Knowledge Of Research Methodology Research Articles

Electronic Flipped Classrooms as a Solution to Educational Problems Caused by COVID 19: A Case Study of Research Course in Iran Higher Education

A review of the related literature shows that flipped learning has greatly affected the students’ academic progress. However, despite a large number of studies on different forms of electronic learning, electronic flipped classrooms and traditional electronic(virtual) learning have not been compared to date. This study was an attempt to investigate the impact of traditional electronic, text flipped, and video flipped learning on improving the graduate students' theory and practical knowledge of research methodology. To meet the goal, the researchers employed a quasi-experimental research method, which is quantitative. The researcher selected three intact classes consisting of 48 postgraduate students majoring in social sciences and communication sciences and exposed each class to one form of electronic learning. The findings showed that flipped classrooms were more effective than traditional electronic learning, and text flipped learning was more effective than video flipped classes. The findings can be used by universities as well as university teachers to use electronic flipped classes as an alternative form of electronic learning It can be concluded that the universities need to encourage flipped classrooms in graduate and postgraduate courses as far as the universities can offer face-to-face classes.

Being Called “Elderly” Impacts Adult Development: A Critical Analysis of Enduring Ageism During COVID in NZ Online News Media

This article examines how “the elderly” is constructed in New Zealand online news media. By employing a critical framing analysis to challenge ageist practices, conceptually, the study adds to our knowledge of research methodologies in the field of adult development. Online news media articles were collected and analyzed to understand constructions of older adults as “elderly” over an 18-month period before, during, and since the COVID pandemic. Results demonstrated that the term “elderly” was framed powerlessly, in predominantly negative (74%) stereotypical messages about older adults. Positive stereotypes (26% of data) used human impact framing. Associations of “elderly” with being vulnerable, declining, and an individual or societal burden have serious implications, notably for the media in their role of both constructing and reflecting societal attitudes and actions towards older adults. Suggestions are offered to encourage reframing societal attitudes and promoting healthy adult development through age-equality messages that do away with the term “elderly.”

118 Improving the Knowledge and Confidence of Diverse NHS Workforce: An Innovated Teaching Program on Research Methodology

Abstract Aim International medical graduates (IMG) are a significant contributor to the NHS workforce. According to GMC, there has been an increase in the number of IMG joining the NHS, and their proportion was higher than the combination of UK and EEA graduates in 2020. Clinical research is one of the pillars of clinical governance in the UK; however, their exposure to research methodology in their native countries may be limited, impacting their engagement in clinical research. Our objectives were to measure their knowledge and confidence in research methodology and help them improve imperative skills. Method A total of seven teaching sessions were delivered virtually over two months to IMG working across the UK. The average number of attendees per session was thirty. The lectures covered research ethics, integrity, study designs, literature review, statistics, scientific writing, and critical appraisal. The change in the level of knowledge and confidence in research methodology was evaluated by analysing the responses to the survey completed before and after the novel teaching program. Results 50% reported increase in knowledge of the research methodology Conclusions Substantial improvement in self-reported confidence and knowledge of research methodology was achieved among IMG featuring the high-quality support to the diverse workforce. The innovation of dedicated teaching sessions on research methodology for IMG is crucial in the development of a happy workforce as well as the maintenance of clinical governance of the UK.

A methodological and theoretical exploration of a two-country, comparative study of collaboration between academics and library staff

Research articles discussing in detail how methodological decisions for a particular study have been made are not common in the literature. The set of choices related to methodological choices must be based on knowledge of research methodology. The present article critically discusses the methodology used for a published study, which explored factors that enable and constrain collaboration between academics and library staff, in universities in two contrasting countries, Australia and Vietnam. A key aim is to provide an understanding of how methodological choices were made, including knowledge of paradigms, methods, and techniques required for the study. Of particular focus is the interaction of methodological choices with the theoretical underpinnings of the research, in this case Giddens' (1984) structuration theory. This article would be beneficial to researchers seeking to evaluate the methodological planning process and its connection with theory development or could serve as a model for researchers wanting to build theory using case study research.

Addressing the Gap, Advancing the Knowledge: Guidance for the Abstract Reviewer.

