Acquisition Of Research Skills Research Articles

Application of Academic Salons in Cultivating the Scientific Research Skills of First-Year Nursing Master’s Students

Objective: To explore the application effect of academic salons on developing the scientific research skills of first-year nursing master’s students. Methods: According to Wallas’ four-stage model of the creative process, from November 2022 to February 2023, 66 first-year nursing master’s students from the School of Nursing at Zhejiang Chinese Medical University were selected using a convenient sampling method to participate in a multidisciplinary academic salon consisting of a total of 8 sessions held once every two weeks. Before the first and after the last academic salon, postgraduate research skills evaluation questionnaires and perception of research skills acquisition questionnaires were used to assess first-year nursing master’s students. A semi-structured interview was conducted with nine students after the final academic salon. Results: The total scores for scientific research skills and sense of achievement among first-year nursing master’s students after the academic salon were higher than those before the salon, and the difference was statistically significant. The interview results showed that the “salon theme,” “tutor comments,” and “sharer output” are the focus of the first-year nursing master’s students in the academic salon. Conclusions: Academic salons can enhance postgraduate students’ scientific research skills and foster a greater appreciation for scientific research. We can enhance academic salons by carefully choosing relevant themes, inviting knowledgeable presenters and expert tutors to provide feedback, and prioritizing equality and effective communication.

Gulden Yespolova

Relevance. The relevance of the study is that in the primary grades, science is most demanding for pupils, due to a lack of interest in the subjects. Stimulating curiosity for scientific knowledge and enhancing students' competence is possible through the professional training of teachers. Purpose. The purpose of the study is to explore and examine the concept of research competence of primary school students in the content of renewed education to enhance the quality of learning activities through the implementation of innovative forms of learning. Methodology. The study utilized modern scientific methods, including sociological, functional, and survey approaches to examine the impact of the renewed education system on the younger generation and the formation of research competence in it. Results. Although innovation education is now at its height, its popularity in the Republic of Kazakhstan is still relatively new and gaining in significance. While state-provided resources support the development of research competence, educators play a pivotal role in advancing modern teaching methods. Project-based learning, practical exercises, and collaborative activities are integral components of the program, aligning with the trend towards open learning. However, challenges persist as some educators perceive curiosity as obstructive, and variations in student attitudes influence the development of research competence. By cultivating emotional engagement and employing activating methods, educators enhance student motivation and interest, facilitating the acquisition of research skills. Conclusions. The practical significance consists of overcoming the difficulties of the learning process by implementing research competence in the content of the renewed education through classroom and extracurricular activities, experiments and appropriate cognitive methods during the educational process. Keywords: research competence; innovative technologies; primary grades; renewed education; pupils

Program of Training for Acquisition of Research Skills in Teaching Methods for Mathematics Faculty Members at The University Level

The main aim of this paper is to identify research skills needed for a training program in Mathematics teaching methods designed for newly started math faculty members in order to improve their research aptitude, moreover, the study tries to find out which aspects of research skills are more needed for the training program. The analytical descriptive method is used. A questionnaire for collecting data was prepared. The validity, reliability, and consistency of the questionnaire were checked. A random sample covered 7 private universities 50% of the private universities in the Kurdistan Region of Iraq were chosen. The (SPSS) was used, and mean, standard deviation correlation, and ANOVA were used for processing the data. The study found out there is a crucial need for research skills in all six research aspects.

Community-Based Research in Fragile Contexts: Reflections From Rohingya Refugee Camps in Cox’s Bazar, Bangladesh

