Leveraging systematic review practice for research skill development in an undergraduate science course: a case study.

Information literacy skills are an important part of research skills for undergraduate science students. This case study presents a novel approach to developing these types of research skills. By deconstructing the research process into separate steps, explicitly defining, and practicing the skills involved, students can progressively develop these skills and apply them. In this course, systematic reviews are used as exemplars for the research process. We align the Research Skills Development Framework with the steps of a systematic review and present specific skills and accompanying activities for each step. This workshop-based course emphasizes skill development and can help overcome assessments that rely solely on a final paper, with no record or evidence of the student research process, that could be created by a generative artificial intelligence tool.NEW & NOTEWORTHY This study presents a novel approach to teaching undergraduate science students rigorous research skills with scaffolded systematic review practice.

Occupational therapy students' experiences and perceptions of journal club participation.

BACKGROUND: Journal clubs can be used as a learning activity for developing students' skills in critical appraisal and are perceived as suitable for increasing students' exposure to research methods. AIMS/OBJECTIVES: To explore how undergraduate occupational therapy students experienced journal club and how they perceived their learning outcomes from participating in this learning activity. MATERIALS AND METHODS: A mixed methods study comprised of a survey followed by two focus groups was conducted. Seventeen occupational therapy students completed the survey, four of whom also participated in a total of two focus groups. RESULTS: The participants perceived journal clubs as suitable and they suggested that emphasis on this learning activity be increased. Across the two focus groups, four integrated themes were identified: 'organisational prerequisites'; 'potential for learning'; 'learning barriers'; and 'journal club as an integrated learning activity'. CONCLUSIONS AND SIGNIFICANCE: Journal clubs were described as having the potential for increasing students' learning regarding research methods, promoting skills in reading and critically reviewing research articles and having relevance for professional practice. Some barriers were identified, and changes are suggested for future educational practice.

Evaluating the impact of the supporting the advancement of research skills (STARS) programme on research knowledge, engagement and capacity-building in a health and social care organisation in England.

OBJECTIVES: To evaluate the impact a novel education programme - to improve research engagement, awareness, understanding and confidence - had on a diverse health and social care workforce. Barriers and facilitators to engagement were explored together with research capacity-building opportunities and ways to embed a research culture. The programme is entitled 'Supporting The Advancement of Research Skills' (STARS programme); the paper reports findings from a health and social care setting in England, UK. METHODS: A four-level outcome framework guided the approach to evaluation and was further informed by key principles of research capacity development and relevant theory. Quantitative data were collected from learners before and after engagement; these were analysed descriptively. Semi-structured online interviews were conducted with learners and analysed thematically. A purposive sample was achieved to include a diversity in age, gender, health and social care profession, and level of attendance (regular attendees, moderate attendees and non-attenders). RESULTS: The evaluation spanned 18 half-day workshops and 11 seminars delivered by expert educators. 165 (2% of total staff at Midlands Partnership University NHS Foundation Trust (MPFT)) staffs booked one or more education sessions; 128 (77%) including Allied Health Professionals (AHPs), psychologists, nursing and midwifery, and social workers attended one or more session. Key themes of engagement with teaching sessions, relevance and impact of training and promoting a research active environment were identified with relevant sub-themes. Positive impacts of training were described in terms of research confidence, intentions, career planning and application of research skills as a direct result of training. Lack of dedicated time for research engagement, work pressures and time commitments required for the programme were key barriers. Facilitators that facilitated engagement are also described. CONCLUSIONS: Findings demonstrate the impact that a free, virtual and high-quality research education programme had at individual and organisational levels. The programme is the product of a successful collaboration between health and social care and academic organisations; this provides a useful framework for others to adapt and adopt. Key barriers to attendance and engagement spoke to system-wide challenges that an education programme could not address in the short-term. Potential solutions are discussed in relation to protecting staff time, achieving management buy-in, recognising research champions, and having a clear communication strategy.

