Abstract
Several investigations have established the benefits of undergraduate student research experiences, including improved understanding of the research process, development of research skills, improved ability to interpret research, interest in future research experiences, and considering academic/research careers. Unfortunately, some students are intimidated by the research process and avoid such opportunities for growth. Such student perceptions may limit engagement in research, compromising knowledge and skills to critically evaluate research so necessary for clinical practice. The present investigation examined the student mindset perceptions pre- and post-course and student perspectives towards research following an undergraduate research course. A mixed quantitative and qualitative design was employed. While student mindsets were primarily growth based at the outset, students reported gains in perspectives on mindsets and confidence following the course. Qualitative findings further highlight the development of applications to the profession, understanding the research process, research skills, and the challenges of research. Intentional scaffolding of a research course may reduce intimidation and foster positive attitudes towards the importance of research in the discipline.
Highlights
Undergraduate research presents itself in many forms, including course-based, one-on-one collaboration with a faculty mentor, small group collaboration with a faculty member, and labbased models
In Communication Sciences and Disorders (CSD), emphasis is placed on undergraduate research as the American Speech-Language-Hearing Association (ASHA, 2020) requires the following standard for certification in speech language pathology and audiology: “The applicant must have demonstrated knowledge of processes used in research and of the integration of research principles into evidence based clinical practice” (ASHA, 2020, Standard IV-F)
Standard 3.1.1A indicates that programs must have opportunities for students to develop information literacy and the ability to apply evidence-based practices (EBP) to support clinical decision making (CAA, 2017)
Summary
Undergraduate research presents itself in many forms, including course-based, one-on-one collaboration with a faculty mentor, small group collaboration with a faculty member, and labbased models. CSD prepares students to become speech-language pathologists, audiologists, and related professionals. Speech-language pathologists must acquire a Master’s degree to practice, while audiologists must earn a clinical doctorate (AuD). Both professions prepare clinical practitioners who must be able to consume and apply research to evidence-based practice. Thompson and colleagues (2001) examined outcomes of nursing students who participated in data collection in an investigation of pain management. This exposure to clinical research helped students to make the connection between research and practice. Their perceptions toward the importance of clinical research became more positive so that they viewed research as an important part of clinical work
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