Conferences often offer a wide variety of informative podium, expert panel, and poster presentations. Conference planners use an abstract review process to select abstracts for the presentations. Although guidance exists for writing abstracts, much less information is available on reviewing abstracts and what constitutes an appropriate review. This article provides an overview of the role of an abstract reviewer and information that potential reviewers can use to improve the quality of their reviews. A competent reviewer should possess current knowledge of the profession and working knowledge of research methodology, data collection strategies, and analyses to assess an abstract. Abstract reviewers should consider the abstract in the context of the planned conference attendees, remain objective throughout the review process, and complete the review in a timely manner. Conference planners rely on objective reviews to ensure the selection of quality abstracts, which can lead to a successful conference that advances professional knowledge.

Conducting research at non-teaching institutions: Challenges and solutions

Research is the basis of evidence-based medicine, which translates into better health care. While teaching institutions have traditionally been the hub of research activities, it can be carried out in other institutions too. There is no dearth of opportunities and material for research at the non-teaching health-care setups, but often the lack of know-how, workforce, and infrastructure hinder clinicians working in them from taking up research. However, with a systematic approach towards planning and conducting research and by acquiring the requisite knowledge of research methodology, these limitations can be effectively overcome. Not only the knowledge about what kind of research projects can be carried out with the available facilities but also about how to obtain the mandatory ethics committee approval is of paramount importance.

Research Methodology Knowledge between Master and Doctoral Education Research Students

Knowledge of research methodology is important for those who are required to read research articles. With the knowledge of research methodology, students will be able to evaluate whether the methods employed by the author is appropriate for the study. However, the differences in research experience between master and doctoral students influence their expectation of research methodology course. This paper examined the level of research methodology knowledge of master and doctoral research students in education after attending a series of research methodology courses. Based on 39 respondents, this paper revealed that both groups are at Moderate Low level. Further analysis revealed that 44.4% of master students are at Low level compared to only 23.8% of doctoral students who are found at the Low level. It was also revealed that both groups have difficulties in quantitative research concepts specifically on research design, sampling, and data collection topics. The most common suggestions received from master students are to segregate the course between master and doctoral students and to have more specific content on the course. Future study should have more representatives of postgraduate students and larger samples for inferential statistics to compare mean between the groups and to examine the association between research experiences and research methodology knowledge.

Relationships between Mean, Median and Mode

Statistics as an analysis technique can not only be used to make descriptions, but also to make estimates and generalizations. To be able to know and deepen knowledge about statistics, knowledge of research methodology must be possessed. In this study will discuss the arithmetic mean, median and mode for single data and group data, and the related relationship between arithmetic mean, median and mode. So it will be proved that the mode plus the average of the count is equal to three times the median.
 Keywords: mean; median; mode

Tips and guidelines for being a successful researcher

This article aims to share our experience with those who consider dedicating themselves to research. In this way, the characteristics, qualities or competences that, in our opinion, a good researcher should fulfill are listed, and therefore the keys that can help you achieve a successful research career. The intention of this article is not to simply list a series of theoretical recommendations but to share some personal suggestions based on our experience and, therefore, of an eminently practical nature. The fundamental qualities to be discussed are: Ethics and honesty. Curiosity, passion, enthusiasm and motivation. Persistence, dedication and discipline. Ambition and leadership. Compromise and responsibility. Organization and planning. Acquire knowledge of research methodology. Critical and positive attitude towards difficulties and failure. Prioritization of objectives and time management. The importance of a good mentor. Establishment of a network of collaborators and teamwork. Maintain a balance between clinical and research activity. Combine public and private investigation. Balance between professional and personal life. And, finally, humility, generosity and thanks. Research represents a fundamental pillar of medical activity and it is evident that the highest quality of care arises from the integration of excellent clinical practice and research activity. With the philosophy that most of the qualities to develop an excellent research activity depend on attitude, and can be learned, developed and improved, in this manuscript we share with the reader a series of recommendations that we consider essential to be a good researcher.

Interest in research among the undergraduate students of medical and dental colleges of Pakistan.

