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Research supervisors’ perceptions of skills students needed for completing research projects. Percentage of supervisors (n = 130) who selected these items from a list of generic and research skills needed in the student research project

Research supervisors’ perceptions of skills students needed for completing research projects. Percentage of supervisors (n = 130) who selected these items from a list of generic and research skills needed in the student research project

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Abstract 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...

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... Despite this variability, the overall gains highlight PBL's strength in fostering critical thinking and student autonomykey attributes for future medical professionals and researchers [12,19,20]. Unlike studies that raised concerns about the variability of PBL effectiveness across different student groups [21], our findings indicate that structured mentorship and a welldesigned PBL framework can ensure consistent academic benefits. ...
... Implementing PBL requires careful planning, faculty training, and adequate infrastructure to support student performance. Challenges such as time constraints, resource limitations, and variability in mentorship quality must be addressed to maximize PBL's potential [19,21]. While this study provides valuable insights, its short duration and cross-sectional design limit the ability to assess long-term impacts. ...
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Background and Aims Traditional teaching methods in medical education often fail to engage students or foster critical research skills required for evidence‐based medicine. Project‐based learning (PBL) is widely recognized for promoting active learning and improving academic performance, although its application in research‐focused medical courses remains underexplored, especially in low‐resource settings. This study aimed to evaluate the effectiveness of PBL in enhancing academic performance and originality compared to traditional literature review‐based assessments. Methods A quasi‐experimental study was conducted between March 11, 2024 and May 31, 2024, with 179 twelfth‐semester medical students divided into two groups: the experimental group (PBL approach, n = 108) and the control group (literature review‐based approach, n = 71). Students in the PBL group completed the full research cycle, including topic selection, data collection, analysis, research paper formulation, while the control group focused on synthesizing existing literature. Academic performance (course grades) and originality (Turnitin similarity percentage) were measured. Data were analyzed using descriptive statistics and independent samples t‐tests, with a significance threshold of p < 0.01. Results The PBL group demonstrated significantly higher academic performance (mean: 82.5, median: 85) compared to the control group (mean: 66.5, median: 63.75; t(177) = −20.53, p < 0.01). Similarly, originality improved significantly in the PBL group, with lower similarity scores (mean: 4.17%, median: 4.5%) than the control group (mean: 12.62%, median: 13%, t(177) = 13.74, p < 0.01). Variability in academic performance was slightly higher in the PBL group (standard deviation: 5.80 vs. 4.81), reflecting the individualized nature of PBL. Conclusion This study confirms that PBL significantly enhances academic performance and fosters originality among medical students, particularly in research‐focused courses. The findings underscore the potential of PBL as a transformative approach to medical education, addressing gaps in traditional methods while aligning with global trends in evidence‐based practice and academic integrity. PBL is recommended as an adaptable and effective strategy, especially in resource‐limited educational settings.
... The passage of the K to 12 programs in the Philippines has prolonged the duration of basic education from 10 to 12 years, which impacted the scheduling of the time the students need to take certain subjects, including thesis writing. According to a study Hart [22] students taking the thesis writing course are typically 21-22 years old, implying that this subject was included in the later part of the curriculum approved by the Commission on Higher Education (CHED). This scenario is the outcome of the additional two years added in the secondary education in the K to 12 programs of the Department of Education in the Philippines, as well as the changes on the composition of curriculum as mandated by the Commission on Higher Education (CHED). ...
