Enhancing Research Competences in Healthcare Higher Education

Abstract

Background:In evidence-based education, experts are supposed to possess skills and content knowledge. Scientific skills provide the tools and ways of thinking that enable researches to build the robust conceptual frameworks needed to gain expertise. Science education should not only provide broad content knowledge base but also develop analytical thinking, understanding of scientific research processes, and inspire curiosity of researchers. Objectives: is paper discusses the key results of subjective evaluation of attained outcomes of a 2,5-year project focused on enhancing research competences in a faculty of health sciences. Methods: e data was gathered from project members by four consequent semi-structured online questionnaires. Total number of respondents was 78 (N = 78) with 75% response rate. e data was analysed by a summative content analysis combining quantitative and qualitative analyses. Results: e findings present evident progress in personal achievements, team working, and scientific practice in the faculty. Based on identified needs the concrete measures supported learning and lead to enhancement in the target group's research competences. Conclusions: Capacity building approach was successful in laying a robust foundation for consistent development in research-based practice both in academic and professional levels. Further research should be conducted on the long-term impacts of the project in the faculty.

Self-perception of the acquisition of transferable competencies by the participants in a research congress for undergraduate students: A cross-sectional study

“…Research led by health professionals (HPs) is important because it fosters evidence-based clinical practice and improved health outcomes for patients [ 1 ]. However, since Wyngaarden [ 2 ] pointed out that the clinical researcher was an endangered species, this concern has been recognized worldwide [ 3 ] and numerous authors have emphasized the need to initiate research at the undergraduate level [ [4] , [5] , [6] ] as a natural catalyst in building a solid medical education for students [ [7] , [8] , [9] ], modifying or strengthening a positive attitude towards research [ 10 ].…”

Strategies for the Improvement of Research Competences in the Professional Training of Engineers

“…The term "competence" encompasses the integral formation of students in different areas: cognitive (knowledge), psychomotor (knowledge, performance, aptitudes), affective (knowing how to be, attitudes and values) [4] [5]. Thus, this concept cannot be narrowed down to simple work performance, nor to the accumulation of knowledge to carry out a task; it rather contains a whole set of abilitiescultural, affective, occupational, productive-which project and evidence the ability of a person to solve any given problem, within a specific and changing context [6] [7].…”

Using Scientific E-Conferences for the Research Competence Development: Students’ Point of View

“…Meerah et al [4], [5], A. Sirkka and J. Cap [6], F. Bottcher and F. Thiel [7] investigated the structure of research competence, which includes such skills as: information search, systemic collection, analysis and interpretation of data, problem solving, methodological skills, communication skills.…”