Internationalising Research Methods Teaching of Undergraduate Health Professionals

Bridge, Pete; Carmichael, Mary-Ann; Callender, J.; Al-Sammarie, Flora; Manning-Stanley, Anthony; Warren, M.; Gordon, C.; Drew, Angela F.; Edgerley, J. G.; Hammond, Michelle; Hussain, Zainab; Jager, Cathy; Mineo, Renee; Pickering, Vicki; Williams, Catherine

doi:10.1016/j.jmir.2017.11.003

Cited by 10 publications

(7 citation statements)

References 36 publications

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“…Undergraduate independent research projects are especially important within undergraduate degrees (Ávila & Rodríguez‐Restrepo, 2014 ; Bridge et al, 2018 ; Cehrs et al, 2020 ), highlighting the importance of research in the veterinary profession and beyond. The present study highlighted how making early decisions on teaching, learning and assessment procedures and advanced planning and implementation, alongside clear assessment criteria, with a supportive learning environment and enforcing digital capabilities, meant the student experience around this vital research interaction was altered for students undertaking their research during the pandemic.…”

Section: Discussionmentioning

confidence: 99%

Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research

Jeyapalan

James

Gardner

et al. 2022

Anat Histol Embryol

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Research is often an essential component of completing a veterinary medicine degree, with universities worldwide aiming to teach students a variety of techniques and general research comprehension and skills. As universities worldwide navigated the COVID‐19 pandemic, it was often necessary to move towards distance learning, this was employed for the research module at The University of Nottingham, School of Veterinary Medicine and Science. Following completion of their independent research project, each student cohort was sent a student evaluation of the module questionnaire and quantitative and qualitative analysis was undertaken. In addition, assessment outcomes based on dissertation grade, supervisor grade and overall module score were analysed quantitatively. This was conducted on both the individual cohorts and between the pre‐ and peri‐pandemic groups, ranging from 2017–2018 through to 2021–2022 cohorts. The students received increased dissertation and supervisor grades (by nearly 6%) during the 2021–2022 peri‐pandemic cohort, when compared to the pre‐pandemic cohorts, but did differ significantly compared to the 2020–2021 cohort. The pre‐ and peri‐pandemic Likert‐scale ratings for module organisation and assessment criteria were similar, workload management and the ability to explore concepts and ideas was reduced in the peri‐pandemic cohorts, whereas the accessibility to resources was increased in the peri‐pandemic students compared to those taught prior to the pandemic. Student feedback can provide essential information when designing and managing research projects and when compared to assessment grades it can help us understand attainment, essential information when providing a quality university level education whilst supporting student welfare following the COVID‐19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research

Jeyapalan

James

Gardner

et al. 2022

Anat Histol Embryol

View full text Add to dashboard Cite

show abstract

“…Teaching and assessment methods need careful and contextualised consideration and may need to be tailored to suit each competency. For example, group work, while fostering positive qualities such as respect and encouraging (interdisciplinary) teamwork, [24,50] has also been reported by rehabilitation students as a potential barrier to acquiring individual skills. [27] In this case, educators need to identify effective methods of developing and assessing individual competencies that have been taught in a group setting and the competencies that may not be appropriate for this method.…”

Section: Discussionmentioning

confidence: 99%

Research competencies for undergraduate rehabilitation students: A scoping review

