically integrates selected high-quality multimedia elements can enhance the connection between learning objectives and content delivery. Future iterations of the module should consider both the quantity and format of digital resources to better align with student preferences while strategically matching these to specific learning objectives. Regular reviews of all multimedia content should be conducted to ensure continuous alignment with learning objectives, remove redundant materials and replace less effective resources with more targeted alternatives.

This study described undergraduate rehabilitation students’ feedback on a newly developed RM module at a South African university. Our findings confirm that while persistent challenges exist – particularly in maintaining interest and building application confidence – innovative approaches can make research concepts more accessible. Students particularly valued content that connected RM to equity elements, especially relevant in settings with pronounced healthcare inequities. The scaffolded storytelling and equity-focused case studies employed in this module offer transferable strategies for other rehabilitation programmes, although these should be balanced with discipline-specific applications and structured opportunities for practical application. Future RM teaching should carefully consider both quality and quantity of multimedia resources while strengthening explicit connections between theory and clinical practice.