Bridging the gap in clinical research training: a qualitative study of postgraduate medical students' perceptions of good clinical practice education

OBJECTIVES: Despite increasing emphasis on clinical research ethics and quality assurance, Good Clinical Practice (GCP) training remains inadequately incorporated into postgraduate medical education. This qualitative study investigates postgraduate medical students' experiences with GCP education, exploring their learning outcomes, professional identity development, and suggestions for curriculum enhancement. METHODS: This qualitative study recruited twelve first-year postgraduate students participating in a newly established GCP elective course at a Chinese medical university. Semi-structured interviews were performed and analysed using Systematic Text Condensation. The data were interpretation employed a competency-based medical education (CBME) framework, specifically examining the aspects of role formation and contextual learning aspects. RESULTS: Five interrelated themes emerged from the analysis: (1) prior exposure to and foundational understanding of clinical trials; (2) motivations for enrolling in the GCP course enrolment, encompassing knowledge acquisition, practical application, and career planning; (3) evolving awareness of ethical, legal, and professional responsibilities through GCP training; (4) holistic professional development through GCP education; and (5) student recommendations for improving the practical relevance and key interested parties engagement in GCP courses. Participants universally acknowledged the value of GCP education for their future roles as clinician-investigators. However, fragmented prior knowledge and limited early exposure hindered their initial engagement. The course stimulated profound reflection on ethical responsibility and professional identity formation. Students consistently advocated for more competency-based, practice-oriented learning opportunities to better align theoretical knowledge with the practical demands of clinical research. CONCLUSION: This study underscores the pressing need to integrate GCP education within structured, competency-based medical curriculum. By aligning course design with learners' emerging professional needs and addressing current implementation limitations, GCP training can more effectively support the development of ethically responsible physician-investigators.