Research Methodology Education Research Articles

The Role of Research Methodology in Enhancing Postgraduate Students Research Experience

Postgraduate student research experience is key to understanding the quality of postgraduate education. This article presents the critical factors that can enhance postgraduate students' research experience. The research explored postgraduate students' research experiences (n=116) at a research-intensive public university in New Zealand. The aim was to inform the development of a more personalised and scalable research methodology programme. The study identified several factors that can significantly enhance the postgraduate research experience, including the quality of supervision, institutional and department support, personal investment, and financial support. Also, the study found that courses on research methodology play an essential role in improving the postgraduate experience. In particular, providing research methodology education to students during candidacy enriches postgraduate research experience and contributes to the timely completion of postgraduate education. Despite the demonstrated significance of research methodology in postgraduate education, findings revealed that students are generally dissatisfied with the design and teaching of current courses on research methods. Students said courses on research methods are pedagogically monolithic, conceptual challenging, and inflexibly adaptive to individual future career trajectories. Findings also suggest that the way research methods are taught is disengaged from practical problems, with some teaching focused on the higher level of abstraction, with less opportunity to apply what is gained from research methods courses. This research contributes to the growing need to transform the way we design and teach courses on research methods, and the importance employing a research-led approach to inform the transformation.

Evidence-based practice among health students: attitudes, knowledge, skills and perceived barriers

Abstract Introduction Evidence-based practice (EBP) is a worldwide approach in optimizing quality of healthcare. As healthcare providers are increasingly more involved in clinical decision making, it is becoming important for them to use the best evidence to make effective and justifiable decisions. EBP is an important competency of undergraduate healthcare students that remains little known among Tunisian future healthcare professionals. This study aimed to describe health sciences students' attitudes. Knowledge and skills in EBP; to determine factors associated with these competencies and to identify perceived barriers regarding EBP. Materials and Methods A descriptive cross-sectional study was conducted at the Higher School of Health Sciences and Techniques of Sousse among 365 health sciences students enrolled during the second semester of the academic year 2017-2018. Data was collected using a self administrated questionnaire including a validated EBP-COQ questionnaire and focusing on identifying the perceived barriers to the usage of EBP. Results The response rate was 93.11%. Approximately, 61.6% of students were familiar with the term ‘EBP'. The overall score of EBP-COQ questionnaire was 3.26 ±0.53 out of 5. The mean scores of attitude, skills and knowledge subscales were 4.04 ±0.41; 3.05 ±0.77 and 2.70 ±0.74 respectively. A significant statistical association was found between the competencies in EBP and age; gender, academic degree, year of study for license degree, students' English-language reading skills, students' education in research methodology and statistics (p < 10-3). The top reported barriers hindering their adoption of EBP were: lack of training in EBP, difficulty in obtaining full-text papers and lack of time. Conclusions The strategic position of healthcare students may influence the adoption of EBP. It is necessary to understand students' attitudes, knowledge and skills in the subject to be able to develop effective strategies for EBP curricula. Key messages Evidence-based practice is a worldwide approach in optimizing quality of healthcare. It is necessary to understand students' attitudes, knowledge and skills to develop effective learning strategies.

Motivating Factors of and Perceived Barriers to Research at a Canadian Medical University with Regional Campuses: A Cross-Sectional Survey Study

Introduction
 Research training programs are an integral part of a well-rounded medical education. These programs help students contribute to medical knowledge, develop skills in critical evaluation and research dissemination, and they facilitate the training of our future medical researchers. Existing literature suggests barriers including lack of available time and access to projects may hinder a medical student’s research training. These barriers likely differ based on the medical school curriculum, and there exists limited data looking at these attitudes in Canadian students, students outside large academic centers or those in condensed programs. Given this, our study aims to further explore medical students' perceptions, perceived barriers of research in a three-year Canadian undergraduate medical school with regional campuses.
 
 Methods
 We conducted a cross-sectional survey of medical students (classes of 2019, 2020 and 2021) representing the main and regional campuses of the Michael G. DeGroote School of Medicine in Ontario, Canada to explore their attitudes towards research. Descriptive statistics were used to describe participant demographics, research background and attitudes towards research.
 
 Results
 Overall, 70.4% of students identified as being involved in a research project at some point during their medical school tenure. Motivating factors for research participation included the goal of obtaining a residency spot (63.0%), and interest in their research topic (74.7%). Barriers to research included perceived lack of available time (31.5%), and difficulty in finding a research project (44.5%). Perceived curriculum deficiencies included lack of education in research methodology and appraisal of scientific literature (93.2% and 89.0%, respectively). Lastly, regional campuses tended conduct their research outside of their home campus (43.6% vs 3.3%, p<0.0001).
 
