Development Of Research Skills Research Articles

Development of research skills through research-focused microteaching lesson study in preservice teacher education

This article presents the findings of an action research project that developed, implemented, and analyzed the efficacy of a model combining microteaching lesson study with research-focused activities. The research involved 45 preservice student-teachers. Data were collected from their research reports, and their research skills, individual differences, and experiences were examined using statistical and content analysis. The student-teachers performed better at analyzing the microteaching lesson study than at formulating research aims and questions, drawing conclusions, or conducting literature reviews. The research-focused microteaching lesson study helped them connect theory with practice, develop pedagogical knowledge, and become familiar with research-based teaching practice.

Enhancing research skills of schoolchildren through 3D modeling

The problem and the aim of the study. 3D modeling and prototyping are important areas of digital education and have undoubted didactic potential for the development of engineering thinking, which is in demand in the modern economy. The authors suggest using 3D modeling technology to develop the research skills of schoolchildren when studying natural sciences and implementing interdisciplinary projects aimed at forming the foundations of a holistic scientific picture of the world through understanding the relationship and interdependence of the natural sciences. Research methods. The work uses the following classification of research skills: operational, communication, organizational, and information. For them, the authors have identified the corresponding indicators: conducting observations and research during modeling; putting forward a hypothesis; planning research activities; and analysis of information sources. The experimental base for the study was the Vyatka Technical Lyceum (Russian Federation). During the diagnostics, the products of students' educational activities were assessed - computer models and objects printed on a 3D printer. For statistical processing of data, the χ2 -Pearson criterion was used. Results. The curriculum and lesson planning for the “Technology” course are presented, which allows students to develop research skills during the implementation of applied educational tasks. A system of tasks and sample models has been developed to support all stages of students’ research activities during the implementation of educational interdisciplinary projects following the proposed lesson planning of the module. Statistically significant differences were determined in the qualitative changes that occurred in the level of research skills of schoolchildren (χ2 =6.184; p<0.05). In conclusion, the didactic potential of computer 3D modeling and prototyping for the development of research skills of schoolchildren is formulated: putting forward a hypothesis of a natural science nature and testing it experimentally; mastering the methodology of independent planning and conducting an experiment in compliance with safety regulations, etc.

Scientific Communication Initiative at a Medical Military Library

Implementation of new scholarly communication library service in the digital age is characterized by the competitive forces between the old library information services and the ambiguity of future information services. This research analyzes the development process of scientific initiative and collaborative partnership in the military medical library environment aimed to enhance the quality of scientific communication and information skills in military residents and clinicians. The hindering internal and external forces and facilitators of developing and implementing scientific initiative service in the military medical library are evaluated. The environmental analysis was conducted to determine the scholarly communication needs in the scholarly military medical environment. The ambassador-based model was used for the development of scientific communication initiative (SCI) at the military medical library. The SCI consisted of two components: library information communication and scientific communication. This implementation in the military medical environment enhanced scholarly communication, research skills development, and information education. A collaborative Scientific Hub, and liaison partnerships with military graduate medical education program directors and clinicians enhanced the scientific communication and information skills in residents. The Ambassador model, used in the development of scientific initiative in academic and military environments, was valuable for developing and implementing specialized interdisciplinary and multidisciplinary information services in the academic and military environment. Higher education hierarchy, educational needs, organizational hierarchy, academic culture, and educational environment influence the implementation of information services in academic and military environments.

Leveraging systematic review practice for research skill development in an undergraduate science course: A case study.

Information literacy skills are an important part of research skills for undergraduate science students. This case study presents a novel approach to developing these types of research skills. By deconstructing the research process into separate steps, explicitly defining, and practicing the skills involved, students can progressively develop these skills and apply them. In this course, systematic reviews are used as exemplars for the research process. We align the Research Skills Development Framework with the steps of a systematic review and present specific skills and accompanying activities for each step. This workshop-based course emphasizes skill development and can help overcome assessments that rely solely on a final paper, with no record or evidence of the student research process, that could be created by a generative artificial intelligence tool.

