Student Research Training Research Articles

Un breve acercamiento a la formación de los semilleros de investigación. Precisiones acerca de algunas diferencias entre la formación investigativa y la investigación formativa

This assay presents some of the reflections on formative research and student research training, done by the author who is trying to clarify the differences between these two terms, and demonstrating the contributions that such processes are making to student formation at Colombian universities. These processes, called «student research seedbeds», provide opportunities to the students that get involved in an ongoing research. This has become as an important pedagogical strategy to teach and learn how to do research, which is an aspect of great interest in undergraduate university formation. In this sense, this writing considers the concepts previously mentioned, and the role that seed projects play in research early formation.

Research Training of Students in Minority and International Settings: Lessons Learned from Cancer Epidemiology Education in Special Populations

This article describes the development and evaluation of an NCI-sponsored short-term summer cancer research education program. The study questions examined: the feasibility of conducting a cancer education program in special populations at multiple US and international field sites for masters students; the merit and worth that students and faculty attribute to the program; and students' scholarly and cancer-related career outcomes. Developing a new curriculum, increasing the pool of mentors, utilizing and increasing the number of field sites, and program dissemination were also evaluated. Evidence of the program's success included students' completion of field experiences at multiple sites and their subsequent 70% project-related publication rate, with 79% of trainees reporting themselves as likely to pursue future cancer-related careers. Evaluation-guided future plans for the program include implementing faculty development to further enhance the program outcomes.

Mentored student project for inculcating research skills

Context and setting Most medical schools in India do not emphasise the importance of scientific research skills in the undergraduate medical curriculum despite the fact that it is essential for students to understand scientific methods of critically evaluating the evidence that will assist their decision making during their medical careers. In recognition of this need on the part of medical students, a mentored student project (MSP) programme was implemented in an Indian medical school in 2008 for a batch of medical students. Why the idea was necessary It is essential to inculcate critical thinking and reasoning skills and to develop a positive attitude among medical students towards scientific research from the beginning of their medical careers. As scientific research is rapidly evolving from its status as a largely individual endeavour to that of a highly collaborative, interdisciplinary activity, research training for undergraduate medical students should also inculcate the spirit of teamwork. At present, there is no formal path by which medical students in India can become doctor-scientists or academicians. What was done In the MSP programme, students (n = 113), guided by a teaching faculty member (mentor), were required to undertake a project involving in-depth study of an area of their interest, write a scholarly report and present the work as a poster presentation. To encourage the spirit of teamwork, students were grouped (n = 3–5) and each group was asked to select a research project in the form of a library study, laboratory research, medical records study, case study or field project. To examine the students’ perceptions regarding improvements in their research skills after participating in the MSP, a questionnaire consisting of 16 items related to the research skills gained by undertaking projects and the guidance received from the mentor (using a 5-point Likert scale) was developed. Students were requested to indicate their responses on the questionnaire and to describe their previous research experience, if any. Student responses were summarised using percentages. The median grade and interquartile range were reported for each item. A comparison of overall research skills gained with those based on previous research experience was performed using the chisquared test. Evaluation of results and impact The median grade for all items related to improvements in research skills was 4, which indicates that the majority of students felt the MSP had increased their research skills. Type of project and previous research experience were not significantly related to the improvement in overall skills. It was encouraging to find that 80% of the respondents had received appropriate guidance from their mentors. A total of 61% of students agreed that the MSP should be a mandatory requirement for the completion of the MBBS degree at our institution, which suggests that the non-funded MSP programme was successful in fostering a positive attitude towards scientific research. The present study provided scope for the further refinement of the MSP programme based on students’ perspectives.

Rethinking the Research-Teaching Nexus in Undergraduate Education: Spanish Laws Pre- and Post-Bologna

In Europe, under the roof of the Bologna process, the emerging concept of the ‘knowledge-based society’ has its pillars in the so-called European Higher Education Area (EHEA) and the European Research Area (ERA). This new kind of society demands a new role for the universities and associated stakeholders, and could provide an ideal opportunity to explore new ambitions and roles, revisiting the old synergy between research and teaching, and re-thinking why teaching and research have come into tension for academics in recent years. However, there is some evidence which suggests that actual initiatives are not that coherent in terms of the aims of the process. For example, explicit research training of graduate students is excluded. Has Bologna two faces? The authors consider the Bologna process in the context of Spain, and offer some possible scenarios of the actual and future undergraduate research-teaching nexus within the Bologna framework. These scenarios should have interest and implications for scholars and students entering a new era.

