Student Participation In Research Research Articles

Twelve Tips for Engaging Medical Students in Rural-Focused Research

Background The future of rural healthcare depends on training the future rural health workforce, and on rural health research that can guide clinical and policy decisions in rural spaces. Promotion of rural healthcare careers usually focuses on clinical aspects of care, and research may be seen as a lower priority. Supporting students to be involved in rural focused research offers the opportunity to broaden the pool of potentially rural interested students, and to develop research and scholarship skills and capacity in the future rural workforce. Aim and method We identify twelve tips that medical schools can adopt to foster medical student participation in research and promote student interest in rural healthcare and rural medical practice. These recommendations are based on a review of literature and our personal experience of conducting rural-focused research activities with medical students. Conclusion Through these twelve tips, we provide a practical framework for enhancing undergraduate medical student exposure to rural-focused research to foster research capacity. This has potential to inspire student interest in future rural medical practice and could contribute to alleviate workforce and research gaps in rural areas.

Evaluating the impact of a UK recovery college on mental well-being: pre- and post-intervention study.

Recovery colleges provide personalised educational mental health support for people who self-refer. The research evidence supporting them is growing, with key components and the positive experiences of attendees reported. However, the quantitative outcome evidence and impact on economic outcomes is limited. To evaluate the impact of attending a UK recovery college for students who receive a full educational intervention. This is a pre- and post-intervention study, with predominantly quantitative methods. Participants recruited over an 18-month period (01.2020-07.2021) completed self-reported well-being (Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS)) and recovery (Process of Recovery (QPR)) surveys, and provided details and evidence of employment and educational status. Descriptive statistics for baseline data and Shapiro-Wilk, Wilcoxon signed-rank and paired t-tests were used to compare pre- and post-intervention scores, with Hedges' g-statistic as a measure of effect size. Medical records were reviewed and a brief qualitative assessment of changes reported by students was conducted. Of 101 student research participants, 84 completed the intervention. Well-being (mean SWEMWBS scores 17.3 and 21.9; n = 80) and recovery (mean QPR scores 27.2 and 38.8; n = 75) improved significantly (P < 0.001; Hedges' g of 1.08 and 1.03). The number of economically inactive students reduced from 53 (69%) to 19 (24.4%). No research participants were referred for specialist mental health support while students. 'Within-self' and 'practical' changes were described by students following the intervention. Findings detail the largest self-reported pre-post data-set for students attending a recovery college, and the first data detailing outcomes of remote delivery of a recovery college.

State programmes to support higher education in the Republic of Kazakhstan: Efficiency, prospects for development

Relevance. The research is relevant in light of the significant role that higher education plays in the implementation of social and economic policy of the Republic of Kazakhstan, especially through the application of educational programmes. In addition, the analysis of changes in the educational policy of Kazakhstan will enable evaluating of its effectiveness. Purpose. The purpose of the research is to investigate students' perceptions and experiences of the state programme �Serpin-2050,� focusing on their adaptation to its procedural structure. This examination serves as an indicator of the programme's effectiveness and a predictor of its potential for further development. Methodology. Analysis, synthesis and abstraction were used to develop the theoretical methodology. For the empirical part of the research, the sociological method of survey was used. Results. The research revealed that students primarily received information about the �Serpin-2050� programme through physical and social environments, with digital channels being less effective. Students' motivations for joining the programme were predominantly personal, focusing on individual needs and interests, rather than patriotic or public benefit motives. The overall adaptation to the new educational environment was positive, with students expressing high satisfaction with university infrastructure, the quality of educational services, and the level of support and communication from the university administration. Conclusions. The study concluded that the �Serpin-2050� programme is highly valued by its participants, who are generally willing to recommend it to others. The findings suggest areas for improvement, such as enhancing leisure facilities in dormitories, increasing digitalisation of the library, and encouraging more active student participation in research and discussions. The practical value of the work is related to the prospect of adjusting the programme with some comments on the areas of improvement of educational services: leisure areas for the dormitory, digitalisation of the library, and active participation of students in research and discussions. Keywords: academic mobility; intellectual migration; quality of services; academic adaptation; internationalisation