Assessment of early scientific research skills training for medical undergraduates in China.

The medical field is facing a physician-scientist shortage, threatening future medical research and development. Medical institutions can contribute to developing physician-scientists by stimulating students' involvement in research. In this study, a medical undergraduate teaching module to develop research skills and encourage interest in research was held in Chongqing, China. Undergraduate medical students at Chongqing Medical University completed research skills training. Before and after the training, an online, anonymous, self-reported questionnaire was administered. The self-reported questionnaire investigated students' demographic characteristics, students' perception of attitudes toward conducting research, research skills (e.g., identifying and utilizing information, critical appraisal of literature, paper writing, and understanding of research), and feedback on scientific research training. The module was implemented with 25 students from July 2019 to October 2019, and 96.0% (N = 24) of participants responded to the questionnaire both prior to and after the training. In the evaluation of research skills, results showed that use of appropriate tools for research (Z = -3.340, p < 0.01), students' ability to undertake a focused literature search (Z = -3.40, p < 0.01), identifying and utilizing information (Z = -3.34, p < 0.01), and paper-writing skills (Z = -3.49, p < 0.01) were significantly improved after the undergraduates participated in the scientific research training. A qualitative analysis of the feedback showed that students found that the training helped to enhance their knowledge, improve their study scores, and motivate them to conduct research in the future. Early scientific research ability training strengthened the research skills of medical undergraduates and motivated them to pursue research.

Developing research skills in medical students online using an active research study.

BACKGROUND: Developing research skills and scholarship are key components of medical education. The COVID-19 pandemic necessitated that all teaching be delivered online. We introduced an approach to small group teaching in the academic year 2020-2021 online which involved students in an active (ongoing) research study to develop their research skills. METHODS: We acquired student feedback to evaluate their perspectives quantitatively on development of research and scholarship skills, teaching content and format, and tutor performance using this teaching approach. In addition, we captured free text responses from both students and tutors on the positives and negatives of our course, and their suggested improvements. We also compared summative assessment marks for the online/active research course (2020-2021) with those obtained from previous (2017-2019) and subsequent (2021-2023) teaching sessions. RESULTS: Students were largely positive about most aspects of the online course utilising an active research study (n = 13). Students agreed that they were able to acquire research skills, particularly related to data analysis, transferable skills, and giving scientific presentations. A one-way ANOVA revealed no significant difference for assessment marks across all five teaching years (two years prior and two years following the online/active research course), indicating that the course achieved the learning outcomes. Students enjoyed the convenience of online teaching and the availability of course resources, but least liked the lack of in-person interaction and laboratory training. Tutors enjoyed the collaborative aspects of online teaching, but least liked the lack of face-to-face interactions with students. CONCLUSIONS: Our study demonstrates that delivering online teaching which involves students in active research engages and motivates them to develop their research and scholarship skills. We recommend that educators consider incorporating a current research study in their undergraduate courses as this can enhance the student learning experience as well as the research project itself.

Team science: A syllabus for success on big projects.

Interdisciplinary teams are on the rise as scientists attempt to address complex environmental issues. While the benefits of team science approaches are clear, researchers often struggle with its implementation, particularly for new team members. The challenges of large projects often weigh on the most vulnerable members of a team: trainees, including undergraduate students, graduate students, and post-doctoral researchers. Trainees on big projects have to navigate their role on the team, with learning project policies, procedures, and goals, all while also training in key scientific tasks such as co-authoring papers. To address these challenges, we created and participated in a project-specific, graduate-level team science course. The purposes of this course were to: (1) introduce students to the goals of the project, (2) build trainees' understanding of how big projects operate, and (3) allow trainees to explore how their research interests dovetailed with the overall project. Additionally, trainees received training regarding: (1) diversity, equity & inclusion, (2) giving and receiving feedback, and (3) effective communication. Onboarding through the team science course cultivated psychological safety and a collaborative student community across disciplines and institutions. Thus, we recommend a team science course for onboarding students to big projects to help students establish the skills necessary for collaborative research. Project-based team science classes can benefit student advancement, enhance the productivity of the project, and accelerate the discovery of solutions to ecological issues by building community, establishing a shared project vocabulary, and building a workforce with collaborative skills to better answer ecological research questions.