Final‐Year South African Dental Student Attitudes Toward a Research Component in the Curriculum

South Africa has recently introduced a compulsory research component into the undergraduate dental curriculum. This study was undertaken to establish how the students experienced the research exercise and what outcomes could be determined. A questionnaire of thirteen open- and closed-ended questions was distributed to final-year students at all four South African dental schools. A response rate of 56 percent was achieved, with 127 completed questionnaires returned. Forty-four percent of students enjoyed the research, 34 percent would have liked to have done more research, and 92 percent regarded research as being important in dentistry. Open-ended questions revealed that time, topic, financial, and group work issues hindered students' research experiences. This is in common with dental undergraduates elsewhere. Positive outcomes related to acquaintance with scientific literature, desire for further study, support from their research supervisor, and acknowledgment of a constructive learning event. South African dental undergraduates may not like the research component, but this is not due to lack of enthusiasm on their part. It appears that both internal and external factors impacting the South African dental academic system are influencing their research experience and making it unattractive. These factors should be identified and addressed at the school level where it is possible to optimize student research training.

Developing researchers in the arts and humanities: lessons from a pilot programme to develop discipline‐specific research skills

Although increasing emphasis is placed on the provision of research training for doctoral students, much of the support currently available is generic in nature, rather than tailored to the student’s particular field(s) of study. In this paper, I briefly review UK graduate education for arts and humanities research students, and some of the ways in which the distinctive demands of their discipline(s) shape the research student experience and hence their development needs. I describe the design and delivery of a pilot programme of discipline‐specific research skills development, co‐ordinated by the Subject Centre for Philosophical and Religious Studies, which aims to address such needs; and I evaluate its success. I conclude with some recommendations for future practice; in particular, I argue that doctoral training provision is more effective when it involves a subject‐specific approach in which practising academics from the discipline(s) play a significant role – both in terms of fostering an improved level of student engagement with the programme, and of delivering training and development opportunities which are tailored to the student’s particular context and needs.

Innovation in collaborative health research training: The role of active learning

This paper describes and discusses the essential pedagogical elements of the Partnering in Community Health Research (PCHR) program, which was designed to address the training needs of researchers who participate in collaborative, interdisciplinary health research. These elements were intended to foster specific skills that helped learners develop research partnerships featuring knowledge, capabilities, values and attitudes needed for successful research projects. By establishing research teams called “clusters”, PCHR provided research training and experience for graduate students and post-doctoral fellows, as well as for community health workers and professionals. Pedagogical elements relied on active learning approaches such as inquiry-based and experience-based learning. Links between these elements and learning approaches are explained. Through their work in cluster-based applied research projects, the development of learning plans, and cross-cluster learning events, trainees acquired collaborative research competencies that were valuable, relevant and theoretically informed.