Focus group interviews as part of a clinical research immersion experience

Background Research is an essential component of the dental profession and should be integrated into dental education and training curricula. Opportunities to participate in clinical research studies can enrich the learning experience of those involved. Methods This paper reports a new educational method utilized to enhance the experiences of novice members of a research study team in conducting Focus Group Interviews (FGIs) as part of a double-blind clinical trial exploring an oral probiotic intervention. Study team members participated in a series of in-person FGIs conducted at the beginning and toward the end of a University-based clinical trial, which took place from October 2021 to October 2022. Results Study team members consisting of faculty, staff, and pre-doctoral dental students help plan and conduct interviews, curate, and qualitatively analyze the data. Study team members acquired experience with regard to interpersonal communication skills, organization, research subject communication, the application of human subject protection, FGI methodology, data analysis, developing presentations, and preparing scientific data presentation and publications. Conclusion Exposing dental faculty and students to clinical research studies in university settings can offer opportunities for experiential, multidimensional learning and the development of new research knowledge and skills.

An evaluation of the Newcastle upon Tyne Hospitals 4Ps Programme for the development of nurses, midwives and allied healthcare professionals' research skills.

Research forms an important part of clinical practice for nurses, midwives and allied healthcare professionals (NMAHPs). However, it is known there is a lack of confidence in this community in the development and use of research skills. The 4Ps Programme is a bespoke research-training programme that focuses on four areas: place, project, person and plan. To report an evaluation of the 4Ps Programme that used a survey to record the confidence levels reported by NMAHPs. An increase in participants' confidence was observed across all modules in the 4Ps Programme. This exceeded the standard deviation in the 'place' session, demonstrating genuine improvement. It was not possible to demonstrate a significant improvement in all cases. Low response rates affected the quality of the data obtained in the study, which would have benefitted from a more targeted approach to questions and better enabled the tracking of individuals' improvement over the course of the programme. Participation in bespoke, targeted training related to research could lead to an increase in NMAHPs' confidence in research-related activities. Efforts need to be made to refine the evaluation approach and improve response rates. The 4Ps Programme can improve research-related confidence. Improved and further longitudinal evaluation will assess its impact in developing future clinical academics.

New trends in research skills development of future teachers: quantitative approach and empirical studies

The purpose of this study was to investigate the relationship between the use of technology and the development of research skills in future teachers, specifically current graduate students participating in Mathematical Olympiads. The study used a quantitative approach and analyzed data collected through a survey. The findings indicated that quantitative analysis skills, problem-solving skills, communication skills, and research methodology skills are the dimensions of research skills in future teachers. The results showed that the use of digital tools for literature searching and curation, online courses and workshops (OCWs), collaborative learning and discussion forums, and data analysis software significantly and positively affected research skills. However, the study failed to provide evidence that digital portfolios (DPs) affected research skills. The limitations of the study and recommendations for future research are discussed. In conclusion, the findings highlight the importance of technology in the development of research skills in future teachers and suggest that technology-based learning resources and tools should be integrated into teacher training programs.

Analysis of Technical Specialists’ Scientific Training: The Role of Written Academic Discourse

The development and implementation of the written academic discourse course as one of the aspects of technical specialists’ scientific training gives students an opportunity to get acquainted with research culture that promotes the introduction and development of research skills in future engineers. The article presents an overview of the existing practices of written academic discourse in the process of scientific training technical specialists on the basis of interdisciplinary theoretical understanding. The authors review the previous experience of research that reflects the linguacultural, psychological, communicative characteristics of written academic discourse in the context of analysis of the main types of students’ scientific training. The authors consider in detail the characteristics of written academic discourse in the expanded understanding of the term, conduct a comparative analysis of domestic and foreign experience, outline ways of further research of its influence on the process of technical specialists’ teaching. The present study was carried out in the of implementation of the project «Intensification of scientific and professional language training of technical specialists in the context of education digital transformation» for 2023-2025, with the financial support of the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. 19678460). In this paper the authors analyze the main types of scientific training of students on the basis of comparative analysis of the domestic and international best practices and consider in detail the aspects of written academic discourse and its impact on the training process in the sphere of research.