Self-Assessment of Research Skills and Barriers to Research Careers among Pulmonary and Critical Care Fellows.

BACKGROUND: Recruitment and retention of Pulmonary and Critical Care Medicine (PCCM) trainees into academic research positions remain difficult. Factors influencing graduates, like salary and personal circumstances, remain unchangeable. However, some program-level factors, like research skill acquisition and mentorship, may be modifiable to encourage matriculation into academic research positions. OBJECTIVE: We aim to identify proficiency in research-specific skills in PCCM trainees and barriers to careers as research-focused academic faculty. METHODS: We surveyed PCCM fellows in a nationwide cross-sectional analysis including demographics, research intent, research skills self-assessment, and academic career barriers. The Association of Pulmonary and Critical Care Medicine Program Directors approved and disseminated the survey. Data were collected and stored using the REDCap database. Descriptive statistics were used to assess survey items. RESULTS: 612 fellows received the primary survey with 112 completing the survey for a response rate of 18.3%. A majority were male (56.2%) and training at university-based medical centers (89.2%). Early fellowship trainees (first-/second-year fellows) comprised 66.9% of respondents with 33.1% being late fellowship trainees (third-/fourth-year fellows). Most early trainees (63.2%) indicated they intended to incorporate research into their careers. A chi-square testing of independence was performed to examine the relationship between training level and perceived proficiency. Significant relationships in perceived proficiency were identified between early and late fellowship trainees with an absolute difference of 25.3% (manuscript writing), 18.7% (grant writing), 21.6% (study design), and 19.5% (quantitative/qualitative methodology). The most prevalent barriers were unfamiliarity with grant writing (59.5%) and research funding uncertainty (56.8%). CONCLUSION: With an ongoing need for academic research faculty, this study identifies self-perceived gaps in research skills including grant writing, data analytics, and study conception and design. These skills map to fellow-identified barriers to careers in academics. Mentorship and innovative curriculum focusing on the development of key research skills may enhance academic research faculty recruitment.

Students' perceived research skills development and satisfaction after completion of a mandatory research project: results from five cohorts of the Sydney medical program.

BACKGROUND: Research activities undertaken during University studies contribute to preparation of medical students for practice of evidence-based medicine. This study aimed to understand medical students' experiences, perceived research skills development and satisfaction associated with completion of mandatory research projects. METHODS: An online survey was sent to five cohorts of students (n = 1375) from years 2017-2021 at the completion of their research projects. Univariate analysis was conducted to understand students' perception of research skills development, followed by linear regression modeling to explore factors influencing satisfaction with their research project. Manifest content analysis employing a framework approach was used to analyse qualitative data from responses to open ended questions. RESULTS: Response rate was 42%, with 513 (89%) returned surveys being complete and included in analysis. Whilst 37% of students felt they had requisite research skills before undertaking the research project, 84% reported they had these skills after completing the project (χ2 = 8.99, P = 0.02). Mean satisfaction score of the students was 5.0/10 (+/- 2.5, median = 6 (IQR = 3.0-7.0) with 59% of students reporting satisfaction scores higher than the average. Higher satisfaction scores were reported by those who perceived that: research methods and teaching was useful in preparing them for conducting research; the research project helped them acquire new skills; the project resulted in peer-reviewed publication; and, who felt supported by their supervisors. Responses to open ended questions offered important insights into student experience and emphasised the importance of supportive supervisors and the need for a dedicated research block in the busy medical program. CONCLUSIONS: The majority of students reported positive outcomes from the mandatory research project. Student satisfaction can be improved by ensuring supportive research environments and high-quality supervision, and inclusion of dedicated research time in the medical curriculum.