Objectives: The aim of this study was to find the interest in research among the undergraduate students of medical and dental colleges of Pakistan. Study Design: Cross-sectional study. Setting: Amongst the students of four medical institutes. Period: April to May 2018. Material & Methods: Sample size was 500 of undergraduate MBBS and BDS students from 1st year to final year. Participants were given a questionnaire and responses were analyzed with SPSS software version 21. Results: The mean age of participants was 23.24 +/- 1.85 years. Female students were more (63%) as compared to male students (37%). Seventy percent (70%) students were interested in different research work and more than 85% students were interested to continue their future career in academics. Participants were more interested in practical training as compared to research and theory. Most of the students were interested to carry out research in clinical field as compared to non-clinical field. The knowledge of research methodology was more in senior students. Student’s knowledge about “impact factor of journal” was low. Conclusion: In this research it has been found that a good number of participants were interested in research activities so measures should be taken to facilitate and motivate them by giving some sort of award to the researchers to increase the publications from Pakistan. Easy access to internet facilities must be provided to promote research activities. Efforts should be made to find out reasons why some students consider research less important. It is also need of the day to develop culture of research by senior faculty members of academic institutes.

Shaping of a writing researcher’s identity

The article highlights the problem of writing for publication research purposes and its impact on a beginning scientist’s identity. The author points out two aspects of research writing and publication in international indexed journals. The first aspect is the developed skills of academic writing in English. The second aspect is the knowledge of research methodology and scientific publication design. The paper views the use of the two mentioned skillsets through the lens of English for Scientific Research module. During the module, the doctorate students of Northern (Arctic) Federal University were offered a survey consisting of three blocks of questions. The students’ answers were further developed through Socratic questioning technique in order to investigate the students’ identity formation. The findings reveal a severe lack of confidence among beginning scientists in relation to the research publication process, particularly to the methodology of research. The author concludes that the challenges of the research publication process impact the identity of a junior scientist in a negative key. The study demonstrates that beginning writing scientists need a thought-through professional assistance in the area of publication research, especially research methodology so that they could build a strong identity, necessary for their development in the international scientific community.

Reglas y consejos para ser un investigador de éxito

This article aims to share our experience with those who consider dedicating themselves to research. In this way, the characteristics, qualities or competences that, in our opinion, a good researcher should fulfill are listed, and therefore the keys that can help you achieve a successful research career. The intention of this article is not to simply list a series of theoretical recommendations but to share some personal suggestions based on our experience and, therefore, of an eminently practical nature.The fundamental qualities to be discussed are: Ethics and honesty. Curiosity, passion, enthusiasm and motivation. Persistence, dedication and discipline. Ambition and leadership. Compromise and responsibility. Organization and planning. Acquire knowledge of research methodology. Critical and positive attitude towards difficulties and failure. Prioritization of objectives and time management. The importance of a good mentor. Establishment of a network of collaborators and teamwork. Maintain a balance between clinical and research activity. Combine public and private investigation. Balance between professional and personal life. And, finally, humility, generosity and thanks.Research represents a fundamental pillar of medical activity and it is evident that the highest quality of care arises from the integration of excellent clinical practice and research activity. With the philosophy that most of the qualities to develop an excellent research activity depend on attitude, and can be learned, developed and improved, in this manuscript we share with the reader a series of recommendations that we consider essential to be a good researcher.

Previous Involvement in Research and Knowledge Regarding Basic Research Methods Among Doctors Working at Primary Care in Central Region, Saudi Arabia.

Introduction:The cumulative outcomes of health research in the modern times had a huge effect on human health and longevity. The primary care physicians are the first point of contact between the health system and the society. Therefore their responsibility is higher to provide the latest information to their patients, in the context of rapidly changing field of medical science. Doctors are expected to have a basic knowledge of research methodology in order to develop a critical thinking and this is the rationale to include the research activity is an integral part of post-graduate medical training.Aim:We aimed to assess the previous involvement in research activities and knowledge in basic research methods among primary care physicians in central region, Saudi Arabia.Methods:It was a cross sectional descriptive study conducted on a conveniently selected sample of doctors (N=80) working under general directorate of health affairs in Riyadh region, Ministry of Health. The data was collected through a pre-designed, self-administered survey instrument containing closed ended questions.Results:The mean age of the physicians was observed to be 44.7 ± 9.6 years. About 32% doctors had previous experience of writing a research proposal while only 20% had any publication in a scientific journal. About 45% had attended workshop on research methodology within last five years. Only one item related to ‘consent in medical research’ was answered correctly by 60% respondents. The correct responses in other knowledge items scored less than 50% (ranging from 18.8% to 37.5%). The proportion of doctors having any publication was observed to significantly higher among younger age (p<0.05). Significantly higher proportion was observed for “having experience of proposal writing” and “paper presentation in a scientific conference” among family medicine and other specialties as compared to general practice (p<0.05).Conclusion:We found low previous engagement with research among doctors with low level of knowledge regarding basic research methods. This was particularly evident among general practitioners as compared specialist doctors. Regular conduction of research workshop with encouragement to undertake small research activities at the primary care should be promoted.

