Integration into the workplace requires prior training in various competencies and attitudes, which should be fostered from the early years of university degree programmes. Among these soft skills are teamwork, critical thinking, effective communication, problem-solving, time management, and synthesis skills, all of which are essential for successful professional integration. In this context, the experience was implemented in the seminars of the Biochemistry course in the first year of the Medicine degree. Students were organised into groups of two or three to carry out a research project and subsequently deliver a public presentation. Each team selected a topic directly related to the course content and their future professional practice.

In this way, the activity promoted:
i) motivation in the teaching-learning process,
ii) the development of various soft skills essential for their future professional performance, and
iii) the ability to identify and apply theoretical knowledge from the course to the healthcare field.

Throughout the activity, students were guided in the use of research resources and scientific databases that were previously unfamiliar to them. This guidance enabled them to familiarise themselves with essential tools for searching and analysing pertinent information in the fields of biochemistry and biomedicine, thus facilitating access to scientifically rigorous and up-to-date sources for their research projects. Mastery of these tools will be vital not only for their academic performance in other modules of the degree programme but also for their professional development in both the healthcare and scientific sectors.

After gathering and critically analysing the information, students prepared a presentation using various digital tools to present their research findings in a clear and structured manner. Subsequently, they published their work on an online platform, allowing their peers to view, comment, supplement with additional information, and review the content. Days following the publication, students delivered their oral presentations either in class or in video format, providing them with the opportunity to present their research dynamically.

Upon completion of the presentations, students completed a questionnaire designed to gather their feedback and reflections on the activity. In this regard, they highlighted that undertaking this activity has enabled them to delve deeper into a topic of their interest from a medical perspective (66%) and to attain a greater level of understanding of the theoretical content (59%). Furthermore, the content addressed in these sessions was incorporated into the overall assessment of the module, alongside the theoretical material, with the results indicating that the completion of this activity significantly contributed to the students' learning process.

Keywords: Biochemistry, soft skills, healthcare sector, motivation.