This commentary examines community-based research in fragile settings based on the authors’ experience working with Rohingya and host community researchers in Cox’s Bazar, Bangladesh. This iteration of a community-based approach to research focuses on putting community researchers at the center and emphasizes their involvement at each stage of the research process – from design to implementation to analysis – alongside external researchers. Community researchers contribute their expertise to increase understanding of nuances that might otherwise be lost to external researchers. Integral to this approach is building and nurturing the trust of researchers, respondents and community members through innovative means such as an informal “trust network.” Also central to the community-based approach, especially in fragile 1 settings, is a sustained emphasis on community researchers’ learning and skills-building. The commentary article describes methods developed by the Centre for Peace and Justice, Brac University (CPJ), implemented with Rohingya refugees and host community researchers in Cox’s Bazar. The article suggests: Putting community members at the heart of learning and research approaches helps to amplify marginalized voices and emphasize their needs and choices. The political and economic atmosphere of a refugee setting can change rapidly. In such circumstances, community-based research can be vital to policymakers that seek to understand emerging concerns and issues. Community-based experiential education and research approaches hold potential to promote grassroots leadership among refugee youth in situations of protracted displacement. Strengthening the capacities of community researchers is crucial to this approach. Community researchers often lack language skills, especially writing and reading, and translating from local dialects to English or any other preferred language. The acquisition of research skills can also pave a durable and critical pathway toward meaningful youth engagement. Trust and familiarity between refugee interlocutors and researchers require long-term engagement. Creating a culture of mutual respect and dignity is of utmost importance. The community expects researchers to respect their religious beliefs and cultural values. The two-way exchange between community researchers and respondents enhances the learning process and can help discover areas for further inquiry.

Self-Assessment of Research Skills and Barriers to Research Careers among Pulmonary and Critical Care Fellows.

Recruitment and retention of Pulmonary and Critical Care Medicine (PCCM) trainees into academic research positions remain difficult. Factors influencing graduates, like salary and personal circumstances, remain unchangeable. However, some program-level factors, like research skill acquisition and mentorship, may be modifiable to encourage matriculation into academic research positions. We aim to identify proficiency in research-specific skills in PCCM trainees and barriers to careers as research-focused academic faculty. We surveyed PCCM fellows in a nationwide cross-sectional analysis including demographics, research intent, research skills self-assessment, and academic career barriers. The Association of Pulmonary and Critical Care Medicine Program Directors approved and disseminated the survey. Data were collected and stored using the REDCap database. Descriptive statistics were used to assess survey items. 612 fellows received the primary survey with 112 completing the survey for a response rate of 18.3%. A majority were male (56.2%) and training at university-based medical centers (89.2%). Early fellowship trainees (first-/second-year fellows) comprised 66.9% of respondents with 33.1% being late fellowship trainees (third-/fourth-year fellows). Most early trainees (63.2%) indicated they intended to incorporate research into their careers. A chi-square testing of independence was performed to examine the relationship between training level and perceived proficiency. Significant relationships in perceived proficiency were identified between early and late fellowship trainees with an absolute difference of 25.3% (manuscript writing), 18.7% (grant writing), 21.6% (study design), and 19.5% (quantitative/qualitative methodology). The most prevalent barriers were unfamiliarity with grant writing (59.5%) and research funding uncertainty (56.8%). With an ongoing need for academic research faculty, this study identifies self-perceived gaps in research skills including grant writing, data analytics, and study conception and design. These skills map to fellow-identified barriers to careers in academics. Mentorship and innovative curriculum focusing on the development of key research skills may enhance academic research faculty recruitment.

Enhancing Fusion Teaching based Research from the Student Perspective

There has been a growing need for fusion based research studies on the relations between university teaching and research. The higher educational universities of the current generation believe in and focus on the teaching-research nexus in academics. To improve teaching methodology there is more emphasis given to the fusion teaching by enabling the information fusing concept through pedagogy. Many discussions have been carried out to evaluate the contribution of teaching–research nexus from the student's point of view. The current study highlights teaching through research where the learners are taught with a special focus on research activities at the same time. The objective of this work is to promote fusion of research related activities into the teaching and learning process to achieve positive impact on enhancing students’ interest towards learning. In view of this and to support this, various opportunities were provided for students and teachers to conduct research and a strategic approach was implemented to achieve this objective. We explore a) student involvement in different scholarly activities b) analyse research skill acquisition of the experimental group c) collect feedback to find students satisfaction level on FTBR approach.The findings demonstrate (mean score 3.09) the positive contribution of the fusion research-teaching towards achieving academic excellence.The strategies discussed in the methodology and results of the study may be used to broaden the fusion teaching-research at the graduate and undergraduate levels.