Formation of Research Competencies of Students

The presented research draws attention to the formation of research competencies among students who play a key role in modern education. The authors prove that conducting scientific research contributes to increasing the intellectual activity of students. The literary review of the article provides definitions of the content of competence and competence, as well as clarifications of the meaning of research competence. The process of developing students' research competence is assessed by the levels of cognitive, procedural and reflexive components before the start of experimental training. The experiment was carried out using an integrated approach, including a theoretical course and practical tasks. Significant changes were achieved through the successful development of technology for the development of biological growth regulators, which indicates a high level of assimilation of the material by students. The analysis of the results highlights a marked improvement in creative thinking and cognitive abilities among students who are interested in scientific research. The post-experimental data also reflect the increased participation of students in research, supported by their active participation in projects and writing scientific articles. The results emphasize the effectiveness of the methodology and justify the introduction of a new discipline into the curriculum. To further improve the process of forming students' research competencies, recommendations are offered on making additional changes and conducting the second stage of experimental training. The authors conclude that the research work of students is not only an important factor in their professional training, but also contributes to intellectual self-development, which is reflected in improving the quality of their scientific works.

Exploring the role of student authors in the Journal of Librarianship and Information Science: Patterns, collaborations, and methodological insights

Assessing student participation in research and publication is essential, but this area has experienced limited exploration due to data constraints, despite the presence of open researcher profiles. Prior research noted modest student contributions but lacked in-depth analysis. Notably, in the Library and Information Science field, research on student-authored publications is scarce. This study analyzes data from student-authored papers in the Journal of Librarianship and Information Science from 1993 to 2022. Descriptive statistical analysis was employed, with various tables presenting yearly figures and data grouped by decades, along with charts to visualize changing trends over the years. The analysis reveals a significant increase in student engagement in research and publication, with student-authored papers constituting approximately 20% of all publications, highlighting their active participation in academic endeavors. Furthermore, this study underscores a marked shift toward collaborative research, with a substantial 88% of student authors engaging in internal or external collaborations for their publications. Additionally, nearly half of the student authors (48%) assumed the role of main authors, affirming their substantial contributions to research. Moreover, this study sheds light on the impact of research methodologies on student participation, with quantitative analysis emerging as the predominant approach for student-authored papers. Nevertheless, qualitative analysis may pose challenges for student-led research due to skill requirements. For future studies, broadening the scope of data collection to encompass a wider range of academic journals and analyzing the publication activities of graduate students from specific programs would be beneficial endeavors. In conclusion, this study enhances understanding of student authorship and its implications for academic publishing in the Library and Information Science field. It provides valuable insights into the evolving landscape of academic publishing and student involvement.

SOARinG to New Heights Through a Structured Medical Student Research Program.

Since the US Medical Licensing Examination (USMLE) Step 1 became Pass/Fall in 2022, medical students competing for residency spots must distinguish themselves with alternative criteria. Research experiences and output offer valuable skill development and objective metrics to support competitive residency applications. We describe the methodological development of a structured program to support, enhance, and track medical student research efforts at the University of South Carolina School of Medicine Greenville, explain the implementation of the program, and summarize initial program outcomes. The Student Opportunities for Academic Achievement Through Research in Greenville (SOARinG) Program was established to serve as a centralized hub for rising second year medical student research. The program matched medical students with mentored research projects scheduled during the summer following first-year coursework. The program included a required weekly seminar series on research basics and current biomedical literature. SOARinG culminated with a student research symposium for which students submitted abstracts and presented a poster or a talk. Quantitative and qualitative program outcomes of student and mentor satisfaction with the program were measured through surveys. The program was successfully implemented in summers 2021 and 2022. Most students (80-95%) in each class engaged in mentored summer research projects. Students reported overall satisfaction with research projects and mentor support. Overall, 69% of students rated their overall research experience in the program as extremely good or very good. Each student submitted an abstract and presented at the program's symposium or alternate research venue. Overall, 97% of research mentors reported that students were adequately prepared for summer research and suggested that students would benefit from additional skills-specific research training. The SOARinG Program provided a formalized process for tracking and showcasing medical student research and allowed for increased student participation in research. Additionally, each participating student produced objective research output, thus enhancing future residency applications.