 Conclusion
 The findings from our study highlighted the students’ attitudes towards research in a Canadian medical school that has multiple campuses and a shortened medical curriculum (3-year). It identifies potential areas of improvement from a student perspective, which can hopefully be utilized by medical educators to continue the improvement of medical trainee research training.

Education and learning about research methodology: Views of LIS authors in Pakistan

Research is vital for generating knowledge and methodology is a core component for the execution of research ideas. Research methodology education is considered to be a core area of the degree in LIS education programs of almost every school worldwide. The aim of the study is to explore the status of methodology education in the LIS field in Pakistan. In depth interviews were used to explore empirical data. The recorded interviews were transcribed, translated, and thematic analysis was conducted. Patronage and instruction by faculty, effective education on quantitative methodology and tools and openness of students were major strengths of library schools. Over reliance on theoretical education, absence of PhD teachers, lack of coordination and discussion, less focus on qualitative methodology and lower interests of students were major flaws in the education of methodology at library schools. Private library schools were ranked lower because students pursue education for sake of the degree and teachers’ focus was on exposure and earning. Reading, writing and publishing, enrolment in research degree programs, peer learning, advice from experts and participation in workshops were major strategies of learning used by Pakistani authors. The respondents proposed an effective role of library schools, revision of course contents, development of collaboration and promotion of reading culture for enhancing the of methodology. Research methodology is always in a state of rapid change, so the understanding of challenges related to education and learning of methodology may contribute to enhance the quality of research methodology education and its competence.

Global occupational health research methods education

Occupational and Public Health Research has been developed gradually over the last century, unfortunately not to the same levels in all continental parts of the globe. The aim is to supply an open modular educational program in Occupational- and Public Health research methodology for research of the risk indicators for the prevention of workers' health and safety globally. The modular educational program in research methodology is based on the Humboldtian university model with unity of research and teaching. Research data for the students comes from the research part of the “Maritime Education and Research Network” for all types of industries. The modules constitute the basic education in occupational health science research methodology. The proposal for Master of Science for medical doctor's specialization in occupational medicine with an emphasis on research includes 3 theoretical and a clinical module. The huge difference in research methodology globally indicates inequity in relation to the UN17 goals that need to be taken hand on. Global collaboration in teaching health research methodology is needed to reach the goals of equity in health science education. The aim is to reduce the inequity in global health by strengthening the education in health science research methodology.•Open access educational program for health science research methodology to reach the UN17 goals.•The modules constitute the education in research methodology for Public- and Occupational health.•Global education in health research methodology is needed to eliminate the inequity in global health.

Evidence-based practice competency and its related factors among healthcare students

Abstract Background Evidence-based practice today is a worldwide approach in optimizing quality of healthcare. This approach remains little known among Tunisian future healthcare professionals. This study aimed to describe health sciences students' competencies in Evidence-based practice (attitudes, skills and knowledge) and to determine factors associated with these competencies. Methods A descriptive cross-sectional study was conducted from February to March 2018, at the Higher School of Health Sciences and Techniques of Sousse (Tunisia) among health sciences students. Data were collected using the validated Evidence Based Practice Competencies Questionnaire (EBP-COQ) measuring students' knowledge, attitudes and skills in Evidence-based practice. The Statistical Package for Social Sciences (SPSS.20) software was used to analyze data. Independent-Samples T test and One-way ANOVA test were performed to assess the differences between the different subgroups and their association with the Evidence-based practice components. Results Altogether, 365 students participated to the study (response rate: 93.11%). The overall Evidence Based Practice Competencies score was 3.26±0.53 out of 5. The attitude, skills and knowledge subscales received 4.04±0.41; 3.05±0.77 and 2.70±0.74 as mean scores respectively. Students' demographic and academic features were significantly associated with their competencies in Evidence-based practice including age (p < 10-6), gender (p < 10-3), academic degree (p < 10-6), English-language reading skills (p < 10-6), students' education in research methodology (p < 10-6) and statistics (p < 10-5), and their familiarity with the term “Evidence-based practice”(p < 10-6). Conclusions The reported knowledge and attitudes among the future caregivers is considered below the required competency standards. These findings highlight the urgent need for changes in the current educational strategies to ensure successful implementation of Evidence-based practice in Tunisia. Key messages The transition from studentship to a professional health-caring role requires that students are well equipped with EBP competencies to increase their likelihood of utilizing EBP in their future. Understanding the underlying factors that may influence Evidence based practice competencies is useful in developing teaching strategies for effective EBP.

Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan.