Research Literacy Level of Education Postgraduate Research Students using Rasch Measurement Model

Research literacy is defined as the ability to search and identify relevant research articles from relevant resources, and interpret and evaluate research articles. Although there is increasing literature on the importance of research literacy, empirical data on research literacy concept is still lacking especially in the field of education. Therefore, based on the meta-data analysis, this study conceptualizes research literacy and develops Research Literacy Test (RLT) composes of three main components such as information literacy, knowledge of research methodology and statistical literacy. This study determines research literacy level of postgraduate research students in education using the Rasch Measurement Model (RMM). After confirming that all items in RLT are statistically reliable and valid for the operational use, the test then distributed to 236 postgraduate research students in the field of education from five research universities in Malaysia. Findings show that the level of overall research literacy, knowledge of research methodology and statistical literacy of postgraduate students are at Moderate Low, while their information literacy level is at Moderate High. Due to the lack of research literacy, postgraduate students should not be left alone to pick up research skills as and when they could in the process of doing research. Faculty should consider improvising the current status and function of the existing research related courses. Encouragement from the supervisor is also essential. Lastly, postgraduate students themselves should take the initiative in updating their research literacy by participating in a range of appropriate activities and share their research with others.

Activating the Research Methods Curriculum: A Blended Flipped Classroom

ABSTRACTThe blended flipped classroom is a partially online, partially offline course to teach social science research methods. Online, students watch video lectures, do readings, and complete short exercises to acquire basic knowledge of research methodologies and academic skills. Being set up modularly, the online environment offers flexibility regarding not only when to study but also what to study: students choose the methods they find useful for their thesis project. They then apply these methods and skills in a series of face-to-face workshops, which incorporate several forms of active learning, such as small-group work, mini-games, and in-class writing. Although more demanding than a traditional lecture course, the blended flipped classroom has had a positive effect on student performance in the research methods course as well as in subsequent thesis projects.

RESEARCH COMPETENCE COMPONENT STRUCTURE OF ACADEMIC AND SCIENTIFIC STAFF

The article reveals the role of research competence in the career growth of academic staff, outlines the functions of research competence in the context of national science entry into the European Research Area. The research competence of an academic is considered in terms of the condition and result of academic’s professional activity. On the basis of literary sources analysis and taking into account the mission of the universities’ scientific activity, the concept of an academic’s research competence as a personal quality, being developed on the basis of a combination of knowledge, skills, values, has been formulated. Cognitive, research and value components have been distinguished in the structure of an academic’s research competence. The cognitive component is: knowledge of research methodology, types and methods and means of research, as well as knowledge of the research area. The activity component is the ability to analyze and evaluate scientific materials, to use knowledge that collectively constitutes the cognitive component, in one’s own research activities and in the education of higher education students through research; the ability to conduct a scientific experiment, to process and present scientific results. The value component is characterized by an awareness of the personal importance of scientific activity, its role in professional activity; ethical relationships shown in research with other researchers, academic integrity and tolerance. The author has expressed the opinion that it is inappropriate to consider motivation for research activity as a separate component of research competence. The argument is that motivation is an incentive to act, not an awareness of something specific, so it should be considered in the structure of readiness for activity. The characteristics of each component of an academic’s research competence have been presented.

Barriers to research activities as perceived by medical university students: A cross-sectional study.

