Understanding Of Research Methodology Research Articles

Pelatihan Metodologi Penelitian Analisis Data Menggunakan Microsoft Excel dan SPSS di STIE Tribhakti Bekasi

Carrying out research is an obligation carried out by lecturers and students at universities. However, a good research implementation must of course be supported by an understanding of research methodology and the use of available and qualified data processing program applications. The results of interviews conducted by the community service team of the Institute of Business and Informatics Kwik Kian Gie indicate that thesis supervisors and students who compose theses at STIE TRIBHAKTI Bekasi really need training related to understanding research methodologies and using data processing programs in this case Excel and SPSS and how interpret the output of the processed results. Based on this background, a training on research methodology and data analysis using Excel and SPSS was held on Saturday, March 31, 2021 at 13.30 – 16.30. This activity is carried out online using Google Meet virtual media. The material presented includes univariate, bivariate, multivariate, and path analysis. One part of multivariate analysis is multiple regression. After the training was given, the thesis supervisors and students who wrote the thesis at STIE TRIBHAKTI benefited from increasing knowledge and understanding of research methodology and becoming more skilled in using Microsoft Excel and SPSS data processing applications, so that this can be a motivation that moves lecturers and students to do research well.

Questionnaire surveys - sources of error and implications for design, reporting and appraisal.

Questionnaire surveys of dentists are a commonly used research method which can yield important results. Nevertheless, in order to give reliable information, surveys must be carefully designed to avoid bias. The challenge of planning, designing and implementing a questionnaire study is often underestimated. While headline response rate is commonly used as an indication of survey quality, there are four potential areas of survey error. These are coverage, sampling, measurement and response. These four areas of error are discussed, with examples from the current literature, to assist readers in critically appraising questionnaire studies. We make 12 key recommendations to researchers to help avoid bias in their research; approaches to response enhancement are also considered. Reporting guidelines for questionnaire studies are suggested which improve transparency and assist in understanding of research methodologies and results. We have termed these guidelines: Reporting Items for Surveys and Questionnaires (RISQ). In conclusion, there is no single solution that can guarantee a successful study. Conversely, failure to pay careful attention to any one of many crucial aspects of survey design can be the downfall of an otherwise robust study.

Pelatihan Pengolahan Data Berbasis Komputer Bagi Peneliti Pemula

Based on the observations we conducted on the students, it can be concluded that most students faced difficulties in processing research data to complete the thesis. This was due to the lack of students' understanding of research methodology and statistics as well as the students’ minimum ability to use the help of a data processing application in a computer, such as SPSS. Based on this problem, we took an initiative to carry out a community service program specifically for students who were conducting research with the theme "Computer-based Data Processing Training for Novice Researchers". The target of this activity was the final year students of STAIN BENGKALIS who were in the process of completing a thesis. The ultimate goal of this activity is: a) To improve the students' understanding of statistical science. b) To improve the students' data processing ability in using one of the research data processing software, especially SPSS.

Performance of Participants on Multiple Answers Type Item in Research Methodology as a Function of Discipline, Gender and their Interaction

Examination is a part and parcel of Teaching-Learning Process. In examination or tests different types of question are asked by teachers. These are Essay, Short Answer, Multiple Choice, Fill-in the Blanks, and Matching Types. These are not very suitable for Open Book Examination. Multiple Answers Type Items in Research Methodology were developed for the research. It is a new type of question which can be used by school, College and University teachers irrespective of the subject taught by them. The objective of this research was to study the influence of Discipline, Gender and their interaction on Performance of participants on Multiple Answers Type Items in Research Methodology. The Hypothesis formulated in null form was there is no significant influence of Discipline, Gender and their interaction on Performance of participants on Multiple Answers Type Items in Research Methodology. This study was conducted on Sample of 423 Deans, Professors, Associate Professors, Assistant Professors, Research Fellows and Postgraduate students from 26 states and six countries. Data were collected online using WhatsApp and emails during Covid-19 period. The findings were: (1) Social Science participants were found to have better understanding of Research Methodology than Science as well as Humanities participants. Further Science as well as Humanities participants were found to similar understanding of Research Methodology. (2) Male and Female Participants were found to perform equally well on Multiple Answers Type Items in Research Methodology. (3) Performance on Multiple Answers Type Items in Research Methodology was found to be independent of interaction between Discipline and Gender of Participants.