The universe: yours to discover

The International Year of Astronomy (IYA2009) was declared by the United Nations General Assembly in December 2007. The United Nations Educational, Scientific and Cultural Organisation, together with the International Astronomical Union, are leading the celebrations under the theme ‘The universe, yours to discover’. IYA2009 marks the 400th anniversary of Galileo Galilei’s first astronomical observation through a telescope. It will be a global celebration of astronomy and its contribution to society and culture, with a strong emphasis on education, public engagement and the involvement of young people. IYA2009 is supported by 11 cornerstone projects—global programmes of activities centred on specific themes. Whether it is the support and promotion of women in astronomy, the preservation of dark-sky sites around the world, or educating and explaining the workings of the universe to the public, these projects will be the key components of the programme. In recognition of the role that this event has to play in developing nations, especially those that have neither observatories nor astronomy departments in their universities, the 11th cornerstone project is entitled ‘Developing Astronomy Globally’. In South Africa celebrations kicked off with a six-day star party at Sutherland, which culminated in the dawn of the new year 2009 at midnight on 1 January. Later in the year several other local activities will be offered by our observatories, planetaria and science centres, which will be listed on the IYA2009 website www. astronomy2009.org.za South Africa has also taken a leading role on the African continent to ensure that IYA2009 benefits as many people across Africa as possible, an objective in line with the vision of facilities such as the Southern African Large Telescope. Through programmes such as the National Astrophysics and Space Science Programme and those offered by the African Institute for Mathematical Sciences in Cape Town, South Africa already hosts research training for students from across Africa. IYA2009 is an opportunity to significantly advance collaboration in Africa in the astronomy field. IYA2009 is not just an opportunity to promote astronomy, but also to stimulate the imagination of young and old alike across the continent. We recognise that the most sustainable form of development is education, and celebrating a year of astronomy is an opportunity to stimulate curiosity in people’s minds, and to inspire them towards adopting a learning culture. The theme adopted by the numerous African countries involved in IYA2009 is thus ‘Astronomy for Education’. The year is not just going to be about appreciating the beautiful sky, but rather about what we in Africa can do with it, and how we can use this sky—this subject of astronomy—for the development of our people.

The Spencer Research Training Grant at the Penn Graduate School of Education: Implementation and Effects

Background/Context The Research Training Grant (RTG) program at the University of Pennsylvania's Graduate School of Education aimed to create strong research training experiences for predissertation fellows through generous financial aid, mentored research apprenticeships, and cocurricular experiences. Collectively these offerings sought to broaden knowledge of urban education and exposure to diverse research methods. Initiated in a context of significant institutional growth and change, the RTG also sought to improve the research training experiences of PhD students outside the RTG program, making broader discussions of urban education, educational research, and social research more integral to the general PhD student experience and to the life of the school. This was attempted with the launch of a schoolwide seminar series on educational research, the introduction of an annual student research symposium administered by the RTG fellows, and continuing faculty attention to policies affecting doctoral student mentoring and research training. Purpose/Objective/Research Question/Focus of Study The article describes the aims and organization of the program and discusses strengths and challenges identified by students and faculty. Research Design This is a qualitative case study. Conclusions/Recommendations The operation of the RTG program at Penn offers several insights into how education schools might get the most out of their investments in doctoral students and doctoral education: (1) Its support of rigorous, discipline-based research training complemented by opportunities for interdisciplinary exposure seems to be important. Further, such initiatives are systematically supported with investments by the faculty and the administration. (2) The opportunity for students to approach research and problems of practice from multiple disciplinary perspectives was a significant perceived benefit of the RTG program's operation at Penn. (3) A flexible model of research apprenticeship, creative seminars, and symposia all helped to illuminate the strengths and limitations of discipline-based research. (4) Penn GSE PhD students who engaged in discussions that promoted epistemological diversity were better off for it. This sort of work is unlikely to occur at the level of the individual degree program, so engagement and support from the whole faculty are implied. (5) “Institutionalizing” these sorts of experiences and opportunities for students may mean consideration of structures and supports for doctoral student training that are unconventional, multidisciplinary, and collaborative.

Debra A. Schwinn, M.D., Recipient of the 2007 Excellence in Research Award

Debra A. Schwinn, M.D., Recipient of the 2007 Excellence in Research Award

Career Research Interests and Training of Genetic Counseling Students

Research is important to validate clinical services, provide information on the effectiveness of practice techniques, and develop the knowledge base of a clinical profession. Genetic counseling students from American Board of Genetic Counseling (ABGC) accredited training programs were surveyed to determine their career research interests and interest in pursuing a hypothetical doctoral degree in genetic counseling. Genetic counseling program directors were surveyed to assess the emphasis on research training within their programs. A substantial number (46%, n = 92) of genetic counseling students are interested in performing research in their careers and many (40%, n = 80) would pursue a doctoral degree in genetic counseling if it was available. Students and directors from programs with a thesis requirement reported a significantly higher emphasis on career research preparation than those from programs without a thesis requirement. The results of this study indicate that future genetic counselors are interested in contributing to the research base that will advance the field. This study suggests a need to strengthen research training within ABGC accredited graduate programs and explore the development of a doctoral degree option in genetic counseling.

