Nurses facing health misinformation: How to spot scientific articles misuse?

The Role of Graduate Medical Education in the Fight Against Health Misinformation.

Information access: an online resource for health and social care professionals providing information to people affected by neurological conditions

This article analyzes postgraduate teaching students’ evaluations of the training in research methodology received during their degree and its use in the teaching practice. The participants are students attending the Research Methodology course corresponding to a Master’s program, in the pedagogical field, at the Universidad del Bío-Bío, Chile. The methodology was qualitative, using open questionnaires and a discussion group. The data were analyzed using a categorical analysis and reduction, through ATLAS.ti 6.0. The main results show a critical view of the participants on the methodology and research training they received in undergraduate courses, as well as the insufficiencies in the training that is focused on the degree´s thesis design and not on giving tools to practice the profession. The participants questioned the role of the university in the education of teachers who do research. Regarding the uses of research methodology in the professional practice, although varied, they are limited by training deficits and institutional conditions. Despite their critics, the participants have high valuation of the significance of research methodology for the development of their professional practice. These results encourage us to suggest elements to nourish the debate about the way in which research methodology should be taught, as well as what research methodology is taught for, in order to contribute to the professional development processes of the teaching-research teams.

ObjectiveThis international survey investigated Evidence-Based Medicine (EBM) in spine surgery by measuring its acceptance among spine surgeons. It assessed their understanding of EBM and how they apply it in practice by analyzing responses to various clinical scenarios..Materials and methodsFollowing the CHERRIES guidelines, an e-survey was distributed to multiple social media forums for neurosurgeons and orthopedic surgeons on Facebook, LinkedIn, and Telegram and circulated further through email via the authors’ network. Three hundred participants from Africa, Asia, Europe, North America, and Oceania completed the survey.ResultsOur study revealed that 67.7% (n = 203) of respondents used EBM in their practice, and 97.3% (n = 292) believed training in research methodology and EBM was necessary for the practice of spine surgery. Despite this endorsement of using EBM in spine surgery, we observed varied responses to how EBM is applied in practice based on example scenarios. The responders who had additional training tended to obey EBM guidelines more than those who had no additional training. Most surgeons responded as always or sometimes prescribing methylprednisolone to patients with acute spinal cord injury. Other significant differences were identified between geographical regions, training, practice settings, and other factors.ConclusionsMost respondents used EBM in practice and believed training in research methodology and EBM is necessary for spine surgery; however, there were significant variations on how to use them per case. Thus, the appropriate application of EBM in clinical settings for spinal surgery must be further studied.

East Africa is one of the fastest growing regions in the world and faces a rising burden of cancer; however, few people are equipped to effectively conduct research in this area. A 31-item questionnaire was distributed to current trainees and recent graduates of the Master in Medicine in Clinical Oncology Program at Muhimbili University of Health and Allied Sciences in Tanzania. Areas that were assessed included (a) demographic information, (b) prior research training, (c) prior and current research activities, (d) attitudes toward the importance of research, and (e) supports and barriers to inclusion of research in an oncology career path. A total of 30 individuals responded to the survey, of whom 53% (n = 16) were male and 70% (n = 21) identified as current trainees. Among the majority of respondents, attitudes toward research were strongly favorable. Although only 37% (n = 11) reported receiving any formal training in research methodology, 87% (n = 26) reported intentions to incorporate research into their careers. The absence of protected time for research and lack of access to research funding opportunities were identified by a majority of respondents as critical barriers. A majority of current or recent oncology trainees in Tanzania desire to incorporate research into their careers, but most also lack adequate training in research methodology and longitudinal mentorship. Our future collaboration will focus on creation of appropriate research training curriculums and fostering an environment that catalyzes interprofessional development and transforms and extends context-specific cancer research in East Africa. Current and recent oncology trainees in East Africa expressed a high enthusiasm for research, driven by a sense of urgency related to the burden from cancer that the region faces. This highlights the need for cancer research training and mentorship in this setting. This work hypothesizes that African principal investigators can operate effectively if proper attention is given to selection and provision of high-quality foundational didactic training to learn the theory and implementation of research as well as to the development of an environment conducive to mentoring.

Training in research methodology is an essential component of educating twenty-first century information professionals and library practitioners. Traditionally, competencies in library and information science (LIS) education emphasized the fundamental knowledge of research methods and critical skills in evaluating the findings. However, librarians are not only consumers of research; they are also active contributors to scholarship and need practical skills in designing and carrying out research projects. Research competencies, including the fundamentals of quantitative and qualitative research methods, are listed in the American Library Association’s (ALA) Core Competences of Librarianship. Courses in research methods are offered in many LIS programs in the United States but are not always considered part of the core curriculum. Training in research methodology is inconsistent across LIS programs and in Master’s-level courses rarely goes beyond an overview of methods and terminology. This article summarizes the findings of a study that examined the current state of research methods training in LIS Master’s-level education in the United States and investigated how future library professionals are being prepared to be consumers of research and practitioner-researchers from the perspective of the faculty who teach the courses. The data for this study were collected using multiple techniques, including content analysis of documents, questionnaires, and semi-structured interviews. Teaching faculty, selected from ALA-accredited LIS programs, contributed their perspective through questionnaires and semi-structured interviews.

