Results
mistakes
110 participants (sex: 48 M/54F; and age: 19.5 (1.63) years) completed the questionnaire about the impact of the UR teaching strategies. Figures 
Results of the questionnaire: effect on integration of research knowledge related to the theoretical contents
Results of the questionnaire: effect on the development of research competences
Results of the questionnaire: effect on self-efficacy about the skills trained
Results of the questionnaire: Issues related to RCT implementation the aim of seeking across effectRegarding the development of research competencies, most students reported that UR had a positive or very positive impact on critical thinking (67% and 18%, respectively) and assessment of methodological quality (66% and 23%, respectively) (Fig. Self-efficacy about the skills trained was highly rated, and skills that benefited the most were the ability to understand and explain the placebo effect, the capacity to read and integrate the results of an RCT, and the ability to identify bias and methodological gaps related to the design and execution of a clinical trial (Fig. Students evaluated very positively the inclusion of an RCT as an active learning strategy. Aspects that received the best evaluation were the adequacy of the UR strategy with the implementation of the RCT in the subject, the active participation of students during the learning process, and the involvement and structured organisation shown by the teaching staff responsible for the project (Fig. Answers from the open question are presented in Table 
Answers to the open questionOn the other hand, negative aspects identified by both lecturers include the excessive duration of the intervention, the extra daily burden of getting students to wear the devices to ensure adherence to the intervention and data collection, and the difficulty of combining it with other daily obligations. However, lecturers reported that confidence in the premise of fostering research awareness, seeing it as the first step on a progressive path within a built UR programme, the support among the academic staff involved and their research experience helped to overcome the obstacle. Lecturers considered that this educational approach helped students to get closer to the reality of research, feel the placebo effect first-hand, identify mistakes and limitations, and propose solutions based on self-criticism. Lecturers also concluded that the activity provided a valuable opportunity for active learning through real experimentation.