Factors influencing attrition from a researcher training program

Abstract

Purpose – This study explored attrition from a novice health researcher training program. The aim of this paper was to identify factors contributing to attrition from the RRCBP that if understood could decrease attrition from this standalone researcher training program. Design/methodology/approach – Using a capacity building framework, this case-control study compared demographic characteristics and features of 30 withdrawn research trainees to 68 graduated trainees from the Rural Research Capacity Building Program, run by the Health Education and Training Institute of New South Wales, Australia between 2006 and 2010. Data were analysed using Exact Logistic Regression, Chi-square and Fisher's Exact tests. Findings – An attrition rate of 29 per cent was associated with a range of individual, organisational and supra-organisational factors. Withdrawals occurred prior to ethics submission (n=13, 43 per cent), after unsuccessful ethics submission (n=8, 27 per cent), or after receiving ethics approval (n=9, 30 per cent). Clinicians were less likely to withdraw than non-clinical staff (p=0.03). Profession, project ownership, funding sources and type of research were not significant factors in attrition, while the effect of location was mixed indicating a potential impact of peer support networks in areas with high numbers of trainees. Practical implications – This research demonstrates attrition from a research training program is associated with trainees receiving appropriate and timely support. In the formative stages researchers require support, particularly those working in professional or geographical isolation. Originality/value – This study is the first of its kind in examining in detail reasons for withdrawal from a standalone research training program and will allow coordinators of similar programs to target support to vulnerable research trainees at critical time points.

Original research Workplace-Based Health Research Training: A Qualitative Study of Perceived Needs in a Rural Setting

“…Existing research training options available to staff are not well advertised and there was limited awareness of some public sector training options [5,12,13]. Those with an interest in learning about research are doing so via external institutions as research higher degrees which may increase individual skill but limits the organisational benefit of this activity as there is limited opportunity to align these projects with organisational goals, which should provide a supportive structure in which individuals can receive support.…”

“…While research is seen as an individual preference or activity it remains external to the organisation's activities and priorities. This individual motivation is seen as important for research completion [21,22], although this is not evidenced in rural areas [5]. Individuals undertaking research education via universities are given little encouragement to subsequently use these skills within the organisation, evidence of a cultural structure which inhibits individual agency.…”

“…Research in rural areas presents its own set of challenges and solutions proposed have included for specific rural training [2] and embedded health service researchers [3]. The challenge for training research skills in rural areas include a limited pool of experts in rural research, 3 structural barriers requiring thoughtful educational design [4] and maintaining support to sometimes isolated learners [5].…”

“…Several programs have been undertaken within the rural health workspace to improve research capacity [6][7][8][9][10][11][12][13]. Some of these programs [4,5,12,13] have endeavoured to align trainee selection and research activities with the organisational priorities of the hosting organisation. However information on the research training needs of rural health organisations on the whole is not known.…”

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

“…17 A subsequent study found a reason for non-completion for some program candidates was a lack of organisational support. 18 While both studies demonstrated aspects associated with completion of research, evidence of research experience building as a result of investing in workplace-based research training via the RRCBP has not been presented.…”