Search

Introduction: Research is important for the advancement of the medical field. Integrating research in the undergraduate medical curricula is crucial. Previous studies have explored medical students' knowledge of, attitude towards, and barriers to medical research in different countries. We aim in this study to evaluate the knowledge, attitude, and barriers of medical students towards research in a Moroccan medical school. Methods: We conducted a cross-sectional study including all medical students at Oujda Medical School from the first year to their seventh year. Data were collected using an anonymous, self-administered online questionnaire that had been pilot-tested beforehand. The questionnaire was designed to evaluate students' knowledge, attitude, and perceived barriers regarding research. Additionally, we analyzed how students' attitude, knowledge and barriers scores correlated with various sociodemographic variables. Results: We received 754 completed responses in total. The knowledge score was relatively low, with a median of 2 (IQR 1-3) across 8 questions, indicating limited understanding of research basics. However, the majority of students expressed a positive attitude towards scientific research, with a median score of 3.26 (IQR 3.04-3.5) on ATR scale. Numerous challenges were identified by the students, including time constraints (75.6%), insufficient funding (75%), and inadequate laboratory facilities (72.6%). Conclusion: Moroccan students displayed a high level of attitude towards research, yet a low knowledge score. This discrepancy may be explained by several perceived obstacles towards research. To enhance students' engagement in undergraduate research, these barriers must be addressed. [ABSTRACT FROM AUTHOR]

This study assessed the research knowledge of postgraduate students across various disciplines at Kakatiya University, Telangana State, India, using a descriptive survey method. A total of 120 students were sampled from commerce, science, and humanities & social sciences, employing a stratified simple random sampling technique. A self-constructed Research Knowledge Test (RKT), covering key areas such as research methods, research tools, sampling techniques, and data processing, was utilized in this study. Descriptive statistics and ANOVA analyses were employed to analyze the data. The findings revealed that postgraduate students possessed a moderate level of research knowledge, with significant differences noted across disciplines. These results underscored the necessity for targeted training programs to enhance research competencies, particularly in areas identified as weaknesses. Recommendations for future educational practices were proposed to foster a more understanding of research principles essential for academic success. [ABSTRACT FROM AUTHOR]

This study aims to investigate the level of confidence among criminology practitioners in their research knowledge and attitudes towards research. By examining both aspects, the study seeks to understand how these factors influence overall confidence in engaging with and applying research findings. Furthermore, this descriptive study explores whether there is a significant difference between practitioners' confidence levels related to their research knowledge and their attitudes towards research. Understanding these dynamics is crucial for enhancing the integration of research into criminology practice, thereby improving the effectiveness of interventions and policies. The study utilized a descriptive design having 128 qualified respondents using purposive sampling that answered the self-made questionnaire. Result shows that among the practitioner, academicians have higher level of confidence in terms of research knowledge and attitude. There is a significant difference between the level of confidence relative to research knowledge and attitude. Likewise, the research knowledge of the criminology practitioners has positive relationship among the scope of practice. Hence, the findings suggest that in order to improve the research culture within the field of criminology, a professional development plan might be created to address and cater to all criminology practitioners within the discipline, with guidelines based on the scope of practice under RA 11131. [ABSTRACT FROM AUTHOR]

Reflection is a form of deep thinking that is evident in everyday lives – private and professional – and this article offers insights for key parties about reflecting on research outcomes to ensure enhanced tourism impacts post-pandemic. Using a hermeneutic perspective on reflection, the authors reflect on research outcomes since the pandemic began. Three types of reflection are deployed: anticipatory, active and recollective. While the ultimate effects of the pandemic remain uncertain, a scholarly rush to collect new data has been observed. Earlier research predictions seem unlikely to materialise. Taken collectively, the reflections suggest that researchers should slow down and allow for collection of more research data over extended time periods to generate stronger theoretical contributions. Scholars may apply anticipatory, active and recollective reflection to applicable research contexts. Documentation of the reflective process alerts practitioners to economic and social trends which may impact on global tourism post-pandemic. [ABSTRACT FROM AUTHOR]