A visão dos pesquisadores-orientadores de um programa de vocação científica sobre a iniciação científica de estudantes de ensino médio

Neste trabalho são apresentadas as opiniões dos pesquisadores-orientadores de um programa de vocação científica sobre a iniciação científica de estudantes de ensino médio. Um questionário on-line foi desenvolvido para esse fim, contendo quatro itens referentes ao perfil do respondente, 15 referentes aos objetivos do Programa, dez relacionados às estratégias de orientação e uma pergunta aberta, na qual o pesquisador expressa sua opinião sobre a I.C.. O questionário foi respondido por 43 pesquisadores (20%). Os dados referentes aos itens foram analisados em termos de intensidade e consistência das opiniões. O aspecto sócio-cognitivo do Programa é o que apresenta maior ênfase para os pesquisadores. Os resultados mostram níveis mais elevados de consistência interna na dimensão exeqüibilidade, em ambas as escalas, sugerindo que a visão dos pesquisadores sobre a I.C. expressa-se no fazer. A visão dos pesquisadores-orientadores é que a investigação científica é uma "arte prática" que não se aprende nos livros e sim mediante a imitação e a experiência. Somente num ambiente físico, materializado nos laboratórios e nos eventos científicos é possível desenvolver conhecimentos e habilidades próprios da carreira científica.

Experiential learning: assessing process and product

Experiential learning in combination with problem-based learning is increasingly being used to underpin the research training of undergraduate Geography students, typically at intermediate level of their degree programme. With this approach the ‘process’ is viewed as important as the ‘product’. However, such innovative approaches offer new challenges as well as opportunities. This article discusses whether it possible to assess both ‘process’ and ‘product’, and to recognise and reward formative, not just summative, work. It is important to ensure that learning outcomes are matched by appropriate assessment, and that appropriate procedures and marking criteria keep pace with teaching innovation.

Intensive Short-Term Research Training for Undergraduate, Graduate, and Medical Students: Early Experience With a New National-Level Approach in Geriatric Mental Health

There is an urgent need for research training in psychiatry at early career stages, especially in geriatric psychiatry. The authors describe their first-year experience with the Summer Training in Aging Research Topics-in Mental Health (START-MH), a new federally funded national-level training program intended to offer intensive short-term research training for undergraduate, graduate, and medical students. The funding was used primarily to pay stipends for trainees who spent 10 weeks during the Summer working on research projects under established research mentors. At the end, a workshop brought together all the trainees who presented research posters. Thirty trainees were selected from among 85 applicants. They worked on projects including basic, translational, clinical, or services research. Evaluations from trainees and mentors were uniformly positive. All the trainees reported that the START-MH program enhanced their interest in pursuing a career in geriatric mental health research. Several trainees later submitted their work for presentation or publication. The initial data suggest that the START-MH program can be a potentially useful model for attracting talented early-career trainees into mental health research.