Emotional empowerment through information research and communication to reduce fear of COVID-19 among nursing students: a randomised controlled trial

BackgroundDespite an existing body of literature on anxiety reduction using multi-component methods, little is known about the effect of active student participation in research and communication of scientific information on anxiety and fear reduction. The aim of this study is to evaluate the impact of quality scientific information research and the production of informative videos on the preventive aspects of COVID-19 on fear and anxiety reduction.MethodsA randomised controlled trial was conducted with 220 undergraduate nursing students in the first year of the nursing degree. The participating students were randomised into two groups. The experimental group carried out an intervention based on a database search for information on preventing COVID-19 and production of a video giving scientific reasons why prevention measures should be followed. In the control group, students created posters and videos about theoretical aspects of one module of the nursing degree. Both groups were surveyed before and after the intervention, measuring their state of resilience, preventive behaviours, level of anxiety, and fear of COVID-19.ResultsThe intervention group showed a greater decrease in fear levels after the intervention than those in the control group. There were no differences between the groups in terms of resilience, preventive behaviours, or anxiety. In the experimental group, there was a significant decrease in anxiety levels and fear levels after the intervention compared to the baseline levels.ConclusionsAn intervention based on active participation in searches for high-quality scientific information and production of information videos on COVID-19 prevention reduced fear and anxiety caused by COVID-19 among nursing students.Trial registrationWe have retrospectively registered the trial in Open Science Framework and the identification number is https://doi.org/10.17605/OSF.IO/6QU5S.

University students' opinions towards mobile sensing data collection: A qualitative analysis.

mHealth researchers can now collect a wealth of data using "life tracking apps" (LTAs), which are smartphone applications that use mobile sensing to capture and summarise a multitude of data channels (e.g., location, movement, keyword use, sleep, exercise, and so on). The combined wealth of information can create digital signatures of individuals, which hold immense promise for mental health research and interventions by allowing new insights into moment-to-moment changes in behaviour and mental states. However, little is known about what a common research demographic (university students) thinks about these apps and what might factor into their decisions to participate in research using a LTA. This qualitative study ran five focus group sessions (21 students in total) to explore students' experiences, beliefs, and opinions about LTAs to generate insights into what would make them more or less likely to participate in research involving LTAs. Transcripts were coded and examined for categories using qualitative content analysis. Important categories that emerged were privacy (although this varied based on the individual and data being collected), data security, inconvenience, intrusiveness, financial compensation, and the perceived nature of the research team responsible. On the basis of these categories, we derived seven key insights to increase student participation in research using LTAs: strengthen and communicate privacy and data security, design the app to be as convenient as possible to users, maximise passive data collection, think cautiously before tracking data perceived as "creepy" such as messages, offer suitable financial compensation, be transparent about goals and justification for data being collection to build trust, and attract participants by highlighting how the app can help them achieve their goals. With these insights, mHealth researchers can maximise their participant pool and improve this nascent and promising field.

Student Research Participation in South Korea

ABSTRACTIn South Korea, government regulations constrain the resources of higher (tertiary) education, especially non-STEM (science, technology, engineering, and mathematics) departments. Resource constraints, in turn, reinforce a culturally Confucian hierarchy that restricts the participation of lower-rank members (e.g., high school and undergraduate students). This more-regulated, formal-education sector does not reflect the increasingly diverse cultural preferences (e.g., utilitarian and expressive) of Korean students. Many students, acting as consumers, exit to alternative sectors, including formal-educational institutions abroad and informal, private supplemental education at home, which offer more student research opportunities. This article develops and illustrates three theoretical propositions with relevant literature and secondary data as well as participant observations and interviews with Korea-based students. Arguably, our propositions and findings are relevant to other countries with gaps between formal education and consumer preferences and with consumer exit options.