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Purpose of the study: To analyze the students' gendered expectations and evaluation on advising skills and mentoring practices of the Local Thesis Advisory Committee (LTAC) members in the Camarines Norte State College situated in Daet, Camarines Norte, Philippines for academic year 2022-2023. Methodology: The study used descriptive quantitative research design. The respondents of the study were comprised of 42 male, 55 female, and 8 LGBTQ+. A face-to-face interview using survey questionnaire was employed to gather the data and data gathered were analyzed using frequency and percentage distribution as well as the computation of mean. The results were presented in tabular format. Main Findings: The findings revealed differences in preferences for advisor traits as males expected expertise and logical presentation skills, females wanted more guidance in developing the topic and structuring analysis, while LGBTQ+ students desired compassion, interest, and constructive feedback. The male group evaluated advisors as excellent in intelligence and inquisitiveness, while female group in honesty, explicitness, and refined feedback, and for LGBTQ+ advisers as excellent in compassion. All groups faced challenges securing approval and navigating panel perspectives. Novelty/Originality of this study: This study reveals that students, regardless of gender, recognized the importance of advising and mentoring in successfully completing the undergraduate theses. It also emphasizes how higher education institutions can address gender equality and improve thesis writing policies, ensuring that all student across gender groups receive tailored support for a more effective advising experience.
... These factors may also affect HPs' motivation for research. 8,9 Barriers to research participation such as time constraints, participants will be utilised in developing a model that could foster HPs' ongoing motivation for research and enable healthcare institutions to enhance support for HPs' research activities. ...
... Additionally, investigating the role of technology and digital platforms in enhancing research literacy and facilitating collaborative research endeavours could offer valuable insights into new strategies for supporting HPs in research. 8,9 Strengths and Limitations ...
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Purpose A decline in the number of health professionals (HPs) engaging in clinical and healthcare research has spurred governments, educational and healthcare organisations to focus on developing strategies to promote a resurgence of clinical researchers. Based on the Expectancy-Value-Cost theory which offers a comprehensive framework to understand motivation in research, this study aimed to explore how motivations and perceived values of research evolve across different career stages, and develop a model that promotes sustained research motivation. Methods This study employed a phenomenological qualitative research design and individual interviews to explore the experiences of 30 HPs (doctors, nurses, midwives, and allied health professionals) across three career stages—early, mid, and late—at three North Queensland Public Hospitals from March 19 to April 15, 2021. A purposive sampling technique was used to select participants, and data were analysed through inductive thematic analysis. Results Six themes emerged, categorised into individual, organizational, and sociocultural factors. Individual: Back to Basics and Career Aspirations Influence Research Value; Organisational: Cumbersome Processes and Resource Accessibility; Sociocultural: Building Research Capacity through Connections and Supportive Relationships Enhance Motivation. These themes informed the development of the RISES model, a multi-layered framework emphasising a collaborative approach to addressing individual, organisational, and sociocultural factors to support HPs’ sustained research engagement. Conclusion The study provides valuable insights into the lived experiences of HPs in relation to research, highlighting the intricate interplay of factors affecting their motivation. It introduces the RISES model to encourage ongoing research motivation and suggests further research to expand on these findings and explore additional aspects of research engagement in healthcare.
... Studies reveal that supervisors use active teaching techniques whereby the supervisor's actions are responsive to the moment's teaching requirements (Agricola et al., 2021). This being so, there is a need for such flexibility, as some students will need different types of supervisory models to succeed in their research (Hart et al., 2022). Also, improving the conditions of teacher-student interactions would open the doors for teachers and students to be co-participants in the quest for students' academic growth whilst preserving their autonomy (Fogelman, 2021). ...
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Undergraduate project supervision is one obligatory component of education in higher institutions that involves assisting students as they conduct personal research and/or practical work geared towards preparing a final document or presentation. Supervision of undergraduate project papers, however, remains a complex task that can hinder the success of supervision; hence, the learning of the students and their career growth go down as well. This study aims to analyse the literature on effective mentorship strategies in undergraduate project supervision. Literature analysis for this study has been carried out with great precision through a systematic search strategy based on some keywords. The literature analysis reveals several constructive strategies for effective mentorship in undergraduate project supervision, namely: (a) establish a regular consultation schedule; (b) guide the preparation of a timeline/Gantt chart; (c) encourage topic selection related to internship or industry needs; (d) avoid last-minute preparations; (e) review work methodically; and (f) adapt supervision to student needs. In conclusion, this study sheds light on how using efficient supervision for undergraduate project management requires active and ready mentorship. For future studies on the present study, it is a good idea to research the long-term effects of mentorship on the students and the way sustained mentorship factors affect the academic results and career paths of learners over time.
