Becoming a clinician researcher in allied health

Abstract

Objective Combining research with clinical practice has benefits for health services and practitioners. There is limited information available on strategies used by health professionals to balance research with high clinical service demands. The aims of the present study were to examine how research is initiated and to identify the factors that influence the successful integration of research into a clinical work role. Methods Semistructured recursive-style interviews were conducted with 15 research-active allied health professionals at regional health services using a combination of criterion and purposive sampling. Interviews were recorded, transcribed and analysed using constant comparative techniques to identify dominant themes, which were integrated to create a conceptual model. Results Becoming a clinician researcher involved four phases: (1) a research debut; (2) building momentum; (3) developing a track record; and (4) becoming an established clinician researcher. A research debut was enabled by pre-entry exposure to research or through quality activities, predisposing personal characteristics and research opportunities at work. Quarantined time for research, a research-friendly workplace culture and supportive research relationships enabled a clinician to thrive as a researcher despite the challenges. Conclusion The clinician researcher career trajectory contributes to a better understanding of how a research career commences and develops in clinical settings. It may assist to develop strategies to support research capacity building. What is known about the topic? There are potential benefits for clinicians and health services that flow from incorporating research into clinical roles. Factors that motivate, enable and constrain allied health research in clinical settings have been identified, but little is known about how a research career is initiated and progresses over time. What does this paper add? The present study contributes an important career path understanding to the successful development of research capacity from a clinician perspective. The clinician researcher career trajectory delineates four phases and identifies enabling and constraining factors. The study highlights the combination of factors that can initiate a research debut and lead clinicians to thrive as researchers. What are the implications for practitioners? Conducting research can provide an opportunity for a professional challenge and increased job satisfaction. A research-friendly environment, supportive research relationships and quarantined time for research contribute to research output in clinical settings.

Key factors influencing allied health research capacity in a large Australian metropolitan health district

“… 1 , 2 Research in a clinical setting carried out by health care professionals involved in patient care is considered to be important in improving overall patient outcomes and optimizing health service efficiencies and cost-effectiveness. 2 – 4 Furthermore, there is evidence that research-active clinicians are more likely to translate new evidence into clinical practice. 2 , 5 , 6 However, clinician engagement in research often results in conflicting time demands between clinical patient load and research productivity.…”

Building research experience: Impact of a novice researcher development program for rural health workers

“…Overall the RRCBP has demonstrated a similar trajectory to other programs designed to increase research experience, 12,16 with candidates commencing at novice level, as evidenced by commencement self-assessed experience scores of ranging indicating 'no experience' to 'little experience' in applying for research funding (1.3/5 ± 0.67), using quantitative research methods (1.8/5 ± 0.91), using qualitative research methods (1.7/5 ± 0.88), writing and presenting a research report (1.7/5 ± 0.85) and publishing research (1.3/5 ± 0.68). However, higher scores in finding relevant literature (2.9/5 ± 0.92), critically reviewing the literature (2.5/5 ± 0.87) and generating research ideas (2.2/5 ± 0.96) reflected 'little' to 'some' baseline experience.…”

“…Examples include initiatives such as research-focused health symposiums, appointment of rural research directors, the Translational Research Grants Scheme 8 and the establishment of health research-focused partnerships. 12 While there is some evidence that initiatives aimed at increasing rural research activity enhance positive attitudes towards research, [13][14][15] little is known about the effect these initiatives have on research experience of novice researchers, 16 particularly in rural areas. 10 Supporting research-ready rural health workers to conduct research with increased skills, training, academic and statistical support, infrastructure and quarantined time is likely to produce better outcomes for research capacity building investment 4,11 and enable clinicians to progress as researchers despite the challenges of undertaking research in a rural area.…”

“…10 Supporting research-ready rural health workers to conduct research with increased skills, training, academic and statistical support, infrastructure and quarantined time is likely to produce better outcomes for research capacity building investment 4,11 and enable clinicians to progress as researchers despite the challenges of undertaking research in a rural area. 12 While there is some evidence that initiatives aimed at increasing rural research activity enhance positive attitudes towards research, [13][14][15] little is known about the effect these initiatives have on research experience of novice researchers, 16 particularly in rural areas.…”

Involving clinicians in sports medicine and physiotherapy research: ‘design thinking’ to help bridge gaps between practice and evidence

“…A clinician-researcher career includes four phases: a research debut, building momentum, developing a track record and becoming an established clinician-researcher 8. Early-career mentorship—even during the first clinical degree phase—through collaborative and clinically focused projects may provide a catalyst for the clinician to enrol in a research degree and progress through subsequent phases 9.…”