Specific Research Skills Research Articles

Peer-led lifestyle interventions for the primary prevention of cardiovascular disease in community: a systematic review of randomised controlled trials

BackgroundPeer-led lifestyle interventions have gained recognition as effective approaches for managing and preventing chronic diseases. However, there remains a critical knowledge gap regarding the impact and effectiveness of peer-led interventions specifically in the primary prevention of cardiovascular disease (CVD). Our systematic review aims to synthesise the available evidence and evaluate the impact of peer-led lifestyle interventions, providing invaluable insights that can guide the development of peer-led strategies for preventing CVD.MethodsSystematic database searches were conducted on Ovid Medline, Embase, Cochrane Centre for Controlled Trials, PubMed and Scopus to source peer-reviewed articles published between 2013 and 2023. Reference lists of the included publications were also manually searched.ResultsFourteen unique randomised controlled trials were identified, of which three were pilot studies. Most of the interventions were conducted among individuals at moderate to high risk of CVD and lasted for a year. There is a variety of components in intervention delivery, including group discussions and individual counselling. Peer leader training mostly covered intervention delivery, communication, and research-specific skills. Systolic blood pressure showed the most promising CVD-related improvement, while mixed results were found for several other dietary and lifestyle behavioural outcomes.ConclusionPeer-led lifestyle interventions have shown varying effectiveness in cardiovascular health outcomes. The competencies and roles of peer leaders were identified to guide future intervention development with a more comprehensive approach to the primary prevention of CVD.

Engaging theoretically primed students in second year lab courses

During their second year, about 50 undergraduate physics students engage in an open inquiry lab course of 56 hours that prepares them for their bachelor research project. Two combined theory-practical courses (of which 84 hours are spent in the lab) precede this open inquiry course. These preceding courses focus on specific research skills or the use of new theory in experiments (among others the Fourier transform and signal processing). These courses are based on Holmes’ SQI-model. The final open inquiry course that focuses on general research skills is based on Etkina’s ISLE-model. From literature we have identified 5 educational design criteria to engage students in such lab courses and implemented them. One of these was effective in our implementation. We have found that quantitative physics research as opposed to design research or focusing on certain skills is needed to make our theoretically-primed students appreciate our lab courses more. It helped our students to see the meaning of our experiments better and see the need for what we want them to learn in our lab courses. For the other 4 design criteria anecdotal evidence was found shedding some light on the way in which they may work.

Integrating research in health professions education: a scoping review

BackgroundIntegrating teaching and research may boost students’ learning and improve future clinical practice when incorporated into education. Explorations of health professions students’ involvement in the research processes and their learning outcomes are sparse. Thus, the purpose of this scoping review is to explore the existing scientific literature on courses involving students from health professions education in research activities. The research questions are: Which parts of the research process are the health professions students involved in, and what are the students’ main learning outcomes related to the research process reported to be?MethodsA scoping review following the six-step approach of Arksey and O’Malley was undertaken. We searched four electronic databases to identify studies focusing on research-based teaching in health professions education. Inspired by content analysis, we identified key concepts relating to the research process and learning outcomes.ResultsWe screened 1084 abstracts, reviewed 95 full-text reports, and included 24 for analysis. Overall, the students were more involved in conducting and disseminating research than in the planning phases. Learning outcomes were most frequently reported as specific research skills, such as conducting literature reviews, writing academically, and presenting results, but also as improved understanding of research in general as well as improved motivation and confidence in conducting research.ConclusionsThe heterogeneity of educational programs, study designs, and measures makes it difficult to draw conclusions across the studies included in the review. More research is needed to conclude whether health professions students who actively engage in research gain a better understanding of the research process, become more likely to pursue research in their practice, or are more motivated to choose an academic career.

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.

P72 Research experience across the paediatric rheumatology multi-disciplinary team

P72 Research experience across the paediatric rheumatology multi-disciplinary team

Authentic STEM research, practices of science, and interest development in an informal science education program