... Additionally, tracking research productivity can provide insight into students' ability to work independently and manage their time effectively. Conducting research often requires a high level of selfmotivation and organization, and tracking productivity can help identify students who can effectively manage their workload and complete research projects [21]. This educational activity helps students acquire the skills necessary to develop research specifications related to medical practice in relation to medical practice. ...
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Background and Need for Innovation Teaching and learning approaches can support medical students in developing the research skills necessary to be adept consumers of scientific research. Despite various influencing factors, existing literature on effective strategies in undergraduate medical education remains limited. Goal of Innovation Using a spiraled curriculum, we created and evaluated a longitudinal course to enhance medical students’ research abilities. Steps Taken for Development and Implementation of Innovation During a recent curriculum renewal at one medical school, a three-year longitudinal course on the principles of research was developed and implemented. The innovation of this course includes the sequential nature and deliberate redundancy of curriculum content, how new knowledge is linked to prior learning, and the progressive level of difficulty in knowledge application and skill development. Evaluation of Innovation The authors analysed faculty members’ and students’ satisfaction and their perceptions of each session of the course using program evaluation data collected between 2019 and 2021. Both faculty members and students recognized the benefits of revisiting concepts and highlighted learning outcomes like improved synthesis of information, explaining findings to patients, and enhanced critical thinking. Critical Reflection The adoption of a spiraled curriculum in undergraduate medical education offers a systematic approach for developing students’ research skills. The positive reception of this innovation underscores its potential to help future health professionals form a professional identity as adept researchers. However, its implications demand careful consideration and ongoing evaluation to ensure that the desired outcomes are sustained.
... According to the supervisor, 71% of the students need special training in the research apart from their routine training. There have been lack of spared time for research activities and that was the main obstacle to effective research initiatives among 61% of the students [21]. the result further indicate that 75% have completed their research and had improved abilities, but still were thanking to re-evaluate the schedule time for the completion of this milestones. ...
... the result further indicate that 75% have completed their research and had improved abilities, but still were thanking to re-evaluate the schedule time for the completion of this milestones. Among students, 75% needed more assistance from their supervisors especially in the areas of statistics while 51% heeded help in scientific writing [21]. The financial problems were reported by 52% student in Sydney University. ...
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Introduction: Barrier to timely completion of post graduate degree remain a crucial issue for students especially for MPH students. There are multiple factors ranging from personal capacity to that of organizational capacity which impending the process. This study intends to determine the Perceived barriers to timely completion of post-graduate research projects in Public Health Methodology This was institutional based survey (cross-sectional) type of study conducted in two selected universities in Peshawar. All MPH students (n=260) who have not completed their thesis till end of 4th semester but still have been given additional one semester time for the completion in both the universities. Data collected via questionnaire and analyzed with SPSS V-27.0. Results: Result was based on 71 participants (MPH student age 30.65 ± 0.591 (ranged from 24 43 years). Among them 54(76.1%) male and 17 (23.9%) female. Regarding the timely completion of the degree none of them have completed the research work within two years. As shown in the table 1(1.4%) of students was enrolled since 2018 and while a remarkable proportion 66 (93.0%) of students were from 2019 batch and still struggling to complete their research work. According to the schedule, they should be graduated in 2020 but still they were not successful to have their degree. Similarly, 04(5.6%) of the scholars participated in this study were enrolled in 2020 which were supposed to be graduated in 2021. Lack of competent supervisor is one of the major issues with MPH scholar’s 45 percent of the study participants reported that there is lack of competent supervisor. 69% of the scholars reported that the main causative factor in non-completion of research is institutional factors while 17% have personal barriers in their research. Infrequent meeting of BOSAR/ASRB is also one of the issues that research scholars face. 73 percent participant agree with that. Table 2 presents the results summary; 63 percent of the scholars lack technical writing skills. Conclusion: Students' research projects may be delayed due to ineffective communication between supervisors and students, lack of feedback or instruction, or unreachability of supervisors. Students' research projects may be delayed due to ineffective communication between supervisors and students, lack of feedback or instruction, or unreachability of supervisors.