Mediating Influence of Lecturers and Students’ Characteristics on Acquisition of Research Skills Among Postgraduate Students

Mediating Influence of Lecturers and Students’ Characteristics on Acquisition of Research Skills Among Postgraduate Students

Prospective Pre-School Teachers’ Distance Education Perspectives

Background: Distance education is a science-based system that supports learner independence through technology. Purpose: The aim of this study is to evaluate the distance education system according to the experiences of prospective teachers studying the preschool education curriculum. Methodology/Approach: The research was conducted with a phenomenological design, one of the qualitative research methods. In this research, the study group was formed by selecting a number of first, second and third grade students on the preschool education programme to represent the study universe, and the study group of the research was determined with the stratified sampling method of non-probability sampling. The research data were collected through focus group interviews using a telecommunication tool. The collected data were analysed using the content analysis method. Findings and Discussion: According to the research findings, the prospective preschool teachers stated that the distance education system had a positive effect on the learning process in terms of convenience, saving time and money, use of technology, and flexibility. The participants reported that the distance education system affected them positively in terms of use of technology, self-discovery, time saving, acquisition of research skills and motivation, whereas it affected them negatively with regard to inefficiency, lack of communication, internet problems, and deterioration in social skills.

THE IMPORTANCE OF THE STUDENT SCIENTIFIC CLUB "PATHOLOGICAL ANATOMY" IN THE PROCESS OF FORMING A MODERN DOCTOR

The article represents the main aspects of the student research club at the Department of Pathological Anatomy of Ivano-Frankivsk National Medical University.
 In today's world, the institution of higher education aims not only to impart professional skills, but also to develop the creative potential of the students. This is achieved by actively involving students in the research activities. Research work of the students outside the academic syllabus is one of the most important tools to become a highly qualified specialist, which is performed in scientific societies and student research club at the department. An important factor that contributes to the professional training of future professionals is the possibility of close cooperation of the student with the scientific and pedagogical staff of the department. It is the teacher who has an immense responsibility not only to impart the student knowledge, but also for the ability to operate, analyze and apply it in various complex situations, which plays a major role in the formation of clinical thinking. In turn, the teacher must meet certain criteria: to show a deep interest in the learning process, discuss errors and solutions, have relevant and up-to-date knowledge and an individual approach to each student.
 The purpose of the student research club at the Department of Pathological Anatomy is to identify the most capable and talented students who are inclined to research work, to acquire scientific skills and involve them in research activities. The main tasks of the student scientific club "Pathological Anatomy" are as follows: assistance in improving the level of scientific training of students; strengthen research on the issues of scientific activity of the Department of Pathological Anatomy with the participation of students; in-depth study of the chosen discipline by students; development of scientific thinking and analytical skills, acquisition of research skills and broadening horizons and erudition; preparation of reports and speeches of members of the club with the results of their own research in scientific and practical conferences, seminars, round tables and competitions. The activities of the scientific club "Pathological Anatomy" are aimed at developing the creative abilities of students in order for them to acquire professional, personal, cognitive competencies, as well as experience in acquiring knowledge and skills through research.
 Thus the student scientific club "Pathological Anatomy" creates conditions for self-realization of students in research work and support for gifted students. The development of their intellectual potential makes it possible to significantly intensify and improve the curriculum of medical students, to make it diverse and interesting. The student's research work helps to ensure that each student has the opportunity to exercise their right to creative development of the individual in accordance with their abilities and needs. The club is such a "tool" that allows to actively develop both future doctors for practical medicine and future researcher and teaching staff for the university. Many years of experience of the Department of Pathological Anatomy shows that students tend to master the theoretical knowledge, practical and professional skills if they are involved in such scientific club.

International students’ perception of research supervision in the Social Sciences: the case of three comprehensive universities in China

ABSTRACT Due to the internationalisation of higher education, much research has been focused on internationalising the curriculum, while little is known about internationalising research supervision. Research supervision is very pertinent as far as students’ acquisition of sustainable research skills is concerned. This study examined the perceptions of international postgraduate students on research supervision. The study focused on finding out if international postgraduate students are satisfied with their research supervisors and finding out the type of Feedback international students received from their supervisors. Exploratory case study research design was used, adopting qualitative research methodology. The study participants were 60 postgraduate Social Science international students from three comprehensive universities in China. A purposive sampling technique was used to select the participants; only international students in Social Sciences participated in this study. A semi-structured interview guide was used as the instrument for data collection. The data collected was analysed thematically. This study found that only a few students were satisfied with their supervisors. A majority of the respondents were not satisfied with their supervisors’ contributions in their thesis or dissertation writing and the type of feedback they received from their supervisors. This shows that universities striving to achieve their aspirations of becoming world-class universities in terms of internationalisation need to guide and support supervisors who supervise international students. Some recommendations are made that need to be effectively implemented to enhance international students’ acquisition of research skills.