BackgroundTwo critical challenges in science education are how to engage students in the practices of science and how to develop and sustain interest. The goal of this study was to examine the extent to which high school youth, the majority of whom are members of racial and ethnic groups historically underrepresented in STEM, learn the skills and practices of science and in turn develop interest in conducting scientific research as part of their career pursuits. To accomplish this goal, we applied Hidi and Renninger’s well-tested theoretical framework for studying interest development in the context of a museum-based, informal science education (ISE) program. We used a mixed methods approach, incorporating both survey and interview data, to address three research questions: (1) As youth engage in authentic science research, do they develop perceived competence in mastering the skills and practices of science? (2) Do participants increase, maintain, or decrease interest in science research as a result of this experience? (3) How does participation in scientific practices manifest in non-program contexts?ResultsOur study yielded three main results. First, we found that participants developed competence in mastering several of the skills and practices of science. Strikingly, there was significant improvement in self-reported level of competency for 15 specific research skills. Second, we found that participants maintained their interest in scientific research over time. Our post-survey results revealed that one hundred percent of students were either excited about or expressed deep interest in scientific research. Based on a Phases of Interest Development Rubric developed for this study, most participants exhibited emerging individual interest. Finally, participants exhibited significant increases in the frequency in which they engaged in scientific practices outside of the program.ConclusionsOur findings suggest that participation in authentic research in an ISE context affords youth critical opportunities for gaining mastery of several of the skills and practices of science, which in turn reinforces, and in some cases increases participants’ interest in scientific research beyond the span of the program.

Research-based occupational therapy education: An exploration of students' and faculty members' experiences and perceptions.

One argument for introducing research in bachelor`s degree in health care is to ensure the quality of future health care delivery. The requirements for research-based education have increased, and research on how research-based education is experienced is limited, especially in bachelor health care education programmes. The aim of this study was to explore how occupational therapy students and faculty members experienced and perceived research-based education. This qualitative, interpretative description consisted of three focus group interviews with occupational therapy students in their final year (n = 8, 6 and 4), and three focus group interviews with faculty members affiliated with occupational therapy programmes in Norway (n = 5, 2 and 5). Interviewing both students and faculty members enabled us to explore the differences in their experiences and perceptions. Five integrative themes emerged from the analysis: "introducing research early", "setting higher expectations", "ensuring competence in research methods", "having role models" and "providing future best practice". Research was described as an important aspect of the occupational therapy bachelor program as it helps ensure that students achieve the necessary competence for offering future best practice. Students expressed a need to be introduced to research early in the program, and they preferred to have higher expectations regarding use of research. Competence in research methods and the importance of role models were also highlighted. Undergraduate health care students are expected to be competent in using research. Findings from our study demonstrated that the participants perceived the use of research during training as important to ensure future best practice. Increasing the focus on research in the programme's curricula and efforts to improve students' formal training in research-specific skills could be a starting point towards increased use of research in the occupational therapy profession.

Impacts of a Cross-Institutional Undergraduate Research Experience Workshop on Student Understanding of and Self-Efficacy for Research

There are many perceived benefits to undergraduate student research; however, students may not have a full understanding of the research process prior to engaging in a project. In this paper, we analyze the impact of an undergraduate research workshop on students' understanding of academic research as well as the impact on their self-efficacy for conducting research through an analysis of the 2018 and 2019 Intercollegiate Biomathematics Alliance Cross-Institutional Research Experience (CURE) workshops. Students were asked to complete a survey at the start and end of the three-day workshop, which included both Likert-type scale questions as well as free response questions addressing their understanding of research and effective collaboration in conducting research, their perceived role in conducting research, and their perception of their own skills specific to biomathematics research. We observed improved self-efficacy in specific research skills where students had not already indicated a high level of self-efficacy prior to the workshop. Additionally, student responses indicated a shift in perception of research from solving a particular problem to contributing to a field by discovering or creating new knowledge. Other shifts in student perceptions are discussed in the paper as well as recommendations for the workshop organizers.

Research Competencies of Medical University Teachers: Evaluation, Perception, and Perspective

BACKGROUND: Research competence is one of the important competencies of a medical teacher.
 AIM: The aim of study was to evaluate the research competencies teachers (n = 90) by online questionnaires.
 METHODS: The questionnaire assessed transferable research skills, research-specific skills (research design, data collection, and analysis), research experience, attitude, and motivation to conduct research.
 RESULTS: About 55% of respondents are fully aware of the research activities at their university. Higher rates in transferred skills were established: Teamwork (average score 8/10: 55.5%), and ability to collect information (average score 8/10: 47.9%). Low general skills (project management and time management) are 15.6% and 12.2% of the teachers surveyed. Low indicators of specific research skills of biostatistics (average score 1/4–18.9%) and article submission (average score 1/4–13.2%) were revealed. Competence of male teachers is higher than that of women in their transmitted information collection skills (Z = 2.6, p = 0.008), evaluation of information (Z = 2.4, p = 0.015), and problem solving (Z = 2.3, p = 0.02). Specific research skills did not depend on the gender and affiliation to the department. Most teachers understood the term “research” as “the process of obtaining new knowledge,” and “experimenting and/or testing hypotheses.” Skills require improvement: Biostatistics skills, design definition, preparation of abstracts, and articles. Most respondents showed high motivation (71.1%) to conduct research.
 CONCLUSION: The research competencies of university teachers’ need to be improved. It is necessary to focus on the integration of special research skills in programs on all levels of education.