Black doctoral student research participants: A mixed‐method systematic literature review

AbstractIn this study, we use a mixed‐method systematic literature review of articles that include African American counselor education doctoral student participants in the research. From this corpus of inquiry, we provide an opportunity for counselor education researchers to lead the way with inclusive scholarship and the use of strengths‐based frameworks. We examine how to conceptualize research particularly for African American doctoral student participants and offer suggestions on how to write the discussion and implication sections in a way to promote innovation and excellence.

Medical student interest and participation in research at one rural clinical school: Insights from the last six years.

Limited evidence is currently available relating to research acitivity of medical students training in regional or rural areas. To describe medical student interest and participation in research at The University of Queensland Rural Clinical School (UQRCS). Annual student expression of interest surveys were collated with records of student research participation maintained at UQRCS from 2017-2022. Additionally, a systematic search was conducted to identify student outputs not captured in internal records. Frequencies and proportions were calculated for all descriptive data along with proportions of students who engaged with a project, and projects that led to a peer-reviewed publication. At UQRCS commencement, 55% of research-interested students reported having basic research skills. Thirty-nine percent of research-interested students engaged with a project, most commonly literature reviews (47%) or audits (29%). Thirty-three percent of completed projects led to a peer-reviewed manuscript. Students who engage with a project are unlikely to receive a project in their preferred clinical area and should be informed about the transferrability of research skills. Most students have basic research skills when commencing a project and therefore require ongoing support and mentorship from staff/supervisors. Publication rates of medical students in regional/rural areas are comparable to those reported by metropolitan medical schools (~30%).

DNA nanotechnology in the undergraduate laboratory: Electrophoretic analysis of DNA nanostructure biostability.

The field of DNA nanotechnology has grown rapidly in the last decade and has expanded to multiple laboratories. While lectures in DNA nanotechnology have been introduced in some institutions, laboratory components at the undergraduate level are still lacking. Undergraduate students predominantly learn about DNA nanotechnology through their involvement as interns in research laboratories. The DNA nanostructure biostability analysis experiment presented here can be used as a hands-on introductory laboratory exercise for discussing concepts in DNA nanotechnology in an undergraduate setting. This experiment discusses biostability, gel electrophoresis and quantitative analysis of nuclease degradation of a model DNA nanostructure, the paranemic crossover (PX) DNA motif. The experiment can be performed in a chemistry, biology or a biochemistry laboratory with minimal costs and can be adapted in undergraduate institutions using the instructor and student manuals provided here. Laboratory courses based on cutting edge research not only provide students a direct hands-on approach to the subject, but can also increase undergraduate student participation in research. Moreover, laboratory courses that reflect the increasingly multidisciplinary nature of research add value to undergraduate education.

Students' self-assessment on the influence of research on their education in medical schools

Abstract Background The reform of medical education and the introduction of the Bologna process into the higher medical school of the university changed the views on the research component in the process of studying a student in Kazakhstan following the principles of Soviet teaching of a medical school student. Methods A questionnaire was developed based on the AGREE methodology. The questionnaire is posted on the SurveyMonkey online questionnaire resource. A total of 1,439 university's students participated in the survey. Results About 85% of students in medical schools of universities in Kazakhstan agree on the trinity ‘science - education - practice' - the main principle of teaching students. When answering the question “Teachers at the university, when conducting lessons and lectures, always provide information about new research results,” 63% of respondents agree with this. About 77% of students believe that research is of high quality at the university. 78% of respondents noted the availability of research infrastructure at the university. About 80% of the respondents answered positively to the question of the relevance of research topics at the university. Students' participation in the research was assessed by them at a low level (about 45% of positive answers versus 51% of negative answers). Conclusions Analysis of the current situation on student participation in research in medical schools of universities in Kazakhstan shows an insufficient level of student involvement in research activities and an insufficient commitment of universities to the principle of the trinity of science, education and practice. Students who are actively and productively engaged in research have professional competencies in using the acquired knowledge, skills and abilities in practice than their colleagues who are not involved in research. Key messages The insufficient level of student involvement in research activities reflects the insufficient commitment of universities to the principle of the trinity of science, education and practice. Early involvement of students in research allows to generate their professional competence ispolzovanieya acquired knowledge and skills in practice.