Curriculum initiatives to enhance research skills acquisition by medical students: a scoping review

BackgroundAlthough it is accepted that providing medical students with opportunities to engage in research activity is beneficial, little data has been collated on how medical degree curricula may address this issue. This review aims to address this knowledge gap by conducting a scoping review examining curriculum initiatives that seek to enhance research experience for medical students.MethodsThis review looks to specifically look at ’doing research’ as defined by the MEDINE 2 consensus rather than ‘using research’ for the bachelor component of the Bologna Cycle. The framework developed by Arksey & O’Malley was utilised and a consultation with stakeholders was incorporated to clarify and enhance the framework.ResultsA total of 120 articles were included in this scoping review; 26 related to intercalated degree options and 94 to non-intercalated degree options. Research initiatives from the United States were most common (53/120 articles). For non-intercalated research options, mandatory and elective research projects predominated. The included studies were heterogeneous in their methodology. The main outcomes reported were student research output, description of curriculum initiative(s) and self-reported research skills acquisition. For intercalated degree options, the three main findings were descriptions of more ‘novel’ intercalated degree options than the traditional BSc, student perspectives on intercalating and the effect of intercalating on medical student performance and careers.ConclusionsThere are several options available to faculty involved in planning medical degree programmes but further research is needed to determine whether research activity should be optional or mandatory. For now, flexibility is probably appropriate depending on a medical school’s resources, curriculum, educational culture and population needs.

Piloting an Oral History–Based CURE in a General Education Writing Course for First-Year Students

The authors of this study evaluate findings from a pilot implementation of a course-based undergraduate research experience integrated into a first-year general education writing classroom. In this initial pilot phase, two sections of the course were offered in fall 2018. Course partici-pants completed retrospective precourse and postcourse measures designed to assess the course’s impact on their acquisition of research skills and their confidence related to inquiry and research. Demographic data also were collected to explore outcomes of underrepresented minority and first-generation students. Findings show a statistically significant increase in perceived research skills and in confidence related to abilities as a researcher. Moreover, although there was not a large enough sample for statistical significance, first-generation students showed large gains in confidence.

The Instructional Design of a 4C/ID-Inspired Learning Environment for Upper Secondary School Students’ Research Skills

In today’s complex world, the acquisition of research skills is considered an important goal in education. Consequently, there is a growing body of literature that recognizes the value of well-designed learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking, and the design processes underlying the learning environments aiming to foster students’ research skills are not always clearly outlined. Furthermore, interventions aiming to foster these skills are often implemented in the domains of physics, biology, and chemistry, while other domains (such as behavioral and social sciences domains) remain understudied. In addition, current approaches to foster research skills often refer to only a few epistemic activities (Fischer et al., 2014) related to research skills. Inspired by a design-based research approach, this design effort case seeks to clearly explain the design considerations for, and the development of an online learning environment aiming to foster upper secondary school students’ research skills in a behavioral sciences context. The online learning environment (RISSC or Research In Social SCiences) consists of a lesson series designed based on a systematic approach to four-component instructional design (van Merriënboer & Kirschner, 2018), and was piloted with two different cohorts in upper secondary education and in first year of university.

Developing nurse educators’ research capacity in a resource-constrained environment

Despite concerted efforts through policy reforms, research training, and mentorship programmes, nursing research capacity remains low. This is particularly troublesome in resource -restrained environments. We launched an experiential and collaborative research capacity development programme with nurse educators at a university of technology. A Participatory Action Research approach was followed. This communication reports on the first two one-day cycles of the pilot programme at the main campus. Ten participants were divided into three small groups. In the first cycle, participants produced drawings of their research experience and research pathway while the second cycle concentrated on a collaborative data analysis session with a remix of the original team members. The programme had a positive impact on an inter-and intrapersonal level, as well as facilitating the acquisition of research skills of nurse educators. The programme can be enhanced through similar virtual exercises at remote campuses.