To inform public health policymakers that the generation of local evidence-based knowledge is key. Research capacity in low- and middle-income countries (LMIC) to generate medical knowledge is often weak and insufficiently resourced and efforts to tackle these challenges are not standardized. Continuous research training can equip researchers with the required knowledge and research skills, but its effectiveness largely depends on the quality and pertinence of the training methods used. We aim to assess the effectiveness of the Cameroon HIV/AIDS Research Forum (CAM-HERO) 2022 Research Methodology and Bioethics Training with the objective to describe the knowledge gained and the self-efficacy of health professionals and clinical scientists. A survey was conducted during the one-day training among health professionals and clinical scientists. Participants took an online self-administered questionnaire before and after the training related to the topics taught. The questionnaire consisted of two parts: 1) 18 Multiple Choice Questions (MCQs) to assess knowledge and 2) Nine items to evaluate self-efficacy using a five-point Likert scale. Mean scores were calculated, analysed, and compared using paired t-test for the pre- and post-test results. A total of 30 participants (57% women) completed the socio-demographic form. The median age (IQR) of participants was 33.5 (13.3) years. We registered 38 respondents for the pre-test and 33 respondents for the post-test. There was a rise in knowledge mean score from 13.0 to 14.8 (p=0.001) and an improvement in the perception of self-efficacy with a mean score increase from 2.9 to 3.7 (p < 0.001). Knowledge and perception of self-efficacy on research methodology improved among participants after the training. These results suggest that the CAM-HERO 2022 training had an immediate positive impact on skills and self-efficacy. Hence, we recommend the implementation of this training on a larger scale, periodically, and with long-term follow-up to evaluate its impact.

This study aims to assess the use of clinical practice guidelines (CPGs) among health professionals and factors related to their uptake in clinical practice. Cross-sectional study based on an online survey conducted among primary care (PC) and hospital-based care (HC) doctors in Spain in 2011. Questionnaire development included adaptation of similar surveys and contextualization through a qualitative study. After a pilot study and review, the final survey contained five domains: demographics, involvement in CPGs, consultation of CPGs, perceptions and attitudes regarding CPGs and Spanish NHS CPGs Programme. Professionals from selected health care centres in seven regions were contacted by email with an invitation and link to the Web-based questionnaire. We analysed between-group differences and explored potential predictors of CPGs use by means of a logistic regression. Six hundred seventy-six doctors responded to the survey (27.7% response rate). 47.1% were PC and 49.5% were HC doctors. 32.5% stated previous involvement in CPGs and 56.5% stated training in research methodology. 67.5% of the surveyed professionals reported using CPGs more than one time per week. The use of a system for classifying the quality of evidence (62.3%) and for grading the strength of the recommendations (58.6%), as well as the use of a rigorous methodology (49.6%), were the most frequently reported aspects related to CPG credibility. The lack of time (56.4%), especially in PC (65.3% versus 49.5% in HC; P < 0.001), and the absence of brief and easily accessible format (42.2%) were the main reported barriers to using CPGs. None of the studied factors showed statistically significant association in the logistic regression model. Study results suggest that, in general, Spanish doctors trust and use CPGs frequently. To improve uptake by health professionals and to overcome existing barriers, CPGs should be rigorously developed and made accessible at the point-of-care in user-friendly electronic formats. Due to the low response rate, findings should be extrapolated with caution.

In this era of evidence-based medicine, only systematic research can help in providing judicious and precise healthcare to individual patients based on updated knowledge and skills. However, many medical professionals do not feel competent and confident enough to conduct research. One of the reasons could be the lack of a research-based curriculum in undergraduate courses. The National Medical Council has also stressed the need for formal training in research methodology for healthcare professionals. The research methodology workshops help to familiarize the participants with basic, clinical, and translational research required to impart optimum patient care. The objective of our study was to evaluate a research methodology workshop conducted for postgraduate students by assessing the participant's knowledge, feedback, and expected impact using Kirkpatrick's evaluation model. A quasi-experimental, single-group study was conducted among 132 first-year postgraduate students. The four levels of Kirkpatrick's model were applied for evaluation. Feedback forms, scores of the pretest and posttest, quality of the research proposal drafted by the postgraduates for their thesis, and finally successful submission of the research proposal were the components used to evaluate the four levels of outcome of Kirkpatrick's model. Data collected were compiled and tabulated into MS Excel. Proportions were calculated for categorical variables and mean and standard deviation (SD) for scores. A comparison of means between pre- and postworkshop scores was made with paired t-test. A value of P < 0.05 was considered statistically significant. Statistical analysis was done using IBM SPSS Statistics version 20.0 software. Out of 132 participants, 29% (38) were males and 71% (94) were females. The mean ± SD pretest and posttest scores at a 95% confidence interval were 10.55 ± 2.537 and 12.43 ± 2.484, respectively. The difference was found to be statistically significant by paired sample t-test (P < 0.001). Participant feedback is vital for improving research methodology workshops. The workshop met the overall requirements of the participants. There was a significant improvement in the knowledge of participants after the workshop completion.