Research-based learning in a transversal Entrepreneurship and Innovation undergraduate course

ABSTRACT The present article reports an empirical quantitative study involving 107 undergraduate students from Entrepreneurship and Innovation courses in a public university. Students were randomly assigned to 3 conditions: structured Research-based learning (RBL), semi structured RBL and control. We hypothesized that studying in a structured RBL condition would result in a higher intention to do research (INT) and higher course achievement (CA) along with positive changes in autonomous motivation (AM), perceived behavioral control (PBC), behavioral beliefs (BB) and subjective norm (SN); as compared to studying in a semi-structured RBL and control condition. The intervention lasted 7 weeks as part of a regular course and was based on Brew’s RBL framework. A significant differential impact was observed in overall course achievement and in specific research skills clusters. No significant differences were observed in INT, AM, PBC, BB and SN. The results lead to clear implications and directions for future research.

Beyond the single course: teaching research throughout the curriculum.

Our STEM majors arrive on campus as rule followers-"Tell me what to do, and I'll do it," is their refrain. To break this mindset, we redesigned our suite of laboratory courses to scaffold research throughout the program. Every laboratory incorporates both discipline-specific and research-specific skills. Foundational courses introduce research skills, leading to upper level student-driven research. This model should be extensible to any curriculum and makes research an integral part of the undergraduate career.

Exploring Medical Students’ and Faculty’s Perspectives on Benefits of Undergraduate Research Experience

In terms of curriculum development, it is important for faculties to set up a learning environment that supports activities that facilitate the achievement of the intended learning outcomes. This study explores perspectives from medical students and faculty on the benefits of undergraduate research experiences. Thematic analyses of interview data from 18 students and 11 faculty members indicated that transferable skills (e.g., active learning and critical appraisal) were commonly perceived as benefits of undergraduate research (UR) by students (28.6%) and faculty members (35.5%). On the other hand, the most commonly identified benefit of UR among students was research-specific skills (e.g., conducting rigorous experiments and designing a study) (39.7%) and knowledge (22.2%). Faculty members intended to enhance students’ attitudes toward research during UR (e.g., having an inquisitive mind and being research-minded) (50.9%). This study demonstrates that this perception gap is caused by the students’ perceptions of research and faculty members’ difficulties in engaging students during research through mentorship. Therefore, students and faculty members need to thoroughly discuss how they engage mutually, negotiate common purposes, and develop resources for UR. It should be noted that institutional support for mentoring relationships such as offering more opportunities where the faculty members can discuss the best pedagogical approach in UR with others across departments and institutions is key to aligning teaching for constructive learning.

Mentoring Model for Lecturers Research Skills Development: Case of a University in Zimbabwe

The purpose of this study was to establish an appropriate model which can be applied to develop research skills for lecturers. The study was guided by a qualitative research philosophy. Data were gathered at two levels. First, a critical literature review for possible models for developing research for skills lectures. This was the basis for structuring the informal group research skills development model. The study implementation stage tested informal group research skills development model with a purposive sample of five volunteering novice researchers without publications. The informal group mentoring model for research skills development begins with desk research for qualities of a publishable paper. Five dummy papers were reviewed by participants for quality. Participants conducted new studies and wrote research articles. These articles were peer reviewed by participants and submitted for possible publication in different journals. All of them were accepted and published. Researchers concluded that informal group mentoring model for research skills development developed lecturers’ research skills to publish. They were able to conceptualize, conduct and report research findings. We recommend that lectures in need of research skills can form informal research groups. They should seek the services of a mentor for their specific research skills needs, and apply the informal group research skills development model. Universities are encouraged to form research mentoring teams and apply the mentoring model for the development of research skills for their lecturers.