Research Mentorship Crowdsourcing Contest: Toward Global Health Good

As one of the six consortia funded through the NIH Fogarty International Center, the University of North Carolina at Chapel Hill, Johns Hopkins University, Morehouse School of Medicine, and Tulane University (UJMT) Fogarty Global Health Fellows Program provides postdoctoral trainees and doctoral students support and training for yearlong research attachments at selected low- and middle-income countries. To understand the current impact of this global health research training opportunity, the UJMT consortium conducted a crowdsourcing contest to gather creative messages to promote and improve the impact of the program in partnership with Social Entrepreneurship to Spur Health. Between January and March 2019, the contest received a total of 47 submissions from 14 countries; 44 were found eligible. After judging, 19 (41.2%) submissions received a mean score of 7 or higher. We examined both textual and descriptive submissions for emergent themes and identified a range of facilitators who can be used to further improve the training programs; examples include exceptional mentorship, acquisition of research skills, career development, personal development, and multisite training opportunities. In conclusion, the crowdsourcing mentorship contest demonstrated the feasibility and acceptability of leveraging existing research networks for community engagement and how useful information can be effectively collected to highlight the effectiveness of a program and expand the reach.

Perception of barriers to research among internal medicine physician hospitalists by career stage

ABSTRACT Background Physician hospitalists may participate in research and generate knowledge for evidence-based hospital practice. Despite this, physician hospitalists are primarily involved in patient care, and there is sparse information on barriers for their participation in research and if these barriers differ by career stage. Methods We conducted a survey of physician hospitalists at Mayo Clinic sites based in four states (Arizona, Florida, Minnesota, and Wisconsin). We surveyed physician hospitalists on demographics, academic rank, current research skills, barriers for participation in research, and research skills they aspire to acquire. Responses were summarized using descriptive statistics and categorized by early-career (<10 years), mid-career (10–20 years), and later-career (≥20 years) stages at Mayo Clinic. The survey was conducted from March to April 2019. Results Of 188 physician hospitalists, there was a 52% response rate with 71% in early career, 21% mid-career, and 7% late career, with 39% female. Physician hospitalists at early-career (90%), mid-career (76%), and later-career (71%) stages were interested in participating in research. Among physician hospitalists with ≤3 peer-reviewed publications, barriers for participation in research included lack of mentorship, time, research skills, and funding. Among physician hospitalists with ≥4 peer-reviewed publications, factors for research success included mentorship (89% early-career, 38% mid-career, 75% later-career; p = 0.002) and membership in a research team. Compared to mid- and later-career physician hospitalists, a higher proportion of early-career hospitalists was interested in acquiring skills to both critically review the literature (70% early-career, 43% mid-career, 0% later-career; p = 0.006) and write manuscripts (86% early-career, 57% mid-career, 50% later-career; p = 0.02); there was generally similar interest across career stages to acquire skills to conduct literature searches and write grants. Conclusion The generally similar responses from physician hospitalists across career stages highlight system-level opportunities to increase research mentorship, promote the acquisition of research skills, and reduce barriers for participation in research.

The Future of Nursing Education: Multidisciplinary Community-Engaged Research for Undergraduate Nursing Students.

Undergraduate nursing students with research experience are more likely to pursue graduate education. Community-engaged research mentoring facilitates not only this process but also student engagement in topics such as cultural relevance and community partnerships. Two cohorts of undergraduate students participated in a novel yearlong multidisciplinary mentored research experience based in a predominantly Black community. A qualitative, descriptive study using semistructured interviews was conducted with undergraduate students to describe effects of a multidisciplinary, community-engaged mentored research experience on cultural sensitivity, acquisition of research skills, and intent to pursue graduate study. Both cohorts of students demonstrated cultural sensitivity, acquired basic research skills, and had favorable attitudes toward or a definitive plan to pursue graduate education influenced by their participation in the mentored research experience. This approach may represent a viable strategy for increasing the number of graduate-prepared nurses and reducing health disparities via the provision of culturally competent care. [J Nurs Educ. 2020;59(6):341-344.].