25. WHAT'S THE EVIDENCE? EVALUATING THE IMPACT OF A RESIDENT EVIDENCE-BASED MEDICINE CURRICULUM

Background The ability to incorporate evidence-based medicine (EBM) into clinical practice is an ACGME competency, yet many pediatric residents have limited knowledge, comfort, and skill in this area. In addition, there is a lack of data regarding how residents apply EBM curricula to clinical practice. Objective: Describe the effect of an EBM curriculum on resident attitudes and clinical use of EBM. Methods We implemented a twice-weekly EBM curriculum to review key literature and guidelines. In this IRB-exempt mixed methods study, we surveyed residents, fellows, and faculty about use of EBM at baseline and 6 months later. Results were compared using Mann-Whitney U tests. We surveyed faculty twice weekly about residents’ EBM use on rounds. Residents participated in focus groups, which were audio-recorded, transcribed and coded using conventional content analysis to develop themes. Results Residents (N=61 pre- and 41 post-curriculum) reported increased: satisfaction with conferences (p=0.0037), importance of EBM (p = 0.0041), comfort generating a search question (p= 0.0001), and citation of evidence on rounds (p Conclusion As a result of this EBM curriculum, trainees described increased use of EBM in clinical practice and better understanding of research methodology. Additionally, resident use of EBM reinforced plans, taught faculty, and at times, changed management. Ongoing work is needed to create a culture that promotes EBM.

Development of medical writing in India: Past, present and future.

Pharmaceutical medical writing has grown significantly in India in the last couple of decades. It includes preparing regulatory, safety, and publication documents as well as educational and communication material related to health and health-care products. Medical writing requires medical understanding, knowledge of drug development and the regulatory and safety domains, understanding of research methodologies, and awareness of relevant regulations and guidelines. It also requires the ability to analyze, interpret, and present biomedical scientific data in the required format and good writing skills. Medical writing is the fourth most commonly outsourced clinical development activity, and its global demand has steadily increased due to rising cost pressures on the pharmaceutical industry. India has the unique advantages of a large workforce of science graduates and medical professionals trained in English and lower costs, which make it a suitable destination for outsourcing medical writing services. However, the current share of India in global medical writing business is very small. This industry in India faces some real challenges, such as the lack of depth and breadth in domain expertise, inadequate technical writing skills, high attrition rates, and paucity of standardized training programs as well as quality assessment tools. Focusing our time, attention, and resources to address these challenges will help the Indian medical writing industry gain its rightful share in the global medical writing business.

Changing Expectations of Research: Wrestling with the Complex and Unpredictable

Many neophyte researchers such as those who undertake a substantial masters thesis or embark on doctoral research find themselves faced with an unexpected sense of alienation, aloneness and self doubt. The research process is not necessarily what one expects. Nor does it appear that research methods papers prepare one for the personal uncertainty and upheaval that can be part of the process. This article maps my journey as a developing researcher and PhD student who set out to study student teachers’ level of reflectivity and active learning in a class I was teaching but found myself intruding into and exploring my own world of assumptions, beliefs and values. I had embarked on an intrepid journey which would challenge and change my understanding of research methodology, my own teacher education practice and even my self-understanding. The research journey has become an ongoing transformative experience of self discovery, personal and professional development where research is no longer viewed as linear, sequential and

Journal Club presentation in research orientation at Bahria University Medical & Dental College.

Objective:To determine faculty perception on journal club (JC) presentation at Bahria University Medical and Dental College (BUMDC), Karachi. Pakistan.Methods:It was a cross sectional study conducted from January 2009 to December 2012 to acquire faculty member’s feedback on JC presentations in structured meeting at BUMDC. Feedback was acquired by a self-reported questionnaire on a 3-pt Likert scale with a score of 1= disagree, 2= neutral, 3 = agree. Respondents were divided into Group I; senior faculty (professors, associates and assistants) and Group II of junior faculty (lecturers). Chi square test was applied to compare categorical variables; results considered significant with p value< 0.05.Result:A total of 75JC presentations were made in study period. In Group I, response was acquired by 5 Professors, 3 Associate Professors and 7 Assistant Professors whereas 34 lecturers comprised of Group II. Both groups responded to usefulness of JC equally without any significant difference. JC encouraged literature search in 35(72%), enabled 38(78%) to recall their knowledge and 34(70%) to understand study objectives. The participants 34(70%) were able to comprehend research methodology, 19(38%) understood biostatistics and 29(59%) evaluated the paper critically. The exercise motivated 36(74%) and 30(62%) participants were able to design their research projects.Conclusions:Orientation of research at BUMDC was made possible by JC discussions which encouraged literature review from reputable journals, understanding of research methodology and critical appraisals that facilitated formulation of research plans.