Understanding Faculty and Trainee Needs Related to Scholarly Activity in a Large, Nonuniversity Graduate Medical Education Program

Graduate medical education (GME) programs must develop curriculum to ensure scholarly activity among trainees and faculty to meet accreditation requirements and to support evidence-based medicine. Test whether research-related needs and interests varied across four groups: primary care trainees, specialty trainees, primary care faculty, and specialty faculty. We surveyed a random sample of trainees and faculty in Kaiser Permanente Southern California's GME programs. We investigated group differences in outcomes using Fisher exact and Kruskal-Wallis tests. Research experiences, skills, barriers, motivators, and interests in specific research skills development. Participants included 47 trainees and 26 faculty (response rate = 30%). Among primary care faculty, 12 (71%) reported little or no research experience vs 1 (11%) for specialty faculty, 14 (41%) for primary care trainees, and 1 (8%) for specialty trainees (p < 0.001). Submission of research to the institutional review board, an abstract to a conference, or a manuscript for publication in the previous year varied across groups (p = 0.001, p = 0.003, and p < 0.001, respectively). Overall self-reported research skills also differed across groups (p < 0.001). Primary care faculty reported the lowest skill level. Research barriers that differed across groups included other work roles taking priority; desire for work-life balance; and lack of managerial support, research equipment, administrative support, and funding. Faculty and trainees in primary care and specialties have differing research-related needs that GME programs should consider when designing curricula to support scholarly activity. Developing research skills of primary care faculty is a priority to support trainees' scholarly activity.

Assessment of Awareness, Perceptions, Skills and Motivation of Undergraduate Medical Students ‘research In Physiology-A Pilot Study

Background: Training in research is gaining great importance at the undergraduate level. The subject of physiology forms the foundation of clinical subjects hence it becomes the fundamental constituent of medical curriculum. The evidence obtained from classroom assessment supports the effectiveness of computerized data recording systems in self-learning, motivation, improved performance, and skills development in undergraduate courses in a range of disciplines. Objectives: Our assessment aimed to (a) evaluate students’ awareness of research activities, (b) compare students’ perceptions of their soft and researchspecific skills competencies, and (c) determine students’ motivation for research. Methods: A pilot study was conducted using the questionnaire modified from (CETL-AURS) at Reading University having both closed ended and open ended questions completed by twenty, first and second year MBBS students session 2013-2014 of Shalamar Medical and Dental College, Lahore. It was a concurrent mixed study design. Internal consistency of items in the study questionnaire (Chronbachs’ Alpha in range of 67 to 88) was determined using SPSS version 17. Descriptive statistics for quantitative data was used. Thematic analysis was done for qualitative data. Results: Most of the students were moderately motivated to plan research projects. Male students appeared to be the more confident regarding their research skills competencies. Although all students recognized the role of research in medical practice, many were unaware of the medical research activities within their college. A common perception was that research should be done using Power Lab especially in respiratory and cardiovascular physiology. Conclusion: This study will help in planning guided research projects by students. The use of Power Lab and Lab tutor software will enhance self directed learning and will thereby build better concepts in physiology for the student. Students will enjoy group learning and this will create an encouraging environment for instilling curiosity on the part of the student.

Developing Research Competence in Undergraduate Students through Hands on Learning

Evidence-based practice is the foundation of nutrition and dietetics. To effectively apply evidence-based practice, health professionals must understand the basis of research. Previous work has identified the lack of involvement of dietitians in research. As part of a curriculum redevelopment in undergraduate nutrition and dietetics courses, research skill teaching was enhanced. This study evaluated the effect of a new, year two level nutrition research methods unit on the perceived research skills of students. The unit consisted of two key components: a student-led class research project and a small group systematic literature review. Prior to commencement and on completion of the course, students completed a modified version of the Research Skills Questionnaire. Results demonstrated that self-perceived competence increased by a small degree in a set of specific research skills as well as in broader skills such as information gathering and handling, information evaluation, ability to work independently, and critical thinking. The new research unit was also evaluated highly on a student satisfaction survey. Despite these positive findings, students indicated that their general feelings towards research or a career in research were unchanged. In summary, this unit enhanced students’ perceived research skills. Further exploration of students’ attitude towards research is warranted.

Evaluation of a BSW Research Experience: Improving Student Research Competency

This article examines the experience of 24 BSW students in a faculty-mentored undergraduate research experience (URE) over the course of 1 academic year. In particular, we sought to better understand students’ self-perceived sense of competency across 15 specific research skills. In addition, we examined the URE’s impact on students’ knowledge about and attitudes toward research, as well as anxiety levels about research. A cross-sectional pre- and posttest design utilized both quantitative (survey) and qualitative (focus group) methodologies. All of the students’ ratings of their 15 research skills improved over time; 3 were statistically significant. Students demonstrated the most gain in evidence-based practice, ability to use statistical software, and data entry and analysis. Both knowledge about and attitude toward research improved significantly. Anxiety levels were surprisingly low. The importance of faculty mentoring is discussed, and suggestions for future research are provided.