Abstract D076: Florida-California Cancer Health Disparity Research, Education &amp; Engagement (CaRE2) Center: Research education overview and preliminary results

Abstract Introduction: Florida Agricultural &amp; Mechanical University (FAMU), University of Florida (UF) and University of Southern California (USC) have partnered to build a strong pathway to workforce diversity in Florida and California. Combined, the three institutions have unique expertise to support research education for Black and Latino students. FAMU (a minority serving institution) has a demonstrated track record of enrolling Under-Represented Minority (URM) students and preparing them as outstanding graduates who go on to pursue PhD degrees in biomedical and behavioral sciences. Hence, FAMU provides a unique environment for the development and testing of this triad partnership program. UF is a top world leader in interdisciplinary research and is one of only a few institutions with an academic health center having six health-related colleges. The UF’s multidisciplinary centers and institutes are designed to create synergies and collaborative research opportunities that focus on the translational nature of biomedical research, following the continuum from fundamental research to clinical research to patient care. USC, located in the multicultural city of Los Angeles, has a highly diverse student body, with 20% of the student population comprised of Black and Hispanic/Latino students. The USC Norris Comprehensive Cancer Center (NCCC) is a major regional and national resource for cancer research, treatment, prevention, and education. Collectively, the three institutions investigate the complex origins and progression of cancer, develop prevention strategies, and search for cures. Methodology and Results: Preliminary results from the first year, which included multiple URM trainees: (thirteen undergraduate, one postbaccalaureate, eight graduate, seven postdoctoral fellows and twelve early-stage investigators), suggested that participation in CaRE2 program is a positive professional development experience, leading to acquisition of research skills in interdisciplinary cancer research, knowledge about cancer health disparities, building of personal and professional networks, and exposure to career opportunities in cancer through interaction with peers, mentors and NCI personnel. Conclusion: The CaRE2 Program appears to enhances the trainees’ motivation for a career in cancer research and may lead to the development of a more diverse workforce to address cancer health disparities. The CaRE2 program is funded by the National Cancer Institute (NCI) of the National Institutes of Health (NIH) through the grant of NIH/NCI1U54CA233396, 1U54CA23344 and 1U54CA23346. Citation Format: Bereket Mochona, Debra Lyon, Ite A. Offringa, Kinfe K. Redda, Renee R. Reams, Folakemi Odedina, Diana J. Wilkie, John D. Carpten, Mariana C. Stern. Florida-California Cancer Health Disparity Research, Education &amp; Engagement (CaRE2) Center: Research education overview and preliminary results [abstract]. In: Proceedings of the Twelfth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2019 Sep 20-23; San Francisco, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl_2):Abstract nr D076.

Research skills in upper secondary education and in first year of university

ABSTRACT The acquisition of research skills is an important goal of secondary education. Still, insights on what learner characteristics stimulate and hamper research skills are lacking. Therefore, this study investigates the relationship between students’ research skills (assessed by means of the Leuven Research Skills Test (LRST) and students’ gender, educational track, grade, autonomous and controlled motivation. The LRST was administered to 405 11th and 12th grade students, and to 156 first-year university students in Flanders. Multiple regression analyses reveal a significant relationship of grade and track with students’ research skills in upper secondary education. Also in higher education, a significant relationship was found between students’ former educational track and their research skills. In both groups, no significant differences were found in research skills based on gender and on students’ controlled and autonomous motivation. This study contributes to future research by stressing the importance of curricular characteristics for fostering students' research skills.

Qualitative research skills acquisition within social work doctoral education using project-based learning

The future of social work research relies on the intellect and competence of current doctoral students. These future scholars who receive doctoral education that values qualitative inquiry will create a system where qualitative research traditions receive the same privilege as quantitative research traditions. Project-based learning provides learning opportunities that can challenge assumptions about what academia considers “real” research. This descriptive qualitative study explored key attributes of using project-based learning within two consecutive social work doctoral courses to encourage qualitative research skill development. Students and instructors participated in ideawriting and focus groups to assess the usefulness of PBL within these courses. The findings suggested that PBL may be useful for deepening knowledge about qualitative inquiry and reducing epistemological unconsciousness.