Formation of Research Skills of Future Biology Teachers through Practical Classes in Biotechnology

This article discusses the work on improving the research skills of biology students in higher education through laboratory classes. In the Botanical Garden of Khoja Akhmet Yasawi International Kazakh-Turkish University for 3rd year biology students, developed a theoretical justification for determining the ecobiological characteristics of apple varieties using the selection method and found application in the educational process. As a result of the conducted research, it was recognized as the optimal method of vegetative propagation of apple varieties in laboratory conditions. In this direction, the students selected (allocated to toptoar) for research work were offered theoretical knowledge, after which a survey was conducted in order to refine it. If the assimilation of knowledge was 65%, then in the repeated survey at the end of the work it is clear that each of the two groups participating in the research work increased the varieties they selected by 20% and amounted to 85%. Each of the two groups involved in the research carried out their chosen practical tasks and conducted an analysis. The results of the study showed that the students found that vaccination has a positive effect on a good harvest of seedlings, and developed research skills. In the process of forming a research skill, in most cases, research in the process of practical work with activity research had a great influence. Research work in the course of laboratory work, the sequence of application to 3 practical works was considered, and information was also provided on the positive impact of laboratory work on the quality of teaching the discipline biotechnology. In accordance with the requirements of modern globalization, the possibility of preliminary preparation of students' practical abilities for a specific laboratory using STEM technology was considered.

Perception and Attitude Towards Academic Research among Undergraduate Students of Allied Health Sciences

Background: Research within healthcare education is pivotal for the evolution of evidence-based practice and the enhancement of patient care. Understanding undergraduate attitudes towards academic research is crucial for curriculum development and fostering a culture of inquiry. Objective: The objective of this study was to assess the perceptions and attitudes towards academic research among undergraduate students of Allied Health Sciences and to explore the implications of these perceptions for human healthcare. Methods: A descriptive cross-sectional survey was conducted over six months at the University of Lahore, Islamabad Campus. A sample of 300 students was derived using the Slovin formula, with a 95% confidence interval and a 5% margin of error. Data collection utilized a semi-structured, pretested questionnaire comprising 19 closed-ended questions. The questionnaire assessed students’ perceptions of research and its relevance to their education and professional futures. Data was analyzed using SPSS version 25 for descriptive and inferential statistics. Results: Out of 300 participants, 214 (71.3%) acknowledged an awareness of research, with 243 (81%) affirming its utility for professional development and 205 (68.3%) for daily life relevance. However, 195 (65%) perceived research as stressful, and 209 (69.7%) found it complex. Gender distribution showed 82 (27.3%) male and 218 (72.7%) female respondents. Conclusion: The study underscores the importance of research in healthcare education, indicating a strong student perception of its value for professional growth, despite associated stress and complexity. Educational strategies should emphasize research skills development to prepare competent healthcare professionals ready to engage in lifelong learning and evidence-based practice.

Let us get numerical: explaining Political Science student preferences for quantitative studies

The global push to reorient social sciences in an increasingly technical direction might have a clear labour-market justification, but the efforts face headwinds from both faculty and students. This research is concerned with the fear that students would resist such a reorientation. Much of the pedagogic social-science research seeks ways to alleviate student math and statistics anxiety, an obstacle that would apply regardless of whether students receive such instruction in their field or indirectly through required cognate courses. The literature tends to emphasise instructor perspectives, but we focus on student attitudes. Using a survey of Political Science students at 11 institutions in the Western Balkans we predict student preferences for empirical, statistical, mathematical and computational instruction. Our explanatory variables fall into three batches: computer literacy, educational expectations and perception of career usefulness. Our main conclusion is that students expecting (1) to acquire practical training or (2) to develop research skills are especially likely to embrace a curriculum oriented toward empirical/statistical/mathematical/computational applications in Political Science, an association that grows stronger as the students remain enrolled. Insofar as a programme or institution can recruit for, or cultivate, such expectations, they can expect students relatively receptive to the technical direction in Political Science education.

Publication of pharmacy resident research projects: A systematic review and meta-analysis.