What is the reward? Medical students’ learning and personal development during a research project course

BackgroundUntil recently, the outcome of medical students’ research projects has mainly been assessed in terms of scientific publications, whereas other results important for students’ development have been less studied. The aim of this study was to investigate medical students’ experiences of learning as an outcome of the research project course.MethodWritten reflections of 50 students were analyzed by manifest inductive content analysis.ResultsThree categories emerged: ‘thinking as a scientist’, ‘working as a scientist’, and ‘personal development’. Students became more aware about the nature of knowledge, how to generate new knowledge, and developed skills in scientific thinking and critical appraisal. Unexpectedly, effects on personal characteristics, such as self-confidence, self-discipline, independence, and time management skills were also acknowledged.ConclusionsWe conclude that individual research projects enhance research-specific skills and competencies needed in evidence-based clinical work and are beneficial for personal and professional development.

The Catastrophe of Childhood Rape: Traversing the Landscape between Private Memory and Public Performance

The Catastrophe of Childhood Rape: Traversing the Landscape between Private Memory and Public Performance

Innovative Approach to Research Training: Research Colloquium for Junior Investigators

Training future clinical researchers is clearly a critical issue for psychiatry and medicine. With the advent of new technologies, the development of new methodological approaches and study designs, and more sophisticated statistics, conducting research has become increasingly more complicated. How will a new generation of competent researchers be prepared to face these new challenges? Research training should be an essential part of all physician training. Because of the dearth of young investigators in our field, the importance of research training in psychiatry has been a focus of an Institute of Medicine report (1). Numerous avenues for research training have been explored (1). However, as the number of young researchers remains low, new approaches to research training and mentoring need to be explored. There are basically two main areas of research training. A general one, focused on an often vaguely defined concept of “research competency,” includes the ability to understand research literature (research literacy) and learning to conduct simple studies. A more specific area of research training focuses on preparing young investigators for a research career and includes learning specific research skills such as molecular biology, brain imaging, or genetics; conducting more complicated studies; and obtaining research funding. Most departments of psychiatry offer some education in the first area. However, only a small fraction of the departments of psychiatry in the United States are able to offer formal research training (2) that is focused on the preparation of young investigators for a research career. In addition, even the highest-ranked research departments with substantial resources do not possess expertise in all research areas. Two crucial questions in the development of a new generation of researchers are: How do we connect the pool of talented potential young researchers with experts in the field and/or mentors? How do we advise and help talented potential young investigators affiliated with nonresearch oriented departments of psychiatry to launch their research career? Frequently, contacts between young investigators and interested senior investigators are fostered at professional meetings (e.g., in a form of special sessions or travel fellowships). However, these programs are offered to a relatively small number of young investigators or are not well structured. It is critical to enhance the connection between young investigators and potential mentors and to focus and formalize the mentoring process. During the mid-1990s, APA Committee on Research Training (CRT) conceived the idea of a yearly Colloquium for Junior Investigators (i.e., residents, research fellows, junior faculty members, and occasionally medical students). The Colloquium addresses, at least in part, the need to connect experts in the field with young investigators who can obtain much-needed advice about their research career, both regarding its scientific focus and issues of grantsmanship and academic advancement. The Colloquium, led by Ronald M. Rieder, M.D., of Columbia UniReceived February 20, 2010; revised March 8 and March 15, 2010; accepted March 16, 2010. Dr. Balon is affiliated with the Department of Psychiatry and Behavioral Neurosciences at Wayne State University in Detroit, Michigan; Mr. Guerra is affiliated with the American Psychiatric Institute for Research and Education in Arlington, Virginia; Dr. MeadorWoodruff is affiliated with the Department of Psychiatry and Behavioral Neurobiology at the University of Alabama at Birmingham in Birmingham, Alabama; Dr. Oquendo is affiliated with the Department of Psychiatry at Columbia University & New York State Psychiatric Institute in New York; Drs. Salloum and Nemeroff are affiliated with the Department of Psychiatry and Behavioral Sciences at the University of Miami Miller School of Medicine in Miami, Florida; Dr. Casiano is affiliated with the Center for Psychotherapy Research at the University of Pennsylvania in Philadelphia. Address correspondence to Richard Balon, M.D., UPC-Jefferson, 2751 E. Jefferson #200, Detroit, MI 48207; rbalon@wayne.edu (e-mail). Copyright © 2011 Academic Psychiatry