This study describes an innovative research-integrated teaching model implemented in an MSc course in Food Science and Nutrition, designed to strengthen postgraduate students’ scholarly writing, critical appraisal skills, and publication readiness. Rather than relying solely on traditional lectures and examinations, the course adopted a structured, mentored group-based review paper approach. Students were organized into small research teams and guided to select contemporary, high-impact topics within food science and nutrition. Throughout the semester, continuous monitoring was ensured through scheduled meetings to discuss selected materials, evaluate literature quality, refine research questions, and review successive manuscript drafts. Students completed the full scholarly review process, including systematic database searches, critical synthesis of evidence, identification of research gaps, and preparation of manuscripts aligned with target journal guidelines. Drafts underwent iterative supervisory feedback and were also evaluated by independent faculty members to simulate external peer review and strengthen scientific rigor. In addition, students delivered formal presentations of their topics and key findings at the end of the course, enhancing scientific communication and academic confidence. The model fostered research ownership, teamwork, leadership, and advanced analytical thinking. Importantly, it produced tangible scholarly outcomes: two student-led review papers have already been published in Q1-ranked journals in Food Science and Nutrition, with several additional manuscripts currently under preparation and submission. This experience demonstrates that embedding structured publication training within MSc coursework enhances educational impact while generating meaningful scientific contributions. Future studies should assess the long-term effects of this model on research productivity and career development across different academic settings.