ObjectivesOur objective was to describe the variability of research methodology teaching among English-speaking Royal College of Physicians and Surgeons of Canada emergency medicine (RCPSC-EM) residency programs. We also aimed to identify barriers to teaching research methodology curricula.MethodsAn electronic survey was sent by email to program directors and residents of English-speaking RCPSC-EM training programs countrywide. Reminder emails were sent after two, four, and eight weeks. Quantitative, descriptive statistics were prepared, and qualitative data and themes were identified.ResultsWe received a total of seven responses from the possible 12 program directors (response rate = 58.3%). Out of 354 potential resident respondents, 82 (23.2%) completed the survey. There was disparity between resident and program director responses with respect to the existence of curricula, preparation for Royal College exams, and usefulness for future practice. Barriers to teaching a research methodologies curriculum included lack of time, support, educated faculty, and finances.ConclusionThis survey demonstrates that Canadian EM residency programs vary with respect to research methodology curriculum, and discrepancies exist between residents’ and program directors’ perceptions of the curriculum. Given the lack of a standardized research methodology curriculum for these programs, there is an opportunity to improve training in research methodology.

LO60: Health research methodology education in Canadian emergency medicine residency programs: a national survey of curriculum assessment

Introduction: With a shift towards competency-based medical education, it is crucial to not only emphasize learner abilities such as clinical skills but also leadership in the conduct of research. Though the Royal College of Physicians and Surgeons of Canada's (RCPSC) training objectives for Emergency Medicine (EM) residents state that the specialist physician be able to describe the principles of research, the research methodology curriculum across EM training programs in Canada is likely variable. The primary goal of this study was to describe the variability of research methodology teaching among RCPSC-EM residency programs. Methods: An electronic survey was distributed to English-speaking RCPSC-EM program directors (PDs) and EM residents. The survey investigated residents' and PDs’ thoughts on the adequacy of their local curriculum and asked them to quantify their research methodology teaching. The primary outcome was the frequency and content of current research methodology and research ethics teaching as well as a description of scholarly project requirements of EM residency programs across Canada. The data was presented with simple descriptive statistics. Results: 79 EM residents and 7 PDs responded (response rate 22.3% and 58.3%, respectively). All 7 PDs indicate having a research methodology curriculum while 71.6% of residents are aware of this curriculum. Only 57.1% of PDs report having formal assessments. Most programs (71.4%) teach via small groups while 28.6% of programs use large group sessions. Residents identify teaching as led by research staff (68.9%), staff physicians (60%), and EM researchers (57.8%), while only 17.8% use outside educators. Students noted various modalities of curriculum feedback such as online surveys, weekly forms, and verbal feedback. Regarding the strength of the curricula, 85.7% of PDs believed their curriculum prepares residents for board exams, while only 62.2% of residents felt similarly. When asked about using a standard web-based curriculum module if available, 60.5% of residents responded in favour. Conclusion: This study demonstrates that EM residency programs across Canada vary with respect to research methodology curriculum and discrepancies exist between residents’ and program directors’ perceptions of the curriculum. Given the lack of a standardized research methodology curriculum for these residency programs, there is an opportunity for curriculum development to improve training in research methodology.

Statistics Anxiety: A Barrier for Education in Research Methodology for Medical Students?

Research methodology forms an important part of the required training of medical doctors. Unfortunately, medical students tend to show low appreciation for education on this topic.

Education in research: results of a survey commissioned by the research committee of the European Society of Radiology

ObjectivesThe purpose of this investigation was to assess the current status of education in research in Europe with a view to making recommendations and improvements in the status of education in research for involved stakeholders.MethodsA questionnaire concerning education in research in Europe was sent to the National Society representatives, to Subspecialty Societies and potentially interested ESR committees. Questions were posed to assess the current status and to explore a desired future status for a broad base of interested stakeholders. Questions related to training (general status), research drivers, researcher recruitment, contents of research education, education methods, flexibility in research career planning, scientific network building, scientific research funding and measuring outcomes of research education.ResultsThe most pronounced inadequacies were perceived in the following areas: promotion of clinical scientists, promotion of material sciences, earlier recruitment of researchers, laboratory training, flexible and adaptable schedules, career planning by research group leaders, network building by funding agencies, funding by organ-based radiology sections and outcome measurement by professional surveys.ConclusionsThe results of this questionnaire indicate that the subject of education in research methodology, career structure and career outcome need promotion. The important role of professional societies in supporting these changes is emphasised.Main Messages• In the immediate future it is recommended that radiology researchers should maintain individual responsibility for their career path, but this should be actively facilitated by their peer group.• A research career should be encouraged to commence during residency and include an increased proportion of wet laboratory work focussed on biologic topics.• Production of peer-reviewed publications should remain a high priority.• Flexibility in professional schedules should be facilitated to allow dedicated periods for formal research.• Research programmes should be measured by the number of successful research-based personnel involved, in addition to the bibliography.

Reporting of health promotion research: addressing the quality gaps in iran.