Nursing and Midwifery Students’ Attitudes Towards Research: A Descriptive Study

Background: Some studies found that nurses are not actively involved in research. To address this issue, it is important to investigate the structure of training that nurses got while at school of nursing. To promote evidence-based practice, nursing and midwifery students must be actively involved in research. Several studies have reported on the attitude of nursing students towards research in different countries. However, no study has assessed attitude of both nursing and midwifery students towards research in Nigeria, using a valid and reliable measure- attitude towards research scale. Purpose: The aim of this study was to assess diploma nursing and midwifery students’ attitude towards research, and their participation in research-related activities. Methods: Descriptive cross-sectional design was used to conduct the study, where 91 nursing and midwifery students who were purposively selected, provided data for the study. Students in graduating classes were included in the study. Papanastasiou’s (2005) Attitude Towards Research scale questionnaire was adopted and used to collect data from participants. Ethical approvals were received from research ethics committee at School of Nursing Ilaro and research ethics committees at other participating institutions. Results: Majority of participants were females, and nursing students. Most participants agreed that research was useful in their career. However, they perceived research to be stressful, complicated, difficult and a complex subject. About 63% of participants had positive attitude towards research while 37% have negative attitude. Nonetheless, only 39% participated in research-related activities. Conclusions: Students’ participation in research-related activities was low. Nursing and midwifery faculties should adopt measures including research workshops, seminars, and conferences to improve student participation in research.

Effect of Medical Student Contributions on Academic Productivity: Analysis of Student Authorship Over Time.

IntroductionUnderstanding the trend of student authorship is crucial in determining its correlation to scholarly impact for corresponding authors. Our objective is to investigate student authorship rates over time in articles published in JAMA Internal Medicine (IM), as well as to examine potential effects student authors have on scholarly impact scores of corresponding authors via H-index measures.MethodsAuthorship data including student authors (SA), first student authors, and corresponding authors (CA) from prior JAMA IM publications between 2010 and 2018 were collected, with a total of 701 studies. Analysis of variance (ANOVA) and independent sample t-tests were performed to assess for differences in the mean by publishing year and student authorship, respectively.ResultsOf 4591 total authors, 683 (14.9%) were considered student authors. The percentage of student authorship increased from 46.3% to 58.0% between 2010 and 2018, respectively. No difference in average H-indices of CA between SA and non-SA groups (overall NSA Hi mean: 30.2, vs SA Hi mean: 32.1, p=0.371) was noted.DiscussionStudent participation in research is not a disadvantage to scholarly impact for corresponding authors. Increased student authorship reflects a promising trend towards greater student participation in research within the field of medicine.

Enhanced Mentored Undergraduate Research Experiences: Successful Strategies Used in Two Laboratories at Auburn University

Purpose There is a growing trend toward the provision of undergraduate research experiences as a high impact educational practice that promotes the development of critical thinking and problem-solving skills. This tutorial aims to provide mentoring pathways and resources to faculty mentors who may be unaware of the benefits of undergraduate student participation in research or faculty researchers who are interested in developing meaningful mentored undergraduate research experiences (MUREs). Faculty and student perspectives shared from two research labs at Auburn University illustrate an applied framework for implementation of MUREs. The observed benefits and potential barriers related to the development of MUREs in these laboratories as well as specific recommendations for a structured mentoring approach to optimize student training and research deliverables are described. Conclusions Key elements for developing successful MUREs include relationship building between the mentor and the student, identifying the benefits for both the students and mentor, and persevering beyond barriers to implementation. The utilization of practical guides, theoretical approaches, and collaborative efforts yielded benefits for both students and mentoring faculty in two research labs at Auburn University. Practical guides for obtaining funding for MUREs and accompanying supplemental materials (a lab manual template and manuscript-writing guide) that have supported success in our labs are provided. Supplemental Material https://doi.org/10.23641/asha.14044067

Evaluation of knowledge, attitude, and practice of undergraduate medical students toward medical research in a tertiary care teaching hospital