In an effort to expedite the publication of articles, AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time. Pharmacy residents often aspire to develop research skills through conducting a research project. Project publication rates among pharmacy residents are variable and at times low; however, previous studies have been limited to specific geographic regions and timeframes. This study sought to conduct a systematic review and meta-analysis to determine the proportion of pharmacy resident research projects published in the peer-reviewed literature. A systematic review of PubMed MEDLINE, Embase, and the Web of Science Core Collection was performed from database inception to May 25, 2023. Articles were included if they were full-text, peer-reviewed manuscripts of original research presenting observational data regarding pharmacy resident research project publication rates. Data extraction and assessment of risk of bias were conducted by 2 independent reviewers. A proportional meta-analysis using a random effects model of the included studies was conducted to generate a pooled, overall proportion. The search yielded 5,225 records and 12 articles that met the inclusion criteria. All studies were retrospective and observational. Risk of selection and cohort identification biases was "high," whereas that of detection and timeframe biases was "low." The included studies represented 6,990 resident research projects, 777 of which were published in the peer-reviewed literature. Publication rates across individual studies ranged from 1.8% to 36.2%. The pooled proportion (scale of 0 to 1) of projects published was 0.13 (0.09-0.19). Pharmacy resident research project publication rates are low at 13%. Furthermore, studies reporting project publication rates over time suggest a neutral or negative trend in publication rates despite an exponential increase in the number of pharmacy residents.

Outcomes and Experiences of Students in Course-based Undergraduate Research Experience (CURE)

Research is a pivotal element of music therapy education. Finding, interpreting, and integrating research into clinical practice are required in the professional competencies (American Music Therapy Association, 2013, 2021). Course-based undergraduate research experiences (CURE) have been identified by the National Science Foundation to increase access to underrepresented student populations in STEM programs. Fewer studies have been seen in humanities. To develop competency in a cohort of music therapy students, a CURE was developed with student research collaborating on all parts of the study. Elements of the CURE were guided by Dvorak and Hernandez-Ruiz (2019); one of the first publications in music therapy using this approach with students. However, in the present CURE each student developed their own research question within a larger project, modeled after a lab-based approach. Students who wished to present their research as a poster for the regional or national conference were prepared to do so. Significant improvements in were found (p<.0001) three categories on the Research Skill Development Questionnaire (RSDQ: Dvorak et al., 2021) including knowledge of research-related content, research skills, and research dispositions. Student reflections share a growth in comfort with and accessibility of conducting research as something “not just for scientists and doctors” but that was “a lot less stressful, and really fun!” Others reported a motivation to identify questions and conduct research in the future. The outcome was a fully immersive educational experience and functional a resource for members within the School of Music to educate on hearing loss prevention.

The Role of Chatbots in Developing Scientific Research Skills

The research aimed to understand the role of chatbots in developing research skills from the viewpoint of university students. The researchers followed a descriptive approach and used a questionnaire as a research tool. The results showed that chatbots have a moderate role in developing research skills among university students. The main problem with employing chatbots in scientific research is the accuracy and reliability of the data they provide. The potential risks of this employment were found to be high, including increased dependency and apathy among students, loss of creativity, and the possibility of personal data violation and sharing with external parties. Furthermore, responses to the research’s hypotheses showed that undergraduate students benefited more from chatbots in their research writing compared to postgraduate students, and students in theoretical colleges relied on chatbots in their research more than students in applied colleges. The researchers recommended integrating chatbots into university courses related to teaching research methodologies and forming expert programming teams to develop interactive chat applications capable of providing accurate documented information and translating reports and abstracts accurately while formatting data to fit the writing style in scientific research. Additionally, there should be an awareness campaign about the risks of using chatbots, especially regarding the protection of user data and ownership rights, and increasing researchers' reliance on chatbots to complete their scientific research. KEYWORDS Artificial intelligence, database, electronic fraud, interactive chat, search engines, simulation.