Previous research has shown that health social workers make little use of research knowledge in their professional practice. The purpose of the study was to investigate possible differences between licensed and non-licensed health social workers based on background factors, research knowledge utilisation and use of knowledge sources. The study was based on a national web survey that was answered by a total of 1236 health social workers. The survey responses were analysed using cross-tabulations, Chi2 tests and binary logistic regression. The results showed that there were differences in a number of background factors: sex, number of years in the profession, highest completed education and whether the respondents had studied all/part of their education abroad. All these background factors, with the exception of gender, were found in the regression analysis to be associated with licence status. The results show that there was a difference in the frequency of reading research literature between licensed and non-licensed respondents. The respondents’ answers regarding the most important sources of knowledge in their work differed with respect to four variables: theory, life experience, colleagues and supervision. In comparison, their answers regarding the barriers that affect them most differed with respect to only one variable: lack of organisational support for applying research knowledge in practice. The study’s main results show that there are no major differences in terms of research knowledge utilisation between licensed and non-licensed health social workers. Rather, the results indicate that there are more similarities between the groups. In terms of use of knowledge sources, however, both differences and similarities between the groups were demonstrated. The article proposes an important question for further research and highlights implications for practice. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research is vital in addressing the pressing and emerging issues in school; thus, it should be cultivated and nurtured for the improvement of teaching competence, upgrading of school policies, and advancing school management towards educational development and progress. This study assessed the research knowledge, competence, and challenges encountered by the school heads in conducting research. Utilizing the quantitative-qualitative research design, the results revealed that the school heads had a high level of knowledge in creating research titles, creating context and rationale/introduction of the research, providing appropriate interventions, and collecting/gathering data. However, the school heads showed a very low competence in presenting research results and findings, formulating research instruments, evaluating research proposal/manuscript, interpreting research results and findings, and editing research proposal/manuscript. School heads' research knowledge and competence were significantly influenced by educational attainment and school category. Sex significantly affected the school heads' research competence but not their research knowledge. Challenges encountered were summarized in four key themes: (1) insufficiency of time, (2) difficulty in writing research technicalities, (3) paucity of knowledge in data collection processes, and (4) inadequacy of skills in data analysis and interpretation. The findings ensued in the creation of research revitalization programs and activities to rekindle the driving forces of school heads in providing research-based interventions while addressing properly, appropriately, and effectively the research challenges, which may lead to advanced management practices, upgraded school policy implementation, and improved quality of education. [ABSTRACT FROM AUTHOR]

Copyright of Beiträge zur Lehrerinnen - und Lehrerbildung is the property of Schweizerische Gesellschaft fur Lehrerinnen- und Lehrerbildung (SGL) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background:  All recent advances in healthcare, including diagnostics, surveillance, management, and disease prevention, have depended on good-quality research that has brought new information to light. Therefore, in Pakistan, it is important to develop good research skills as, for many years, our physicians have relied on research knowledge from the Western world, which does not necessarily provide solutions to a developing country. Considering the gap in research knowledge among young doctors, the study was planned to compare the research knowledge of postgrad trainees of clinical and basic health sciences (BHS) of private tertiary care hospitals in Karachi., Methodology: A mixed-method study was conducted in a tertiary care hospital in Karachi. As per the calculated sample size (n=35/group), postgraduate students belonging to BHS and clinical sciences enrolled in research courses were randomly enrolled in the study. Quantitative assessment was carried out by a self-developed questionnaire in which questions regarding the research were asked and qualitative analysis was carried out by interviewing the participants of both groups., Results: A significant number of participants responded that research was a major part of their coursework, though 20% of participants mentioned that it should be kept as an optional course to participate. When the students were asked the question "Does their supervisor help them with the research?", 21 (60%) participants of BHS responded as "yes", while only 15 (42.9%) participants from the clinical side answered "yes". When it was asked "Does their supervisor have basic knowledge of research", 30 (85.7%) participants from the BHS group responded "yes" (p-value = 0.001)., Conclusion: Both groups had basic knowledge of research and statistical analysis; however, postgraduates from BHS performed better than postgraduates of clinical health science. Postgraduates of clinical health sciences have mentioned that, due to workload and different duty timings, they are unable to participate in research actively. The qualitative assessment highlighted that the students of both sides have been given proper training regarding the research process. Practices of BHS in topic selection and conducting research process seemed to be convincing; however, respondents of clinical science seemed to be unhappy with the practices they followed in their departments., Competing Interests: Human subjects: Consent for treatment and open access publication was obtained or waived by all participants in this study. Ethics Review Committee, Ziauddin University issued approval 4601221AAPHA. The study was approved by the Ethics Review Committee at Ziauddin University on March 7, 2022. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Ali et al.)

This paper presents a study that explores the role of pair-work tasks to promote educational research in 20 pre-service English language teachers (eleven males and nine females) of a Colombian public university. The project was carried out to enhance educational research skills and knowledge by developing theoretical-practical pair-work research tasks. Data was collected through observation field notes, semi-structured interviews, and field journals. The results suggest that pair-work research tasks increased learners' opportunities to acquire theoretical and practical educational research knowledge and skills. Due to this exercise, the participants learned to define, formulate research objectives-questions, review the literature, and state research methodologies to finally write their research proposals. Additionally, pair-work research assignments offered an effective way to work together, negotiate, reach agreements, and gain experience by conducting theoretical and practical research exercises.