Background: Undergraduate level research orientation and student participation in research activities are a step toward enhancing their knowledge, communication, and problem solving skills. There is a dire need to sensitize the undergraduate medical students toward medical research so that they are able to take better clinical decisions to tackle new threats to the global health in future. Aim and Objectives: The aim of the study was to assess knowledge, attitude, and practice of undergraduate second professional medical students toward medical research. Materials and Methods: A questionnaire based cross-sectional study in medical undergraduates was conducted among 2nd professional MBBS students by conducting research methodology workshops for 2 consecutive years. Pre-workshop and post-workshop questionnaire was filled by students and assessment and comparative evaluation of knowledge, attitude, and practice of MBBS students toward medical research was undertaken. Results: About 86.8% students became aware of government or private organization involved in promoting medical research post-workshop as compared to 7.6% pre-workshop (P < 0.001). About 96.7% students became interested in conducting/being a part of research project post-workshop as compared to 79.1% pre-workshop (P = 0.01). About 91.2% students felt that research training should be a part of medical curriculum post-workshop as compared to 78% pre workshop (P < 0.05). About 56% students want to pursue career in research post workshop as compared to 31.8% preworkshop (P < 0.01). Conclusion: Undergraduate MBBS students are aware that knowledge and positive attitude toward research is crucial for enhancement of medical education. Research orientation and training programs must be put into practice by the institutes to improve student participation in research.

Assessment of the Research Interests and Perceptions of First-Year Medical Students at 4 Colleges of Osteopathic Medicine.

There are limited data regarding the experiences of and attitudes toward research participation among osteopathic medical students despite rapidly increasing enrollment and expansion of the number of osteopathic medical schools. To assess first-year osteopathic medical students' experience with research, their interest in it, their perceptions of its value, and barriers to participation. An anonymous, online survey was sent to 868 medical students in the class of 2021 at 4 colleges of osteopathic medicine. The survey consisted of 14 multiple-choice items (7 of which offered the option of a written response) and 1 open-ended item that asked them to report their age. The survey remained open for 2 weeks, with 1 reminder email sent on the last day of the survey. Incomplete responses were excluded from the analysis. A total of 328 participants were included, for a response rate of 38%. A majority of respondents reported previous research experience (261 [79.6%]), consistent with a strong perception that research participation is important (315 [96.0%]). Fewer students (177 [54.0%]) were either currently participating in research or affirmed interest in performing research during medical school, with the highest level of interest in clinical research (259 [79.0%]) followed by basic science (166 [50.6%]). Regarding incentives that might encourage participation in research, students preferred monetary compensation (213 [64.9%]) or extra credit in courses (195 [59.5%]). A commonly reported barrier to performing research during medical school was the possibility of a negative impact on performance in coursework (289 [88.1%]). First-year osteopathic medical students are interested in research, view research experience as valuable, and consider research experience as beneficial to future career development. This study's findings highlight opportunities for increasing student participation in research through incentives or removal of perceived barriers.

METHODOLOGY OF FORMING SCIENTIFIC AND PEDAGOGICAL COMPETENCES AT THE DEPARTMENT OF EG&amp;MS

The article discusses the issue of student participation in research and gaining research skills for their further application for final qualification work, as well as solving professional problems.

Improving Student Readiness for Inquiry-Based Learning: An Engineering Case Study

During the past decade, the authors have sought to advance student research in a predominantly teaching institution. The two primary challenges were: academic - how to introduce and promote inquiry-based learning (IBL) given the constraints, and business - how to obtain and sustain funding in the area of industry-sponsored research. The authors developed a successful multidisciplinary modeling course that integrates four teaching and learning strategies and where key learning outcomes strengthen student readiness to engage in research. The course culminates with research performed as part of an IBL strategy that is relevant and supported by mentoring. The benefits include development of intellectual and practical skills that underlie a central activity of engineering design. The course structure, evidence of student work, and evolution over time to meet challenges are presented and discussed. Most importantly, the potential of this strategy to be implemented across other topical areas is addressed. Student participation in research improves learning of engineering and scientific concepts, increases interaction with faculty and industry sponsors, and provides opportunities for work in emerging technology areas. Benefits accrue both to students who pursue a research career and to those who enter applied fields by strengthening their ability to propose innovative solutions.