Introducing dental hygienists in general practice to research - an in-practice evaluation programme in the United Kingdom.

To introduce dental hygienists (DHs) in the UK to the principles of research through a practice-based product evaluation programme. The programme consisted of an initial training and orientation day with presentations on evidence-based practice, research methods and the structure of research papers. The programme and its aims were explained in detail, and participants were briefed on the methods to be used. Participants then recruited seven to ten patients from their practices (offices), carried out a baseline assessment of: plaque, gingival health, calculus and staining at anterior teeth, and gave the patients a questionnaire asking about their teeth and then provided a 3-month supply of a test toothpaste. About 10 weeks later, a follow-up assessment of the same variables was performed and the questionnaire was repeated. A second training day followed during which the DHs provided feedback of their experiences and received training in literature searching and critical appraisal of literature including interpretation of results. Sixty-five DHs attended the first training day; 31 were able to recruit sufficient patients and attend the second training day. The DHs recruited 168 patients who received baseline and follow-up assessments. All the variables improved overall. Feedback from the DHs was very positive, and patients expressed delight with the care they had received. Qualitative feedback for participating DHs suggests the programme met its aim and could be used in the future as a mechanism for helping DHs who want to increase their understanding of research methodology.

Evidence-based practice in speech-language pathology curricula: A scoping study

This scoping study investigated how evidence-based practice (EBP) principles are taught in Australian speech-language pathology (SLP) teaching and learning contexts. It explored how Australian SLP university programs: (1) facilitate student learning about the principles of EBP in academic and clinical settings, and (2) self-evaluate their curricula in relation to EBP. The research involved two surveys. Survey 1 respondents were 131 academic staff, program coordinators, and on-campus and off-campus clinical educators. This survey gathered information about EBP teaching and learning in SLP programs as well as future EBP curriculum plans. Survey 2 investigated how clinical educators incorporated EBP into the way they taught clinical decision-making to students. Surveys responses from 85 clinical educators were analysed using descriptive and non-parametric statistics and thematic grouping of open-ended qualitative responses. Both surveys revealed strengths and gaps in integrating EBP into Australian SLP curricula. Perceived strengths were that respondents were positive about EBP, most had EBP training and access to EBP resources. The perceived gaps included the academic staff's perceptions of students' understanding and application of EBP, respondents' understanding of research methodologies, communication and collaboration between academic staff and clinical educators, and a lack of explicit discussion by clinical educators and students of EBP in relation to clients.

Urology Residency and Research: Round Table Discussion and Plea for Innovation

To evaluate the current and future states of resident research experience in urology residencies in the United States. Round table discussion with leading educators and Urology faculty from a university urology residency. Research exposure has rapidly diminished in urology residencies for a variety of reasons. There are multiple barriers to resident research and only a small number of residencies will be able to provide protected time. Nevertheless, an understanding of research methodology and biostatistics is required to be a successful clinician. Some barriers to resident research can be addressed by better integration of residency and fellowships. Flexibility in the format of resident education may allow introduction of new methods to encourage resident research scholarship. An education program with a research curriculum is needed for all residencies.