Findings from this study include a summary of best practices in terms of Academic staff development programme (ASDP) to support the implementation of the Research modules to enhance the university teacher’s research competence. Mixed methods (qualitative and quantitative) approach and the case study were used to explore the problem, to find out the result of Research modules implementing into the practical space where university teachers had the opportunity to engage in active training. The authors highlighted general principles of active/ research-based learning in practical space training environments, focused specifically on the content of Research modules for lectures – Early-Stage Researchers, Doctoral candidates (Gr. A, the RM I); for PhD holders, professors, doctoral degree holders (Gr. B, the RM II). The teaching and learning strategies used in the modules were a combination of workshops, case studies, small group discussions, pair peer review and independent study including a literature review of relevant research. The research has shown that competency enhancement programme with Research modules is effective and crucial for developing Academic staff research competence at universities. The evaluation of competence research components has revealed the positive changes and confirmed the effectiveness of the Research modules. The programs of the Modules have effectively contributed to the development of Academic staff research competence. The proposed ASDP can be applied to other universities. Some recommendations for Academic staff developers, Curriculum development managers, coaches are suggested for consideration and using to support the professional development of academic and research staff.

The article is devoted to the study of the effectiveness of Academic staff development programme to promote the development of research competence. Mixed method (qualitative and quantitative) was used to explore the problem: the analysis of scholarly literature searching for the term «research competence» as well as modelling structural components of research competence. Research competence is seen in our article as an integrated personal and professional quality of a higher education teacher, which reflects the motivation for scientific research, the level of teaching research methodology, the personal qualities of a researcher, such as innovative thinking, the capacity for creativity and innovation. We have identified the following key components of the Research competence of a higher education teacher: motivational and valuable, cognitive, procedural and active, information, communicative, personal and creative, reflexive; components of research competence form a holistic unity of the results of academic staff professional and personal development. The article presents the experience and results of the implementation of the research module of Academic staff development programme at the Borys Grinchenko Kyiv University. The results showed that participation in the Research modules had influenced much to develop some components (the motivational and valuable, communicative, the personal and creative) of research competence in Academic staff. While learning Research modules university teachers can assess the current level of their research knowledge and skills and take responsibility for their continued professional development.

Background Empowering adolescent girls with accurate data, a supportive environment, and access to resources is crucial for promoting their dignity and educational success, thereby enabling gender equity and social development in rural communities. Aim This research aims to assess the knowledge and practices of menstrual hygiene among adolescent girls in schools within the rural community of Lahore, Pakistan. Methodology This research employed a quantitative, cross-sectional design, with a survey conducted among 108 participants in Lakhodair Sharif Bakra Mandi, Lahore, Pakistan. Purposive sampling was used to select participants within the specified age range (e.g., 12-19 years old). Results The results indicate that 91 participants (84.25%) were aged 13-15 years, followed by 12 participants (11.11%) in the 16-18 age range. Four participants (3.70%) were aged 10-12 years, and only one participant (0.92%) was aged 19 or older. In terms of grade level, 71 participants (65.74%) were in grade 8, 29 participants (26.85%) were in grade 7, six participants (5.55%) were in grade 6, and two participants (1.85%) were in grade 5. Correlation analysis revealed a strong, positive correlation between menstrual hygiene knowledge and practice, with a correlation coefficient of 0.649 (p < 0.001). Conclusions This research found that individuals from rural areas of Lahore demonstrated a strong understanding of menstrual hygiene, reflecting high levels of knowledge. A positive relationship was observed between knowledge and hygiene practices. Additionally, the findings revealed that participants held positive attitudes toward menstrual hygiene, although they expressed concerns about abdominal pain, as well as challenges related to accessing facilities and ensuring privacy at schools., Competing Interests: Human subjects: Consent for treatment and open access publication was obtained or waived by all participants in this study. Shalamar Medical and Dental College issued approval SMDC-IRB/AL/28/2023. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Shanza Afzaal et al.)