Building knowledge from the epistemology of the South: the importance of training researchers in initial teacher training

This study aims to reflect on the importance of considering epistemologies of the South and research training as benchmarks in the initial teacher of educators in the Latin American context. In recent years, there has been a growing recognition of the need to diversify and decolonize knowledge production in education, especially in the Global South. The epistemology of the South provides a conceptual framework that challenges traditional Eurocentric perspectives and promotes alternative ways of knowing and understanding education. To achieve the research objective, a literature review was conducted focusing on key concepts such as Southern epistemology, researcher training, and initial teacher education. The review encompassed academic articles, books and relevant theoretical frameworks. Content analysis techniques were employed to critically examine the literature, identifying themes, theoretical perspectives, and implications for research training in Initial Teacher Education (ITE). The findings of this study suggest that the incorporation of the epistemology of the South into researcher training can have a transformative impact on the educational sector. By adopting ways of knowing and understanding, future researchers can develop a more nuanced and contextualized understanding of educational phenomena. This approach promotes critical thinking skills and encourages researchers to question dominant narratives and power structures in education. Additionally, the study highlights the importance of integrating research training into initial teacher education. By fostering the development and consolidation of research skills and a critical mindset in future teachers, it promotes their transformation into change agents within the Latin American educational system in which they operate. From this perspective, research-oriented teacher training programs empower educators to engage in evidence-based practices, contribute to educational research, and advocate for pedagogical approaches that respond to local contexts and social realities in which they act. This study underscores the need to integrate Southern epistemologies and research training within into initial teacher education. By doing so, we can nurture a new generation of educators with critical thinking skills capable of effecting significant societal changes. This research contributes to the ongoing dialogue on the decolonization of education and promotes the development of inclusive and contextually relevant educational practices.

Group-based journal review: opportunities for researcher development and enjoyment

ABSTRACT The availability of expert reviewers, essential for academic publishing, is increasingly under threat, due to workload pressures and lack of development pathways. This inquiry, undertaken by the editors of an emergent higher education journal, draws on reviewers’ experiences as articulated in ‘reviewer stories’ and examines key questions around reviewer experiences and development pathways as well as the role of reviewing in the development of research skills and academic identity formation. This article shines a light on the elusive practice of journal reviewing and confirms group-based review as a successful approach for supporting researcher development and bringing enjoyment into academic practice.

Use of Chat GPT in English for Engineering Classes: Are Students’ and Teachers’ Views on Its Opportunities and Challenges Similar?

Mobile technologies have become increasingly important in the field of education, providing innovative ways to engage students and enrich their learning experiences. ChatGPT is an innovative tool that can be used in English for Specific Purposes (ESP) classes to engage students, enhance their knowledge and skills, and add variety and interest to the traditional process of learning engineering English, whether accessed through computers or mobile devices. In light of this, the study aims to investigate and compare the attitudes of technical university students and teachers towards using ChatGPT in English classes, as well as their perspectives on academic integrity issues and the strategies they employ when using ChatGPT. The study involved 22 teachers and 60 students from a Ukrainian university. Quantitative research, which involved collecting data through surveys, showed that students exhibited positive attitudes, while teachers took a more neutral approach. Both groups agree that ChatGPT plays a supplementary role in enhancing both hard and soft skills, as well as English language communication skills. However, they emphasized its impact on the development of research skills. The study highlights critical issues related to academic integrity, specifically the differing perceptions of possible violations between students and teachers. The authors present ideas on integrating ChatGPT into ESP classes, enabling teachers to leverage artificial intelligence (AI) tools for language learning and adapt to changing educational landscapes. The study emphasizes the importance of integrating ChatGPT effectively into engineering English classes to support students’ learning. While emphasizing the importance of guidelines for academic integrity, it also advocates for the creative use of AI tools by teachers and students. Addressing the disparity in attitudes suggests providing teacher professional development to ensure proficient use of AI tools.