Knowledge, attitude, understanding and implementation of evidence-based practice among Jordanian radiographers.

INTRODUCTION: Evidence-based practice (EBP) has gained attention globally from healthcare professionals and researchers. The aim of this study was to assess Jordanian diagnostic radiographers' knowledge, attitude, education/knowledge, and skills related to EBP; and identify specific terms related to EBP. METHODS: A paper-based, self-administered questionnaire with two sections was used. The first section included 11 socio-demographic questions and the second section contained 56 questions regarding EBP categorized under seven distinct subscales. The data were imported into SPSS for analysis. RESULTS: Responses were received from 203 radiographers, most of them 135 (66.5%) aged 21-30 years. The majority of radiographers agreed or strongly agreed that the application of EBP is necessary for radiography practice, and 129 (63.6%) of radiographers learned the foundations of EBP as part of their academic preparation. Less than half of the participants stated that they completely understood the research terminology listed in the survey. Most participants had access to the internet and research databases, 79.3% (n = 161). The majority of participants, 63.1% (n = 128) stated that they always used their personal experience, as a source to make a clinical decision in radiography practice. The most common barrier to the implementation of EBP was insufficient time (63.5%, n = 129). CONCLUSION: This study showed that despite the positive attitude, and beliefs of radiographers toward EBP, and access to information resources, radiographers still need a higher level of confidence in their ability to engage in and implement EBP; including increased education to support the research skills needs to search and interpret publications. IMPLICATIONS FOR PRACTICE: The findings of this study may help inform restructure of the undergraduate radiography curriculum, training programs or other interventions required to promote or facilitate the adoption of EBP in Jordan.

An Equity-Focused Redesign of an Introductory Organismal Biology Lab Course To Develop Foundational Scientific Practices.

Laboratory courses can serve as important avenues to equitably support introductory biology students to develop foundational scientific literacy skills while experiencing the authentic research process. We present a model for an equity-focused redesign of an introductory organismal biology laboratory course at a teaching institution with limited research infrastructure. We incorporated elements of inquiry, structure, and climate into our three redesigned course components: weekly research investigations, skill-building assignments, and student-designed group projects. Students were trained in the research process through weekly experiments using locally relevant model organisms, collecting and analyzing novel data and writing brief results sections in the conventions of a research journal article. Student groups then collaborated to complete a student-designed research project and poster presentation using one of the model organisms. Through weekly inquiry labs and practice in skill-building assignments, most students in the sample mastered skills in analyzing, graphing, and writing about experimental results. Notably, students mastered skills that were practiced more frequently throughout the lab course, demonstrating the value of repeated and scaffolded practice. Students reported significant gains in self-efficacy and science identity, as well as sense of project ownership. Student gains were influenced by instructor but not their major or the semester in which they took the course, and growth occurred across students regardless of their incoming score on the presemester survey. This intentional course design model, combined with consistent expectations for instructors across multiple sections, has the potential to equitably support students with a range of prior knowledge and experiences to make meaningful gains in science literacy skills during an introductory semester.

Research skills for university students' thesis in E-learning: Scale development and validation in Peru.

Background: The aims of the study was to evaluate the psychometric properties and to characteristics of a scale on research skills as well as to characterize the experience of university thesis students using information databases (i.e., Scopus or Web of Science) and bibliographic reference managers. Methods: A sample of 1598 university students from five departments, acroos the different campuses of one Peruvian university. The psychometric properties of the instrument were evaluated using factor analysis and measurement invariance according to sex and age groups. In addition, an internal consistency analysis was conducted for scale reliability using Cronbach's alpha, ordinal alpha, and the omega index. Results: Our study identified that the unidimensional model with correlated errors showed adequate indicators of reliability and goodness of fit, with the exception of the RMSEA, which shows values higher than 0.08. Measurement invariance by sex and age group was present. The majority of university students in E-learning showed use of the bibliographic manager Mendeley (52.13%), low ability to use information databases such as Scopus (22.24%) or Web of Science (17.26%), and the least skilled research skills were in formulating the problem, objectives, and hypotheses (51.63%) and carrying out data analysis and processing using statistical techniques (49.37%). Conclusions: The conclusions of the study were that the 8-item research skills instrument presents acceptable psychometric indicators in Peruvian university students in thesis courses. Likewise, a scarce use of global databases, the approach to the research topic, and carrying out its statistical processing.