Context:The importance of research is revealed by the fact that the top seven science producing countries in the world are the same seven countries worldwide in terms of the research facilities.Aim:To explore the barriers to research activities among the students of the Hormozgan Medical University.Settings and Design:A total of 400 students affiliated with the Hormozgan University of Medical Sciences participated in this cross-sectional study.Methods:The sampling method was proportional stratified, and the data collection instrument was a tripartite questionnaire that comprised demographic information, personal barriers, and organizational barriers.Statistical analysis:The data were statistically analyzed by the Statistical Package for the Social Sciences (SPSS) software (V.16.0, SPSS Inc., Chicago, IL, USA) using descriptive statistics as well as the independent sample t-test, one-way analysis of variance, and Pearson’s correlation coefficient. The level of significance was set at P < 0.05.Results:The most prevalent personal barriers were inadequate knowledge of research methodology (2.91±1.24) and inadequate skill in research conduction (2.89±1.36). In the realm of organizational barriers, limited access to information sources was the most prevalent barrier (2.75±2.27). The results showed that researcher students encounter more of the organizational barriers (56.13±13.90), whereas non-researcher students faced more of the personal barriers (53.80±10.95).Conclusion:Establishing access to high-speed Internet system, raising students’ awareness of research methodology through workshops, encouraging and motivating students for research work, and using online sources can help in removing the barriers to research activities.

Mapping Methodological Issues in Knowledge Management Research, 2009–2014

By drawing on the nuances in methodological research literature, this qualitative content analysis study investigated the research procedures employed in knowledge management (KM) research between 2009 and 2014, to gain an understanding of the methodological choices made by KM researchers. In total, 989 articles published in five leading KM-centric journals were reviewed. The results revealed that KM research utilised a variety of research procedures. The predominance of positivist epistemologies varied across the five journals, but mixed methods research was not prevalent. True to the interpretivist presuppositions of this study, these results are not definitive. Deploying multi-methods may result in a deeper understanding of the use of research procedures in the field. The value of this study lies in the fact that it will lead to greater knowledge of research methodologies in the subject field and provide a baseline for future studies that have an interest in reflecting on context-specific methodological practices.

Simulation provides deep learning opportunities for medical students intercalating in the biosciences.

Intercalation in the biosciences is popular with medical undergraduates in the UK and is mandatory at some institutions. It is considered important that medical students develop skills and an interest in innovation and research1 and is recognised as one way to enhance the knowledge of research methodology.2 The intercalated year helps to meet these aims by including research project work as part of the core course content. Projects are often practical and laboratory-based, as well as other out-of-laboratory options such as literature review or producing a grant proposal. Projects must fulfil a set of intended learning outcomes, for example, in final-year degree courses in this School: ‘deep understanding of a scientific or educational question; the ability to gather information from the scientific and/or educational literature and critically evaluate and appraise competing theories; the ability to present original findings and ideas to a specialist audience’. We offer projects that fulfil these outcomes exploring key areas of integrative, human physiology using high-fidelity human patient simulators.3 The simulators used here are manikin-based with an integrated and real-time model that provides …

Students Viewpoint about Barriers to doing research in Hormozgan University of Medical Sciences

Introduction: Considering the important role of doing research by students in universities and the need of authorities awareness about problems which students have in this process on one hand, and lack of medical students willingness to do research in the light of the obstacles and challenges on the other hand, The present study aims to determine Research barriers from the students viewpoints in Hormozgan University of Medical Sciences. Methods: In this descriptive cross-sectional study, 400 students of Hormozgan University of Medical Sciences were selected through completely Stratified sampling. The data collection tool was a researcher-made questionnaire containing 3 parts: demographic information, individual barriers and organizational and environmental barriers.validity and reliability of the tool was confirmed by content validity and equal to 0.87 respectively. Data were analyzed by using independence t-test,one-way analysis of variance (ANOVA),Pearson correlation coefficient through SPSS software. Results: the main obstacles in the field of individual factors related to Inadequate knowledge of research methodology (2.91±1.24) and Inadequate skill to do research (2.89±1.36) and in the field of organizational factors, the most important barrier was Lack of access to sources (2.75±2.27). The results showed that the researcher students were faced with organizational obstacles (56.13 ± 13.95) and non-researched students with individual barriers (53.80 ± 10.95). Conclusion: The most prevalent barriers from students viewpoints were inadequate skill in doing research, inadequate knowledge of research and research methodology, unfamiliarity with the basics of statistics and limited access to information sources. In this regards Certain strategies including: raising students' knowledge of research methodology, creating motivation among students by authorities and professors, doing consultation by using expert researchers, providing researchfacilities and equipment also correcting administrative practices can help to remove these barriers