Building a Transcontinental Affiliation: A New Model for Academic Health Centers

The affiliation between The Methodist Hospital, Weill Medical College of Cornell University and New York-Presbyterian Hospital is, to our knowledge, the first transcontinental affiliation between major nonprofit academic health centers (AHCs) in the United States. The rationale for the affiliation was clear to those involved in the discussions. The institutions share the same mission of fostering progress in clinical care, education and research; and because of their geographic separation, Methodist, Weill Cornell and New York-Presbyterian do not compete with each other in providing clinical care to their regional populations. While academic and potential competition for international referrals do exist, it was judged that these potential areas of competition could easily transform into collaborations. Most importantly, this situation ottered an opportunity to explore new models for AHCs, which many feel must change to better meet society's needs.1 Also, it seemed that this could have importance beyond the collective interests of the three institutions. A spirit of optimism and possibility, respect and trust between the key individuals, the support of senior board leadership, and recognition of the need to conclude the negotiations promptly served as the key enablers of agreement. The affiliation agreement's straightforward basic terms facilitate collaboration in patient care, teaching, research and operational performance. The affiliation is primary and reciprocally exclusive in New York and Texas (e.g., Methodist is Weill Cornell's only affiliate in Texas, and Weill Cornell is both The Methodist Hospital's primary academic affiliate and its only affiliate in New York, but both may have other affiliations). Members of Methodist's medical staff are eligible for faculty appointments at Weill Cornell, but appointments are neither automatic nor required. The primary academic appointment for chairs will be at Weill Cornell. Mutual efforts to improve clinical care include coordination between department chairs and sharing best practices, quality methods and clinical databases. The affiliates intend to collaborate extensively in education - including graduate medical education (GME), medical student education and research training at the graduate and postgraduate levels - and foster joint research, particularly clinical and translational research. Finally, administrative staff explore opportunities for sharing processes and progress in operational performance.

Cancer Research Training for High School and College Students at a Comprehensive Cancer Center

The number of American students pursuing advanced science degree continues to wane. Summer research experience programs are ideal mechanisms to introduce high school and college students to scientific lifestyles. A follow-up of participants from 1995-2003 was conducted to gauge student perception of the program and to measure outcomes. Data are presented from the responses of 287 (81%) participants. The Program was successful in recruiting female (67%) and underrepresented (>35%) students. Very high percentages of trainees reported pursuing advanced scientific study (>85% of high school and >92% college students). Summer research experiential programs can be successful in initiating or maintaining a student's interest in science careers.

Undergraduate Research Mentoring Model in Construction Engineering and Management

The construction industry is a major player in the nation's economy. The complex nature of the construction industry, coupled with the challenges of global competitiveness and changing regulatory requirements, has created the need for providing higher levels of education, experience, and training for construction professionals. An essential and integral component of the required education and training must be the research training of undergraduate civil and construction students, encouraging them to pursue advanced education and research careers in this area. With this in mind, the writer developed a Research Experiences for Undergraduates ~REU! summer program at Western Michigan University that focuses on construction engineering and management issues and problems. This construction-oriented undergraduate research training program is the first REU site in the United States to be funded by the National Science Foundation. This paper will describe the structure of the REU program, the types of activities undertaken by the REU participants, and the results of the program evaluation and assessment.

Scientific Research Training for Gifted high School Students in Hungary

The first six years of a new program to organize high-level scientific research training for gifted high school students in Hungary are described. Besides giving top-level research opportunities for talented students in their most receptive age, the program already helped the establishment of almost two hundred scientific research clubs in high schools of Hungary, Romania, Slovakia and Serbia, provided a focal point for science training of high school teachers and helped regional cooperation in Central-Eastern Europe.

The role of faculty mentors in the research training of counseling psychology doctoral students.

This study investigated research mentoring experiences of counseling psychology doctoral students as predictors of students’ research productivity. The authors also assessed the research training environment and research self-efficacy as influences on research productivity. Participants were 194 third- and fourth-year counseling psychology doctoral students. Results indicated that the research training environment predicted students’ research mentoring experiences and their research self-efficacy. Both research mentoring experiences and research self-efficacy mediated the effect of the research training environment on research productivity. Analyses showed no significant differences in these relationships by student gender or scientific stature of training programs. Research training of counseling psychology doctoral students has received increased scrutiny in the last 2 decades. This scrutiny stems, in part, from the observation that few counseling psychologists conduct research after completing their doctoral requirements despite training in a scientist–practitioner model (Brems, Johnson, & Gallucci, 1996). Although research suggests that individual factors, such as personality and interests, play a major role in research attitudes and productivity (e.g., Kahn & Scott, 1997; Krebs, Smither, & Hurley, 1991; Mallinckrodt, Gelso, & Royalty, 1990), theorists have also proposed that the research training environment plays an influential role in shaping counseling psychologists’ perceptions of research (Gelso, 1997).

The role of faculty mentors in the research training of counseling psychology doctoral students.

The role of faculty mentors in the research training of counseling psychology doctoral students.