Charumbira

Berner

Louw

2021

AJHPE

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Research training has been identified as the foundation for all programmes in the health science professions. [1] Undergraduate exposure is associated with improved scholarship [2] -a key competency that is promoted by the Health Professions Council of South Africa (HPCSA). [3] Familiarity with doing or using research fosters analytical thinking and develops skills for informed decision-making in patient service delivery and care. [4] Although not all rehabilitation students may become primary researchers, all practitioners will need to evaluate, interpret and use research for evidence-based practice (EBP). [5] Previous studies investigating research competencies for undergraduates predominantly focused on the medical and nursing professions. [6][7][8] However, certain competencies may be more relevant to rehabilitation. [9,10] Rehabilitation students should be equipped with knowledge, skills, attitudes and tasks that are relevant to the current clinical context and professional research needs. For example, knowledge of pretrial studies or alternative designs to traditional randomised controlled trials (e.g. practice-based evidence trials [10] and health services research [11] ) may be particularly important for rehabilitation research. [10] Although not synonymous, EBP and research are closely related concepts. [4] Educators in rehabilitation are increasingly restructuring research curricula towards EBP. [12,13] Research training may be used to cover EBP, and vice versa. [1,14] The Sicily Statement on EBP provides a five-step framework to use when developing curricula: (i) research question formulation; (ii) searching for best evidence; (iii) critically evaluating the evidence; (iv) applying the evidence to clinical practice; and (v) monitoring performance. [15] However, an investigation of existing physiotherapy coursework and EBP coverage [14] indicated that some research competencies are poorly defined in the learning outcomes, while others are not addressed at all. A standardised set of minimum core research competencies needs to be defined more explicitly to benchmark standards for research methods (RM) training in the undergraduate rehabilitation curriculum.Recently, 86 EBP competencies were identified in a systematic review involving health professionals, regardless of the discipline or level of training. [16] The findings were generalised to all health professions, leaving it to educators to 'advance competencies depending on the needs and desires of learners' . [16] No similar reviews exist that focus on research competencies or rehabilitation. This review aimed to provide a comprehensive overview of the existing literature regarding core research competencies that may be required by rehabilitation undergraduates. As a secondary outcome, a list of recommendations regarding the implementation of such competencies was compiled. MethodsA scoping review was conducted according to the methodological framework developed by Arksey and O'Malley [17] and refined by Levac et al. [18] The six-step process includes...

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“…Project-based learning is currently the status quo to consolidate learning of research methods, through putting into practice active learning strategies to enhance deeper level understanding of a topic. This coupled with small improvement in students’ perceived understanding of research methods [ 10 , 11 ] suggests a positive role for project-based interventions in research training. However, project-based learning alone does not appear to be sufficient for holistic understanding and development of research skills, and additional complementary interventions are likely recommended [ 10 – 12 ].…”

Section: Introductionmentioning

confidence: 99%

“…This coupled with small improvement in students’ perceived understanding of research methods [ 10 , 11 ] suggests a positive role for project-based interventions in research training. However, project-based learning alone does not appear to be sufficient for holistic understanding and development of research skills, and additional complementary interventions are likely recommended [ 10 – 12 ].…”

Section: Introductionmentioning

confidence: 99%

Can Research Training be Improved in Health Professional Student Curricula? A Qualitative Descriptive Study of Health Students’ Experiences with an Integrated Research Training Platform

et al. 2022

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Introduction Project-based learning is currently the status quo for research training for health professional students; however, it alone is not sufficient for holistic development of research skills. One promising style of intervention that can complement project-based research training is a centralised hub of e-learning resources. Therefore, we explored the perception of health professionals in tertiary education, towards the E-learning hub named ‘ Health and Medical Sciences Research Modules ’. Specifically, we explored (1) the role the Modules can play in supporting students in their research training courses, (2) the perception of the selection of topics and content quality and (3) student engagement with content. Methods Semi-structured interviews were conducted via the online platform Zoom for University of Western Australia 3rd- and 4th-year Dental doctoral students, and 2nd-year Master of Pharmacy students. Interview transcripts were analysed using the framework method, to identify manifest and latent level themes. Results Eleven participants completed the interview, including five dentistry and six pharmacy students. The analysis yielded numerous manifest level themes including selection and depth of topics, and four latent level themes: content volume and balance, relevance of content to project, alignment and sequencing, and interactivity. Discussion The present study suggests the Modules content and the online platform were well received as a complementary intervention to project-based learning. However, issues such as content oversaturation emerged as topics which can be addressed to improve the learning experience. These topics should be considered when considering further implementation of e-learning hubs to complement project-based learning, across Australia and worldwide.

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Internationalising Research Methods Teaching of Undergraduate Health Professionals

Cited by 10 publications

References 36 publications

Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research

Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research

Research competencies for undergraduate rehabilitation students: A scoping review

Can Research Training be Improved in Health Professional Student Curricula? A Qualitative Descriptive Study of Health Students’ Experiences with an Integrated Research Training Platform

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