Research Requirement for PharmD Students

In this issue of the Journal, Murphy et al report the results of a national survey of colleges of pharmacy regarding the offering of research-related coursework and experience to doctor of pharmacy students. Their results showed that few Colleges of Pharmacy have extensive educational programs on research, although the number has increased compared to previous surveys. This low figure is a concern of the authors, who cite a number of supporting position statements from organizations such as American Association of Colleges of Pharmacy, American College of Clinical Pharmacy, Accreditation Council on Pharmaceutical Education, and American Society of Health-System Pharmacists. I strongly endorse the opinions of Murphy et al regarding the need for more expansive curricular efforts toward teaching research principles to pharmacy students. My opinion is shaped by my experience at the University of Michigan. Although no official records exist, it appears we may have the longest continuous research requirement for PharmD students, which was added when the College faculty voted to create a postgraduate PharmD program in the early 1960s. According to the recollection of one of our previous Deans, the requirement was added because faculty believed such a student experience would reinforce problem-solving skills, provide better understanding of research methodology, and enhance recognition of the need to seek assistance from experienced researchers when called upon to undertake evaluative studies in the workplace. This research requirement was reviewed and expanded several times in the past 40+ years. We currently require separate courses in scientific literature evaluation, biostatistics, and research design, as well as a research project that focuses on generating new knowledge. The project includes all the components examined by Murphy et al, except that the presentation of results is optional. In the last 30 years, we have had several faculty debates on whether to keep these requirements. Two key issues arose during these debates. One position was that the requirements were too limited to develop a competent researcher. The second was whether we had the resources (eg, faculty) to handle the number of projects required. These issues are similar to those identified by respondents in the Murphy et al survey. After each debate, our faculty decided to continue the requirement. We recognized that the pharmacy research experience had a greater impact on students beyond exposing them to research careers. A survey of our alumni supported this belief in which our graduates noted that the research experience improved their decision-making skills, resulting in better marketability and more effective functioning in their careers. The issue of adequate resources was addressed by providing a continued administrative commitment to support faculty research, developing strategies to efficiently mentor students (such as allowing group projects), and expanding the number of faculty members who can serve as mentors. Our success with the research requirement illustrates that a workable and successful program can be implemented in a college of pharmacy. However, any college undertaking this challenge needs to be dedicated to providing students with a research experience that emphasizes the scientific method and the scientific basis of clinical practice. It is equally important to clearly identify the purposes of the research experience and related coursework. At our school, we identified 3 primary purposes that focus on improving the marketability and career success of our students. One was enhancing the educational experience by improving problem-solving skills and providing an orientation to the scientific method of analysis. The second was to expose our students to learning situations which would foster the development of lifelong learning skills. A third purpose was to provide a starting point for those students who are interested in careers in which research is a vital part of their work (eg, academia and the pharmaceutical industry). Faculty, in particular, need to be convinced that mentoring PharmD students on their research projects is a critical part of their responsibilities. We have developed incentives to motivate our faculty members. These include acknowledging this effort in our faculty reward system, creating an administrative oversight structure to facilitate the projects, providing modest financial support for student projects, and recognizing the top student projects (and mentors) annually. Teaching pharmacy students about research and the scientific method in a comprehensive manner is a challenge a number of colleges of pharmacy appear to be willing to address. Unfortunately, this group is relatively small. However, I am optimistic our numbers will increase as further evidence is created about the value of this educational focus in the workplace.

Evidence-Based Radiology

The role of evidence-based medicine, defined as the integration of best research evidence with clinical expertise and patient values, is becoming increasingly important in health care. Evidence-based practice has 5 basic steps that can be applied to any clinical discipline: (1) formulate an answerable question, (2) find the best current evidence, (3) appraise critically, (4) apply findings to practice, and (5) evaluate performance. Evidence-based radiology (EBR) is a relatively new approach to the practice of radiology based on the principles of evidence-based medicine. Through EBR, radiologists can regularly update their knowledge, deepen their understanding of research methodologies, and use research data in clinical settings more effectively; for patients, EBR ensures that they receive the best current care. Evidence-based radiology can be used to decrease the variability in radiology practice and thus avoid the unnecessary waste of resources.

Research and its relationship to nurse education: Focus and capacity

Nursing, midwifery and health visiting together form the largest professional workforce within the NHS, and the clinical activities of nurses and the outcomes of these interventions are, therefore, of critical importance to patients. In consequence, adequate preparation for practice should include evidence-based nursing interventions, education to evaluate such evidence, understanding of research methodology and exposure to educators who are engaged in clinical research and can thus act as appropriate models for learners who may aspire to clinical research careers in the future. More broadly, the achievement of these goals requires a continuing strategy to develop capacity for the understanding, undertaking, dissemination and utilisation of research within the profession. This paper argues that nursing is currently in a weak position with regard to creating a future workforce which will have this capacity. Examination of two mental health journals illustrates the lack of focus on clinical research within the profession, whilst a key Government document setting out the future of nursing contains little reference to the role of R&D either in clinical practice or the preparation of the workforce. A recent publication setting out a potential strategy for research in nursing contains considerable hope for the future, but the profession will wish to remain watchful to ensure that the document is translated into action to facilitate a future for clinical nursing research appropriate to the needs of patients.

