The potential of a lecture series in changing intent and experience among health professionals to conduct research in a large hospital: a retrospective pre-post design

Abstract

Background Promoting research capacity within public health can encourage and engage employees to undertake research, utilising their understanding of the complex needs that exist within the public health system to provide more relevant research outcomes. Despite this, there are a number of reasons cited by health care professionals as to why research is not undertaken, and a lack of support for research participation results in missed opportunities for experienced clinical and public health staff to gain research experience, expand the evidence base, and promote and support research. The aim of this study is to identify if education in research, delivered through a series of lectures at a large tertiary referral hospital, results in an increase in the experience and intent to conduct research. Methods A series of six lectures to aid in the understanding and development of research were delivered to health employees, health care professionals, students and their associates within a large public Australian hospital. Following these lectures, a validated instrument was developed and asked respondents to assess their research activity, research training history, and experience in conducting research using a retrospective pre/post- test design. Results Over half (57.1%) of respondents ( n = 49) reported no previous researcher education training prior to the lectures. Following the lectures, reported researcher experience increased significantly in the areas of writing a research protocol, using qualitative research methods, publishing research, writing and presenting a research report, analysing and interpreting results, using quantitative research methods, generating research ideas, and applying for research funding. At 6 months following the lecture series intent to be involved in further research was seen in the areas of submitting an ethics application, analysing qualitative and quantitative research data, and research funding applications. Conclusions Six one hour face to face research lectures can improve self-reported levels of intention to become involved in research as well as research experience amongst hospital health care professionals at 6 months. This traditional modality of education should still be considered as relevant strategy in building research capacity as measured innovatively using a retrospective pre/post test methodology.

Rethinking Health Professionals’ Motivation to Do Research: A Systematic Review

“… Positive – utility value Overall, 26% were “very satisfied” and 53% were “satisfied” with their jobs. Lack of designated time for research Lack of support including acceptance by colleagues, reward, and acknowledgement Unrealistic workload and tedious research process Felt undervalued McMaster, Jammali-Blasi, Andersson-Noorgard, Cooper, and McInnes 2013 57 Nurses NIL Lacks confidence requires support Majority of respondents reported no current involvement in research Positive – utility value Over half of participants in our study reported having research goals for the following 12 months Lack of designated time for research Lack of confidence, competence, skills, or experience Lack of organisational support Lack of training/resources/dedicated research team Lack of interest in research McNab, Berry, and Skapetis 2019 58 Allied Health, Nurses NIL Competent Six one-hour face to face research lectures improvement in self-reported levels of intention to become involved in research as well as research experience. Positive – utility value Significant change in the self-assessed level of experience was seen in a wide range of research areas .…”

“…Sixteen (16) of the studies were conducted in Australia, 3 , 52–66 eight from USA, 32 , 67–73 six from UK, 74–79 four from the Middle East, 69 , 80–82 four from Europe, 83–86 three from Africa, 16 , 87 , 88 two from South East Asia, 89 , 90 one from Japan and South Korea 91 and one each from Canada 92 and New Zealand 93 Study settings included 13 urban, 53 , 58 , 64–67 , 73 , 79–82 , 90 , 91 six regional 52 , 55 , 61–63 , 84 and five urban and rural settings. 54 , 69 , 76 , 85 , 86 Two studies were conducted in all three settings (urban, rural and remote) 56 , 59 while one was located in rural and remote settings.…”

“…Five studies focused on all HPs 56 , 59 , 65 , 66 , 92 as a heterogeneous group, two on AHPs and nurses 58 , 79 and one on nurses and physicians. 88 Overall, 18 studies concentrated on AHPs with 7 of those studies considering them as a homogenous group, 52 , 55 , 60–64 five studies were solely on pharmacists, 76 , 78 , 80–82 four on physiotherapists 75 , 85 , 86 , 93 and one each on psychologists 53 and speech language pathologists.…”

“… 90 About 60–90% of participants who were identified as competent reported having prior research experience, with 66–75% confirming that they had formal training during their undergraduate education. 3 , 58 , 65 , 66 , 70 , 75 , 80 , 82 , 88 , 90 Between 20% and 65% of this group of participants indicated that they had either completed or were undertaking a postgraduate qualification which had enhanced their research capacity. 59 , 60 , 71–73 , 75 , 77 , 78 , 81 , 82 , 88 …”

“…The 17 studies in which HPs were deemed very positive included six on medical doctors, 16 , 32 , 69 , 70 , 73 , 87 five on AHPs, 55 , 60 , 75 , 85 , 86 three on nurses 55 , 60 , 75 , 85 , 86 and three on a combination of the three groups. 56 , 65 , 66 The 21 studies that identified respondents as positive comprised nine on AHPs, 52 , 61 , 62 , 64 , 78 , 80–82 , 93 (including four on pharmacists 78 , 80–82 and one on physiotherapists), 93 five on nurses, 57 , 67 , 71 , 83 , 90 two on medical doctors 3 , 91 and five on a combination of the HP groups – two focused on all three HP groups, 59 , 92 two on AHPs and nurses 58 , 79 and one on medical doctors and nurses 88 The four studies in which HPs were identified as negative included two on AHPs – pharmacists 76 and psychologists, 53 one each on nurses 74 and medical doctors. 89 Another three studies reported their respondents as being afraid of research – two on AHPs 54 , 63 and one on nurses.…”