... Other studies also highlight the lack of time (77·4%), and lack of formal research activity within the curriculum (76%), as well as lack of mentorship (70·1%) [22]. Solutions include protected research time, financial and other academic support that would help facilitate and improve participation in research projects [23]. By providing an integrated research project that is assessed and embedded within the medical curriculum of the MD degree, this study highlights how these challenges can potentially be mitigated. ...
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Background Most rural populations experience significant health disadvantage. Community-engaged research can facilitate research activities towards addressing health issues of priority to local communities. Connecting scholars with community based frontline practices that are addressing local health and medical needs helps establish a robust pipeline for research that can inform gaps in health provision. Rural Health Projects (RHPs) are conducted as part of the Doctor of Medicine program at the University of Queensland. This study aims to describe the geographic coverage of RHPs, the health topic areas covered and the different types of RHP research activities conducted. It also provides meaningful insight of the health priorities for local rural communities in Queensland, Australia. Methods This study conducted a retrospective review of RHPs conducted between 2011 and 2021 in rural and remote Australian communities. Descriptive analyses were used to describe RHP locations by their geographical classification and disease/research categorisation using the International Classification of Diseases and Related Health Problems – 10th Revision (ICD-10) codes and the Human Research Classification System (HRCS) categories. Results There were a total of 2806 eligible RHPs conducted between 2011 and 2021, predominantly in Queensland (n = 2728, 97·2%). These were mostly conducted in small rural towns (under 5,000 population, n = 1044, 37·2%) or other rural towns up to 15,000 population (n = 842, 30·0%). Projects mostly addressed individual care needs (n = 1233, 43·9%) according to HRCS categories, or were related to factors influencing health status and contact with health services (n = 1012, 36·1%) according to ICD-10 classification. Conclusions Conducting community focused RHPs demonstrates a valuable method to address community-specific rural health priorities by engaging medical students in research projects while simultaneously enhancing their research skills.
... Lastly, this study showed that logistics in terms of ethical approval is sometimes an obstacle to the effective delivery of UPRCs. This finding was also highlighted by Hart et al. who showed that lengthy ethical approval processes hinder undergraduate research [49]. This insight is crucial for researchers and institutions involved in planning and implementing UPRCs, as addressing these barriers is essential for ensuring the success and effectiveness of UPRCs. ...
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Introduction and objective The commitment of pharmacy graduates to patient care and research is crucial to advancing pharmaceutical science and practice. Consequently, the value of involving undergraduate pharmacy students in research has been increasingly recognized. Given that the College of Pharmacy at Qatar University offers two undergraduate pharmacy research courses, it is relevant to explore the perception of faculty members of the delivery, impact, facilitators, barriers, and suggested improvements in these courses. This exploration will help to improve the existing curriculum and to highlight the prospective impact of student involvement in undergraduate pharmacy research courses on the personal and professional growth of students, as well as on the progressive evolution of the pharmacy profession. Methods A qualitative exploratory case study was performed in which five virtual focus groups were conducted. All eligible faculty members from the clinical pharmacy and pharmaceutical science departments with experience supervising students who had taken one or two undergraduate pharmacy research courses were invited to participate. The focus group questions were based on the Theoretical domain framework of behavioral determinants. Verbatim transcription was performed, and the collected data were thematically analyzed using the computer-assisted coding software NVivo®. Results Of the 26 eligible faculty members, 21 participated in this study. Five deductive themes were identified: social professional role and influences, beliefs about capabilities, skills, beliefs about consequences and goals, and environmental resources and behavioral regulations. Overall, faculty members identified themselves as assessors and mentors. Participants expected students to possess independence, responsibility, and motivation. They believed that students generally required more practical research skills. Several benefits of incorporating students into undergraduate research have been highlighted, including increased publication productivity and quality. However, several hurdles to undergraduate research in pharmacy have been identified, including limited resources, limited timeframes, and sometimes delayed ethical approval. Conclusion Faculty members expressed optimism regarding the undergraduate research courses. However, some logistical concerns, including the lengthy ethical approval process and resource availability, must be addressed to optimize the effectiveness of these courses.