CLINICAL INTERNSHIP PROGRAM DEVELOPMENT IN AN ACADEMIC CARDIOPULMONARY EXERCISE LAB

BACKGROUND Programs in exercise physiology, exercise science, kinesiology, sports sciences, and human performance encompassing both undergraduate and graduate studies are increasingly popular, providing education for a growing career field. Preparing students for healthcare careers requires adequate exposure and hands-on learning using experiential internship and practicum opportunities. An initiative to formalize the exercise science academic requirements for university programs is already in place and requires institutional program CAAHEP accreditation by 2027. Participation in a clinical internship and the hours required vary among college programs. This retrospective study performed on the cardiopulmonary internship program at a large Midwest pediatric hospital provides insight to clinical education and research skill development for undergraduate and graduate exercise science students. METHODS A retrospective review of program metrics and outcomes was analyzed regarding university affiliations with the internship program, number of students accepted into the internship program, completion rate, training and competencies, student academic level and associated culminating student presentations, and program satisfaction surveys for students completing their internship experience. RESULTS Between 2012 to 2023, the program grew from 3 to 40 university affiliation agreements/institutions. 143 students participated in the internship program: 32 fulfilled shadowing experiences, 90 were undergraduate interns and 21 were graduate interns. Internship hour requirements varied from 100 to 600 hours, with most students completing 350-450 hours. In 2012, the program enrolled 1 student per year, and by 2013 the capacity expanded to 4 student positions per semester (each spring, summer, fall). Internship students have presented 38 poster/abstract presentations at regional conferences and seminars. Students achieved 99% completion of site-specific sign-off competencies in cardiopulmonary exercise testing, including expanded requirements for cardiac rehabilitation starting in 2018. 98% of the student interns completed the program. CONCLUSIONS The cardiopulmonary internship program has continued to expand additional affiliate universities from both local and out of state institutions referring students to the pediatric internship program. Secondary to our cardiology program’s growth to include pediatric and now adult congenital patients, our outreach sites, and the expansion into cardiac rehabilitation and exercise prescription, the lab team members and allocated space have increased to accommodate increasing patient volumes. This has led to the ability to increase student interns per semester and expand their preparation for transition into the healthcare workforce. Understanding of the skills and competencies obtained during the practicum experience may help to enhance academic curriculum to transition students into clinical opportunities.

Project-based learning

In the degree in Pedagogy in Experimental Sciences at ULEAM Chone extension, the effectiveness of the project-based learning methodology has not been evaluated, so it is necessary to determine its uses and advantages at the university level. The objective of the study is to analyze project-based learning among students of the Pedagogy in Experimental Sciences career. It is developed through a mixed approach that integrates qualitative and quantitative data, the inductive method is used, and the study population is made up of students of the degree. The survey technique is used. The results demonstrate that PBL contributes to the development of research and problem-solving skills, collaboration and teamwork, the application of theoretical knowledge to practical situations, and the motivation and commitment of students, with a positive experience in its use. 

Assessment of early scientific research skills training for medical undergraduates in China.

The medical field is facing a physician-scientist shortage, threatening future medical research and development. Medical institutions can contribute to developing physician-scientists by stimulating students' involvement in research. In this study, a medical undergraduate teaching module to develop research skills and encourage interest in research was held in Chongqing, China. Undergraduate medical students at Chongqing Medical University completed research skills training. Before and after the training, an online, anonymous, self-reported questionnaire was administered. The self-reported questionnaire investigated students' demographic characteristics, students' perception of attitudes toward conducting research, research skills (e.g., identifying and utilizing information, critical appraisal of literature, paper writing, and understanding of research), and feedback on scientific research training. The module was implemented with 25 students from July 2019 to October 2019, and 96.0% (N = 24) of participants responded to the questionnaire both prior to and after the training. In the evaluation of research skills, results showed that use of appropriate tools for research (Z = -3.340, p < 0.01), students' ability to undertake a focused literature search (Z = -3.40, p < 0.01), identifying and utilizing information (Z = -3.34, p < 0.01), and paper-writing skills (Z = -3.49, p < 0.01) were significantly improved after the undergraduates participated in the scientific research training. A qualitative analysis of the feedback showed that students found that the training helped to enhance their knowledge, improve their study scores, and motivate them to conduct research in the future. Early scientific research ability training strengthened the research skills of medical undergraduates and motivated them to pursue research.