Quality of health behavior research determines usefulness of the findings for application. The authors individually scrutinized quality of a representative sample of abstracts (n=315) submitted to the 1st International and 4th National Congress on Health Education and Promotion, held in Tabriz, Iran on 16-19 May, 2011. Among the assessed abstracts, introduction section had the standard format in 18.1% (CI: 14.2-22.7%), sampling method and sample size were concurrently explained in 56.3% (CI: 50.3-62.1%), and the data in 40.6% (CI: 35.4-46.1%) were insufficient to support the conclusion section. The observed heterogeneity in the quality of Iranian research may reflect gaps in research methodology education. Revision in the current research performance is recommended to ensure a more stringent national research output.

Leading innovation and change

Leading innovation and change

Funding the Mandate for the Orthopaedic Clinician Scientist

Advances in orthopaedic surgery are dependent on the creativity and innovation of individuals who have the foresight and commitment to investigate, develop and implement new technologies to improve patient care. These efforts require support and commitment from the orthopaedic community, particularly in regard to funding clinician scientists, whose scientific questions arise at the bedside. In order to support these individuals, strategic funding programs must be initiated to provide education in research methodology during medical school and orthopaedic training, establish seed and starter grants for pilot experiments, institute loan repayment programs to provide relief of the ever-growing burden of debt associated with medical education, and establish entry-level, mid-career level and established-career research support for ongoing scientific exploration. While the National Institutes of Health, Orthopaedic Research and Education Foundation, and other foundations have begun to take up these challenges, further efforts are needed in order to ensure the growth of our specialty.

Metodologia da pesquisa para enfermeiras de um hospital universitário

Este artigo trata de pesquisa descritivo-analítica sobre práticas educativas em metodologia de pesquisa dirigidas a enfermeiras assistenciais de um hospital universitário, visando a aquisição de competências em investigação científica, tendo como base a aprendizagem por descoberta, tutoramento e estratégias do ensino humanista. Participaram do programa 86 enfermeiras, das quais 70 concluíram seus projetos. Desses, 28 resultaram em trabalhos científicos, em sua maioria relatos de experiência, pesquisas descritivas e exploratórias. Segundo as enfermeiras, o programa proporcionou-lhes a aquisição e aplicação de conhecimentos em pesquisa. Apontaram, como principais dificuldades, a falta de domínio da metodologia científica e as limitações nas condições administrativas e de trabalho na instituição. Entre os aspectos facilitadores destacaram a importância da pesquisa para modificação da prática, a divulgação dos resultados e a colaboração para manutenção de um centro de pesquisas. O estudo revelou a necessidade de flexibilização do planejamento das atividades educativas, orientação contínua e respeito às particularidades de cada enfermeira.

Internal Medicine Residents’ Views and Understanding of Evidence Based Medicine in Shiraz Medical School

Background and pupose: Evidence based medicine bas become on increasing important topic in recent years in medical schools. The internal medicine residents as important group in managing patient need evidences for better diagnosis and treatment. Our intension was to investigate view and understanding of evidence-based medicine (EBM) among internal medicine residents. Methods: in 3 teaching hospital in shiraz university of medical school in Iran, a questionnaire was give to internal medicine residents to determine their view about EBM and their ability to access ,use and interpret evidences. Results: The overall response rate was 80% (40/50). The result showed that 90% of them had previously received education in research methodology but none of them had a course about EBM.All of residents had access to MEDLINE and word web wide (www) in work place but their use isn’t favorable. Only 10% of them thought they able to critically evaluate medical literatures. Conclusion: The ability to evaluate the literature and apply methods of data analysis, should be educate to all trainees. Keywords: EVIDENCE-BASED MEDICINE

Teaching students how to read and write science: a mandatory course on scientific research and communication in medicine.

The authors describe the development and introduction of a course on scientific methodology and communication into the medical curriculum in a country outside of the mainstream scientific world. As editors of a general medical journal in Croatia, they learned that their colleagues had important and interesting data but no skills for presenting them in a scientific article. To alleviate the lack of education in research methodology and writing, the authors developed and introduced a mandatory course in scientific methodology and communication into the medical curriculum of the largest Croatian medical school. The course is structured into lectures, medium-sized-group discussions, and problem-solving small-group work, and is focused on (1) principles of scientific research; (2) access to medical literature and bibliographic databases; (3) study design and analysis and presentation of data; (4) assessing and writing a scientific article; and (5) responsible conduct of research. The course has been running since 1995-96 and is already showing results, visible in the more positive attitude of students toward scientific research and evidence-based medicine, and a significant number of students working on research projects and publishing scientific papers. The authors and colleagues also run continuing education courses for young academic physicians and an annual advanced workshop on scientific writing, involving academic physicians from all of southeastern Europe. The long-term goal is to create a critical mass of academic physicians with critical appraisal skills needed for evidence-based medicine and with skills for effectively communicating their research to the international scientific community.