... Furthermore, they suggest that the experience of the research supervisor had a significant impact. For example, novice supervisors reported higher rates of unexpected project delays and data acquisition problems compared with more experienced ones [6]. ...
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Background: The pivotal role of research in medicine is undeniable, as it is vital for the progress of healthcare methods and patients' well-being. This notwithstanding, medical and dental students in Saudi Arabia face many barriers that prevent them from participating in research activities. This research aims to reveal the impediments that are particularly relevant, with select challenges and barriers being mentioned, such as time issues, the inadequate supply of resources, and insufficient training and guidance. Materials and methods: By using a cross-sectional study, the researchers have provided a questionnaire for medical students across multiple Saudi Arabian medical colleges via the online platform. The IBM SPSS Statistics for Windows, Version 23 (Released 2015; IBM Corp., Armonk, New York, United States) was used for data analysis, which leaned clearly on the descriptive statistical part, using a chi-square test to investigate the association between two categorical variables. Results: There were 469 total participants, and data analysis clearly showed that lack of statistical skills (74.2%), time constraints (73.3%), and research topic selection (71.4%) were the most major obstacles to research participation. Even though the same barriers existed, a significant percentage of students (75.5%) definitely showed interest in the research, with 89.6% of the students recognizing the importance of research in the medical field. Furthermore, it should be highlighted that the female students showed a stronger positive attitude toward research than the male students (70% vs. 58.3%). Conclusion: The results highlight the necessity for the improvement of the medical education curriculum within Saudi Arabia, including the creation of a research participation system for the students. Through learning strategies emphasizing the importance of research, mentorship programs, and providing resources to the students, there will be an increase in their participation and success in the research. This will lead to an enriching medical research environment.
... En la educación biomédica es frecuente la exigencia de trabajos académicos para obtener el título profesional que permitirá insertarse en una fuerza laboral. De esta forma se exige la elaboración y aprobación de una tesis para lograr el título de médico cirujano [11,12], de cirujano dentista [13,14], de enfermero [15], etc. Elaborar este trabajo no es sencillo y se reportan limitaciones/dificultades personales, académicas, administrativas y asociadas al director de tesis. Algunos graduados no culminan la tesis porque se encuentran en una etapa de postergación persistente del trabajo académico, ya sea porque el estudiante no puede culminar el trabajo, desconoce cómo hacerlo, tiene otras prioridades o simplemente lo abandona. ...
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Introducción: Elaborar una tesis es un proceso complejo y algunos estudiantes no la culminan, la abandonan o entran en un estado de postergación permanente. Objetivo: Identificar los factores que se relacionan con la presencia del estado Todo-Menos-Tesis (TMT) en los graduados de un programa de odontología. Método: Estudio exploratorio con enfoque cualitativo donde participaron 21 graduados. Se utilizó la técnica de la encuesta y una entrevista semiestructurada. El cuestionario recopiló información relacionada a la condición laboral, características personales, tiempo de graduación y características familiares. La guía de entrevista recopiló las categorías de motivos (personales, académicos, económicos y laborales), consecuencias (repercusiones de la postergación de la tesis) y recomendaciones para evitar el estado TMT. Resultados: El 57,1 % (n = 12) fueron varones. Los principales motivos para postergar la tesis estuvieron relacionados con la adquisición de recursos económicos, pérdida de interés, prioridades familiares, alejamiento académico y sensaciones de habilidades inadecuadas. Los participantes recomiendan ofrecer otras modalidades de titulación, realizar capacitaciones académicas, mejorar las experiencias investigativas y brindar orientación al graduado. Conclusiones: Los graduados de la carrera de estomatología de la Universidad Científica del Sur presentan múltiples factores personales, cognitivos e institucionales que influyen en la decisión de continuar o retomar la elaboración de su tesis de licenciatura. La dedicación laboral y las responsabilidades familiares son los principales factores que limitan el tiempo de dedicación a la tesis.