Fostering students' motivation towards learning research skills: the role of autonomy, competence and relatedness support.

In order to design learning environments that foster students' research skills, one can draw on instructional design models for complex learning, such as the 4C/ID model (in: van Merriënboer and Kirschner, Ten steps to complex learning, Routledge, London, 2018). However, few attempts have been undertaken to foster students' motivation towards learning complex skills in environments based on the 4C/ID model. This study explores the effects of providing autonomy, competence and relatedness support (in Deci and Ryan, Psychol Inquiry 11(4): 227-268, https://doi.org/10.1207/S15327965PLI1104_01, 2000) in a 4C/ID based online learning environment on upper secondary school behavioral sciences students' cognitive and motivational outcomes. Students' cognitive outcomes are measured by means of a research skills test consisting of short multiple choice and short answer items (in order to assess research skills in a broad way), and a research skills task in which students are asked to integrate their skills in writing a research proposal (in order to assess research skills in an integrative manner). Students' motivational outcomes are measured by means of students' autonomous and controlled motivation, and students' amotivation. A pretest-intervention-posttest design was set up in order to compare 233 upper secondary school behavioral sciences students' outcomes among (1) a 4C/ID based online learning environment condition, and (2) an identical condition additively providing support for students' need satisfaction. Both learning environments proved equally effective in improving students' scores on the research skills test. Students in the need supportive condition scored higher on the research skills task compared to their peers in the baseline condition. Students' autonomous and controlled motivation were not affected by the intervention. Although, unexpectedly, students' amotivation increased in both conditions, students' amotivation was lower in the need supportive condition compared to students in the baseline condition. Theoretical relationships were established between students' need satisfaction, students' motivation (autonomous, controlled, and amotivation), and students' cognitive outcomes. These findings are discussed taking into account the COVID-19 affected setting in which the study took place.

Teaching graduate research skills in genomics via an integrated 'flipped' journal club program.

Journal clubs are well regarded as a highly effective means of engaging graduate students with the contemporary research literature, where individual students prepare and deliver presentations on selected research articles to their peers, followed by a group discussion. Regular journal clubs have the advantage of enhancing student scientific reading, assessment and communication skills as well as developing a better understanding of the field. We developed a flipped journal club program as part of the one semester module 'Genomics Research Methods' with the goal of enhancing-and quantifying-individual student ability to engage with the genomics scientific literature. This involves all students and faculty reviewing a given manuscript, with the former submitting research relevant questions they would wish to ask the presenting student at the journal club, and the latter grading them. These questions are then ranked based on their median grade, and subsequently discussed in class. This cycle repeats weekly until all students have presented. Our analysis of question grade data over three consecutive years demonstrated clear improvements in student performance for all students between the start and end of the module. While no difference in performance was noted based on gender over the full semester, improvement in performance was significantly evident for the female cohort between the start and end of the module. Our results are consistent with module survey feedback of overall reported enhanced research self-efficacy. This demonstrates that this flipped journal club implementation is a highly effective means of both assessing and improving individual student learning in genomics research ability. The involvement of the teaching faculty furthermore offers a means to foster a dynamic research community for all participants involved. This methodology is easily transferable to other bioscience graduate/undergraduate programs seeking to effectively teach essential research ability skills and enhance student self-efficacy.

(The shift to) online delivery of a rural faculty development program in research skills: lessons learned.