Research-based learning (RBL) is regarded as a panacea when it comes to effective instructional formats in higher education settings. It is said to improve a wide set of research-related skills and is a recommended learning experience for students. However, whether RBL in the social sciences is indeed as effective as has been postulated for other disciplines has not yet been systematically examined. We thus administered a pre–post-test study to N = 952 students enrolled in 70 RBL courses at 10 German universities and examined potential changes in cognitive and affective-motivational research dispositions. Latent change score modelling indicated that students increased their cognitive research dispositions, whereas most affective-motivational research dispositions decreased. The instructors' interest in the students' work served as a significant predictor of changes in research interest and joy. Practical implications for designing RBL environments can be inferred from the results. [ABSTRACT FROM AUTHOR]

Abstract Aim To analyse through an exploratory descriptive survey how former and current doctoral students’ publications have contributed to the development of evidence between the establishment of the doctoral schools of nursing in 2006–2015. Design An exploratory descriptive survey. Methods We analysed the papers published in peer‐reviewed journals by the four Italian PhD Schools of Nursing between 2006–2015. Additional missing information was retrieved from Web of Science. Results We identified 478 scientific papers. The papers increased from 12 in 2006–110 in 2015. Most are published in 29 journals, of which 15 had an impact factor ranging between 0.236–3.755. These results show the increasingly significant contribution of nursing doctoral programmes to the production of evidence, which can be used to improve the quality of nursing and inform health policies. Nursing doctoral schools deserve a greater recognition, especially by Italian funding agencies and political institutions.

Copyright of Colombian Applied Linguistics Journal is the property of Colombian Applied Linguistics Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although many universities offer Doctoral programs by research in the field of education, students' preparation to conduct doctoral research has remained uncertain. This paper reports the knowledge and skills of doctorate students of one college of the University of Rwanda acquired during their initial training on academic and scientific writing in terms of research methodology. We administered a questionnaire to 11 doctorate students before and after the training to reveal the training practices and analysed the content of two research proposals. Results show that participants had a moderate knowledge of educational research methodologies before the program and were improved after the training. We, therefore, concluded that further enhancement of training on research skills amongst doctorate students in education is essential to ensure the production of very knowledgeable and skilful students before engaging in any research for publication. We expect that this paper will contribute to the improvement of Doctoral programmes. [ABSTRACT FROM AUTHOR]

Copyright of Continuing Professional Education: Theory & Practice is the property of Continuing Professional Education: Theory & Practice and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Beiträge zur Lehrerinnen - und Lehrerbildung is the property of Schweizerische Gesellschaft fur Lehrerinnen- und Lehrerbildung (SGL) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The main aim of the study was to investigate the relationship between research selfefficacy and the perception of the research training environment, interest in research, research mentoring experience, and research knowledge within a sample of Ph.D. students (N=120) at a local university in Malaysia. Method: Correlation and regression analysis were employed to investigate the impact of research mentoring, research training environment, interest in research and research knowledge on research selfefficacy. Self-reported questionnaires and a research knowledge test were distributed to the Ph.D. students in the university to collect the data. Received: 22 Apr. 2019 Received in revised form: 18 Jun. 2019 Accepted: 15 Jul. 2019 DOI: 10.14689/ejer.2019.82.8 Keywords Higher education; mentoring; interest in research; research training environment; research knowledge. Findings: An apparent correlation was found between research self-efficacy, research training environment, interest in research and research mentoring while research self-efficacy was not correlated with research knowledge. Research training environment and interest in research contributed to 26 percent of the variance of change in research self-efficacy. Implications for research and practice: Conducive environment in the institution fosters higher levels of research self-efficacy and encourage Ph.D. students' research skills and development. Furthermore, the incorporation of research methodology as a compulsory course in the Ph.D. study serves to improve students' research interest and knowledge. The selfefficacy theory helps to assist decision making in identifying future researchers in the institution. [ABSTRACT FROM AUTHOR]

The health of American Indians continues to be poor when compared to that of the general population. Three out of eight American Indians die before their forty-fifth birthday compared to only one out of eight other Americans. Cancer has not always been a major public health problem for American Indians, and its occurrence in this special population has been studied this century only sporadically. At the beginning of the twentieth century, American Indians were described as "never having cancer". The SEER data in mid-century showed American Indians to have the lowest incidence rates among ethnic groups, although they did show the least favorable survival rates. A growing interest in cancer prevention and control, which has emerged from advances in research knowledge of cancer etiology, encompasses the epidemiologic evidence that the way people live can affect their chances of getting cancer. Since more American Indians are living longer, more might be expected to develop cancer, and since many have been assimilated into the larger society, their risks of getting cancer are becoming more comparable. The evidence that cancer is increasing in this population has been demonstrated. Other factors to explain this increase include genetic predisposition, heretofore a protective factor that has been modified by environmental influences that change the patterns of survival.