The research option: educators' attitudes

An understanding of research methodology and design including the appropriate use of statistics is considered by the Royal College of Psychiatrists to be an essential part of the education of psychiatrists. The report of the working party for the review of the MRCPsych examination emphasises this by mentioning statistics and research methods as one of the major areas that will be examined as part of the sciences basic to psychiatry (Royal College of Psychiatrists, 1985). They point out that over recent years there has been an increase in the number of questions devoted to this subject, and state that this trend should continue. Pre-membership psychiatric trainees are often encouraged to undertake or participate in research (Sims, 1988), but many commence projects which never come to fruition (Hollyman &amp; Abou-Saleh, 1985); lack of adequate supervision seems to be the cause (Royal College of Psychiatrists, 1991). The Royal College of Psychiatrists is unique among the Royal Colleges in that it enables candidates for the membership examination to be exempted from the essay paper by submitting a dissertation in advance based on a piece of original research. This is known as the research option.

The case for a three year residency program in radiation oncology

The knowledge-base requirements for radiation oncology have dramatically increased in both breadth and depth over the last decade. Advances in radiobiology, medical radiation physics, molecular biology, immunology, radiolabeled immunoglobulins, heavy particle radiation therapy, hyperthermia, stereotactic radiosurgery, conformal radiation therapy, photodynamic therapy, and interstitial implantation have greatly complicated our specialty and our relationship to other medical specialties. These advances, along with a desire to incorporate training in research techniques, have encouraged some to advocate lengthening the mandatory residency period in radiation oncology from three to four years. Two questions must be considered when contemplating such a change: (a) What is the basic fund of knowledge and experience necessary to function as a competent radiation oncologist in our contemporary medical environment? (b) How long does it take to build this fund of knowledge and experience? The training requirements for radiation oncology are currently defined by the ACGME, and there is little doubt that clinical competence in general radiation oncology, exclusive of the specialty areas listed above, can be taught in three years (1). If sufficient faculty resources and patient material are available, residents in 3-year programs should be able to acquire the radiobiology, physics, and general oncology background, along with the clinical experience needed to practice general, clinical radiation oncology in a competent manner. The performance of graduates from 3-year programs on specialty board written and oral examinations verifies this contention. Graduates from 3-year training programs have also demonstrated their ability to become involved in research efforts during their residencies. An understanding of research methodology, if not a detailed knowledge of specific laboratory techniques, is considered highly desirable by most educators in our field, and participation in clinical research is a requirement of many 3-year programs. The ASTRO resident essay award was established in 1977 to encourage and recognize outstanding research efforts by radiation oncology residents. Fifteen awards have been made, and twelve of those, (80%), have been presented to graduates of 3-year programs (2). If general radiation oncology and clinical research experience can be adequately covered during an intensive 3-year program, what would be the content of a mandatory fourth year? (Some programs may not be able to provide an adequate intensity of experience to complete resident training requirements in 3 years due to limitations of patient material, faculty, or other resources. These programs should probably be closed rather than extended for an additional year.) A year of laboratory research would be helpful to individuals who wish to pursue careers in academic medicine, and a quality experience in a quality laboratory research program might entice more of our trainees into research careers. Unfortunately, most radiation oncology residency programs in the U.S. do not have the resources to provide a year-long high-quality laboratory research experience, and a mandatory fourth year in a less than adequate lab could deter rather than encourage interest in laboratory research. The fourth year could be dedicated to clinical subspecialty study in areas such as heavy particle radiation therapy, photodynamic therapy, interstitial implantation, etc., but a mandatory fourth year in a clinical subspecialty would be limited by the treatment modalities available at each institution (many training programs would be unable to provide experience in any of these areas). Residents interested in specific subspecialty training would be delayed a year before they could begin a fellowship at an institution offering training in their area of interest. Keeping the fourth year optional would allow the provision of extra training (either clinical or laboratory) for those residents who wish to pur-

Qualitative methods in physical therapy research: a form of disciplined inquiry.

Qualitative research methods have special relevance for physical therapy. Qualitative methods provide researchers with the tools to examine social settings and human behavior. The methods are well suited to studying the complex, multidimensional environments present in physical therapy practice and education. A thorough understanding of research methodology is a necessary prerequisite for disciplined research. This article presents an overview of the philosophy underlying qualitative research, a discussion of the application of qualitative methods, and a brief analysis of how to address reliability and validity concerns in qualitative research. Increased understanding of what qualitative research is and how it can be done should promote disciplined qualitative research in physical therapy.