BACKGROUND: While rural physicians are the ideal candidates to investigate health and healthcare issues in rural communities, they often lack the required skills, competencies, and resources. As a result, research skills development programs are crucial to help ensure communities receive the quality of care they deserve. Memorial University of Newfoundland created a research skills development program called 6for6 to empower and enable rural physicians to research solutions to community-specific health needs. 6for6 program delivery was exclusively in-person until 2019. However, with limitations introduced due to the COVID-19 pandemic, organizations around the globe needed to respond quickly. As we work to return to a post-pandemic environment, program administrators and educators worldwide are unsure whether to retain or remove the changes made to programs to adapt to the pandemic restrictions. Therefore, this work addresses the impact of the online delivery model in two areas: 1) attainment of competencies (specifically research skills, knowledge, and attitudes); and 2) participant experiences, defined as the ease of attendance, the capacity to interact with team members and peers, and challenges or barriers associated with navigating program resources. METHODS: We compared the effect of an online delivery model pivoted to adapt pandemic restrictions with the original model (primarily face-to-face) on the acquisition of learning competencies and participant experience using a mixed-methods study. Various data collection methods, such as a pre-post program survey, post-program focus group, and structured observation, were utilized. RESULTS: From 2014 to 2021, 35 physicians attended the program (30 face-to-face and five online). The Wilcoxon-sign-rank test did not show any significant differences in the participants' median change of research competency scores who attended face-to-face and online learning, respectively: knowledge (32.6, 26.8), attitudes (3.8, 3.5), and skills (32.4, 20.0). Flexibility and accessibility were key aspects of participants' experiences during the online model. Comparison with previous years demonstrated no significant challenges with the virtual delivery model, yet participants struggled with mentorship challenges and learning-life balance. CONCLUSIONS: Although presenting some unique challenges, the online model did not negatively affect learner competencies. Likewise, it provided opportunities for rural physicians to attend learning sessions and interact with experts and peers while remaining in their communities.

Las competencias investigativas en los profesionales de la salud / Research skills in health professionals / Habilidades de pesquisa em profissionais de saúde

RESUMEN Introducción: El desarrollo de las competencias investigativas en la Educación Médica permite a los graduados universitarios brindar solución a problemas profesionales desde una concepción científica e investigativa. Su formación y desarrollo se encuentra condicionado por el currículo de una carrera universitaria que responde a intereses, necesidades y demandas de la sociedad, así como a los recursos personales que posee el individuo. Objetivo: Sistematizar información actualizada relacionada con las competencias investigativas en los profesionales de la salud para la comprensión de los aspectos que influyen en su formación y desarrollo. Método: Se realizó una amplia revisión bibliográfica relacionada con la formación y desarrollo de competencias investigativas en Educación Médica. Se consideraron artículos originales y de revisión, también cartas al editor. Se consultaron bases de datos como: SciELO, PubMed, Science Direct y Elsevier. Resultados: La investigación junto con la docencia y su vinculación son los pilares fundamentales de la Universidad Médica a nivel mundial, no se puede concebir una institución de este tipo en la que se formen profesionales de la salud sin la gestión de estos tres procesos elementales que rectoren la construcción del conocimiento y el cambio social. Conclusiones: Se debe encaminar la educación continua a potenciar los conocimientos de los profesionales de la salud en metodología de la investigación, bioestadística y redacción científica. Por otra parte, es necesario el desarrollo de estudios de posgrados como doctorados y maestrías para que los graduados potencien sus conocimientos en estas temáticas.