Introduction: Training young doctors is essential for carrying out need-based research. The field of Traditional Medicine (TM) has made significant contributions to modern medicine, and there is unlimited scope for exploring it further in search of improved treatment options. However, there is a lack of systematic research studies on traditional medicines. It was, therefore, considered necessary to assess the interest and awareness among modern medicine practitioners regarding Traditional Medicine Research (TMR). Aim: To assess the need for training in TMR among modern medicine practitioners. Materials and Methods: A cross-sectional questionnaire-based study was conducted in the Department of Pharmacology and Therapeutics at Seth GS Medical College and KEM Hospital, Mumbai, Maharashtra, India, from March 2020 to September 2020 among modern medicine practitioners from the Western region of India. A validated questionnaire was used to collect data regarding the level of training in research methodology, research experience including TMR, areas for training, attitude towards training in TMR, challenges in TMR, and therapeutic areas to focus TMR efforts. The data were analysed using descriptive statistics. Results: Out of 109 participants, 96 (88.1%) were trained in research methodology. At least one research project was undertaken by 91 (83.5%) participants. Ninety-seven percent of participants felt that TMR was necessary. TMR was conducted by 19 (17.4%) participants. Approximately 65 (59.6%) participants felt that conducting TMR poses challenges such as lack of funds, infrastructure, lack of belief in TM, unavailability of literature pertaining to TM, lack of expertise, and lack of corporate attention and marketing. Therapeutic areas identified to focus research efforts included lifestyle-related disorders, diabetes mellitus, cancer, ageing, allergic disorders, osteoarthritis, and obesity. Conclusion: All the participants expressed the need to undergo training in TMR. However, the experience of conducting TMR was limited. Lack of funds, infrastructure, and expertise were mentioned as the main hurdles in undertaking TMR. It is essential to conduct systematic and need-based training programs for modern medicine practitioners in basic research methodology and TMR.

Background:The current situation regarding the scope and contribution of undergraduate medical research to the health space in Nigeria is still largely unreported in formal literature. This study examined the knowledge, attitudes, and the perceived barriers faced by medical students in Lagos toward research.Materials and Methods:A cross-sectional study design was conducted among all medical students in 200–600 levels of study at the College of Medicine, University of Lagos. With the aid of Self-administered questionnaires, we examined their knowledge of research and the analytical tools used in research, their attitudes and the perceived barriers to their participation in research.Results:The data were obtained from 221 medical students, of whom 52.9% had prior involvement in research and 14.0% and 6.3% had presented or published their research, respectively. The overall knowledge of medical research was low (21.3%) and reported barriers included lack of funding for research' (79.6%), “lack of research and biostatistics curriculum” (76.0%), “inadequate training in research methodology” (74.7%), “insufficient time allocation to undergraduate research” (73.3%), “lack of professional supervisors and proper mentoring” (58.8%), and “lack of equipped laboratory facilities to conduct research” (77.8%).Conclusion:Our results highlight the need for more mentored supervision and training to improve their knowledge of the principles and techniques of clinical research to increase involvement.

In Morocco, nursing education is currently undergoing a major evolution, allowing training institutes to comply with the higher education system. As a result, there is an emerging need for additional training in the form of a Master's degree and a PhD. This provides an opportunity to aspire to an academic and especially a research qualification, and gives an interesting impulse to teaching and research in nursing. This study sought to investigate teachers' perception towards research at the Higher Institute of Nursing Professions and Technics of Health in Rabat. A cross-sectional survey started in Avril 15th 2021 and completed in May10th 2021 was used with a convenience sample of teachers from the High Institute of Nursing Professions and Technics of Health in Rabat and It’s Kenitra annex. Data analysis was performed using the software Statistical Package for Social Sciences version 20. Chi Square test and value at 95% confidence level were used to measure the association between study variables and the teachers research perception. Significance was when 𝑝≤0.05. A total of 77 teachers enrolled in this study. 55.8% were aged 30 to 40 years old, 68.8% were female, 57.1% had a master diploma and 60% had more than 5 years teaching experience. Analyses showed that the most correlated variable were age respectively with research motivation (p=0.03), having research skills (p=0.04) and the fact that the research is stressful (p=0.02). The correlations are significant between the level of education, research skills (p=0.04) and research is stressful (p&lt;0.001). Significant association was demonstrated between training in research methodology and the development of research skills. Research experience was correlated with both research skills (p=0.02) and perception of research as stressful (p&lt;0.001). Despite positive participant’s perception towards research, their lack of skills and educational training in research may influences their involvement in research activities. These shortcomings could be reduced by additional education, support, improved communication, and opportunities to undertake research activities.

Harnessing star power: public figure engagement in GI health promotion in the digital age

Who to Believe? Consequences for Physicians and Nurses Who Spread Misinformation

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