ABSTRACT Introduction: The development of research skills in medical education allows graduates to provide solutions to professional problems from a scientific and investigative conception. The training and development of these skills are conditioned by the program of a major that responds to the interests, needs and demands of society and the personal resources that the individual also possesses. Objective: To systematize updated information related to investigative skills in health professionals, to understand the aspects that influence the skills´ training and development. Method: an extensive literature review related to the training and development of research skills in medical education was carried out. Original and review articles, as well as letters to the editor were considered. Databases such as: SciELO, PubMed, Science Direct and Elsevier were consulted. Results: Research together with teaching and engagement are the fundamental pillars of the medical college worldwide, an institution of this type in which health professionals are trained, cannot be conceived without the management of these three elementary processes that guide the construction of knowledge and social change. Conclusions: Continuing education should be aimed at enhancing the knowledge of health professionals in research methodology, biostatistics and scientific writing. On the other hand, it is necessary to develop postgraduate studies such as doctorates and master's degrees so that graduates enhance their knowledge in these subjects.

RESUMO Introdução: O desenvolvimento de habilidades investigativas na Educação Médica permite que os graduados universitários forneçam soluções para problemas profissionais a partir de uma concepção científica e investigativa. A sua formação e desenvolvimento está condicionado pelo currículo de uma carreira universitária que responda aos interesses, necessidades e exigências da sociedade e aos recursos pessoais que o indivíduo também possui. Objetivo: Sistematizar informações atualizadas relacionadas às habilidades investigativas em profissionais de saúde para compreender os aspectos que influenciam sua formação e desenvolvimento. Método: Foi realizada uma extensa revisão de literatura relacionada ao treinamento e desenvolvimento de habilidades de pesquisa em Educação Médica. Foram considerados artigos originais e de revisão, bem como cartas ao editor. Bases de dados como: SciELO, PubMed, Science Direct e Elsevier foram consultadas. Resultados: A pesquisa junto com o ensino e o vínculo são os pilares fundamentais da Universidade de Medicina em todo o mundo, uma instituição desse tipo na qual os profissionais de saúde são formados não pode ser concebida sem a gestão desses três processos elementares que orientam a construção do conhecimento e a mudança social. Conclusões: A educação permanente deve ter como objetivo aprimorar o conhecimento dos profissionais de saúde em metodologia de pesquisa, bioestatística e redação científica. Por outro lado, é necessário desenvolver estudos de pós-graduação, como doutorados e mestrados, para que os egressos aprimorem seus conhecimentos nessas disciplinas.

Complex skills are required for new primary health care researchers: a training program responds.

BACKGROUND: Current dimensions of the primary health care research (PHC) context, including the need for contextualized research methods to address complex questions, and the co-creation of knowledge through partnerships with stakeholders - require PHC researchers to have a comprehensive set of skills for engaging effectively in high impact research. MAIN BODY: In 2002 we developed a unique program to respond to these needs - Transdisciplinary Understanding and Training on Research - Primary Health Care (TUTOR-PHC). The program's goals are to train a cadre of PHC researchers, clinicians, and decision makers in interdisciplinary research to aid them in tackling current and future challenges in PHC and in leading collaborative interdisciplinary research teams. Seven essential educational approaches employed by TUTOR-PHC are described, as well as the principles underlying the curriculum. This program is unique because of its pan-Canadian nature, longevity, and the multiplicity of disciplines represented. Program evaluation results indicate: 1) overall program experiences are very positive; 2) TUTOR-PHC increases trainee interdisciplinary research understanding and activity; and 3) this training assists in developing their interdisciplinary research careers. Taken together, the structure of the program, its content, educational approaches, and principles, represent a complex whole. This complexity parallels that of the PHC research context - a context that requires researchers who are able to respond to multiple challenges. CONCLUSION: We present this description of ways to teach and learn the advanced complex skills necessary for successful PHC researchers with a view to supporting the potential uptake of program components in other settings.

Research supervisors' views of barriers and enablers for research projects undertaken by medical students; a mixed methods evaluation of a post-graduate medical degree research project program.

BACKGROUND: Medical degree programs use scholarly activities to support development of basic research skills, critical evaluation of medical information and promotion of medical research. The University of Sydney Doctor of Medicine Program includes a compulsory research project. Medical student projects are supervised by academic staff and affiliates, including biomedical science researchers and clinician-academics. This study investigated research supervisors' observations of the barriers to and enablers of successful medical student research projects. METHODS: Research supervisors (n = 130) completed an anonymous, online survey after the completion of the research project. Survey questions targeted the research supervisors' perceptions of barriers to successful completion of projects and sources of support for their supervision of the student project. Data were analysed by descriptive statistics and using manifest content analysis. Further quantitative investigation was made by cross-tabulation according to prior research supervision experience. RESULTS: Research supervisors reported that students needed both generic skills (75%) and research-based skills (71%) to successfully complete the project. The major barrier to successful research projects was the lack of protected time for research activities (61%). The assessment schedule with compulsory progress milestones enabled project completion (75%), and improved scientific presentation (90%) and writing (93%) skills. Supervisors requested further support for their students for statistics (75%), scientific writing (51%), and funding for projects (52%). Prior research supervision experience influenced the responses. Compared to novice supervisors, highly experienced supervisors were significantly more likely to want students to be allocated dedicated time for the project (P < 0.01) and reported higher rates of access to expert assistance in scientific writing, preparing ethics applications and research methodology. Novice supervisors reported higher rates of unexpected project delays and data acquisition problems (P < 0.05). Co-supervision was favoured by experienced supervisors but rejected by novice supervisors. CONCLUSIONS: Both generic and research-related skills were important for medical student research project success. Overall, protected research time, financial and other academic support were identified as factors that would improve the research project program. Prior research supervision experience influences perceptions of program barriers and enablers. These findings will inform future support needs for projects and research supervisor training for the research supervision role.

Physician trainee research collaboratives: a mixed methods exploration of UK experience.

BACKGROUND: Physician trainee research collaboratives (TRCs) help trainees develop research skills and establish peer networks. We aimed to identify the structure, activity and views of physician TRCs in the UK. METHODS: Representatives from physician TRCs in the UK were invited to complete an online survey and participate in a focus group. RESULTS: Representatives from 23 physician TRCs completed the survey. There was wide variation in collaborative structure, senior input and funding resources. Seventy-four per cent of physician TRCs had published peer-reviewed articles, with 70% reporting ongoing projects at the time of the survey. The survey and focus group identified improved patient care, research and leadership skills as benefits of collaborative work; while institutional and consultant support, limited time for research, funding opportunities and restrictions on group authorship were cited as challenges to collaborative success. CONCLUSION: Physician TRC activity continues to grow and demonstrates a dynamic approach to research for all trainees.

Large-Scale Observational Study on the Current Status and Challenges of General Medicine in Japan: Job Description and Required Skills.

PURPOSE: To identify the current ambiguous status of general medicine (GM) and assess current problems and weaknesses for further development of GM. PATIENTS AND METHODS: This study adopted an observational design. GM practitioners were selected from the mailing lists of two primary professional associations for Japanese GM doctors. We included physicians currently working in a GM department, those self-described as GM doctors, and those board-certified in family medicine or general internal medicine. Respondents replied to survey questions about their sociodemographic data, job descriptions, and the requisite skills for practice. GM doctors' job description and required skills were categorized into "clinical," "management," "education," and "research." Participants (n = 971) were compared based on job descriptions and important skills in each category by facility type, size, and position. RESULTS: "Clinical" was indicated as the most important category for both job description and important skills, followed by "management," "education," and "research." For job description details, "follow-up outpatient" (35.6%) ranked first for "clinical," and "resident education" (57.3%) ranked first for "education." By facility type and size, job description and important skills decreased for clinical and management categories as facility sizes increased; the opposite was true for "education." "Research" was generally rated low. By position, no significant difference was found in effort or importance given to research. CONCLUSION: This study is the first survey on GM physicians across Japan. The results show that while Japanese GM physicians focus on and place importance on clinical practice, they are less involved in research and do not consider research skills to be important. The challenge for the future development of GM lies in research.