A Service Learning Research Methods Course

Rash, Elizabeth M.

doi:10.3928/01484834-20051001-07

Cited by 20 publications

(6 citation statements)

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“…The majority of papers found addressed mental health, and although the bulk of these papers provided only programme descriptions (Stocking and Cutforth, ; Beltran et al , ; Lashley, ; Raiz, ), some of the publications provided quantitative and/or qualitative outcomes assessing students' knowledge, skills and attitudes (Coates and Crist, ; Flinn et al , ; Atler and Gavin, ; Schindler, ). Fewer publications addressed research skills, and the majority of these were limited to programme descriptions (Brosnan et al , ; Rash, ; Portney and Applebaum, ; Strand, ; Schindler, ). Two publications indicated that nursing students in community engagement programmes expressed greater motivation and enthusiasm for learning research in comparison with students in a traditional research curriculum (Peterson and Schaffer, ; Balakas and Sparks, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Community Engagement: Outcomes for Occupational Therapy Students, Faculty and Clients

Schindler

2014

Occup. Ther. Int.

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Students in health care professions, including occupational therapy, are required to develop knowledge, skills and attitudes in mental health and research. Persons diagnosed with a mental illness, a learning disability or an autism-spectrum disorder desire to achieve goals in higher education and employment. Faculty in health care programmes strives to meet professional goals and accreditation and institution requirements for teaching, service and scholarship. The Bridge Program, a programme based on principles of community engagement, was developed to meet the needs of these three stakeholders. The objective of this paper is to provide programme description and outcomes of the effectiveness of the Bridge Program for all three stakeholders. This uses mixed methods research design including descriptive and quantitative and qualitative one-group pre-test-post-test designs. Instruments consisted of the Occupational Therapy Student and Mental Health Population Scale and the Canadian Occupational Performance Measure. Quantitative results support that graduate occupational therapy students gained research and clinical skills (n = 100; p = .000); clients increased performance and satisfaction toward goals (n = 113; p = .000) and faculty (n = 1) achieved goals related to teaching, service and scholarship. Programmes based on principles of community engagement can address the needs of the community, can provide outcomes that advance knowledge about community practice and can result in benefits for all stakeholders. This paper is limited to generalization and instrumentation and recommends an ongoing evaluation of other community engagement programmes involving all stakeholders in the future research.

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Section: Literature Reviewmentioning

confidence: 99%

Community Engagement: Outcomes for Occupational Therapy Students, Faculty and Clients

Schindler

2014

Occup. Ther. Int.

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“…[ 7 ] Training for research skills and experience of research in an early time in the medical profession is associated with continued professional academic work and may also help resident's career decisions. [ 7 ] While many undergraduate programs include research methodology course,[ 8 ] medical training in many developing countries does not emphasize its importance in medical practice and this course is not included in the medical curriculum. [ 7 ] Compulsory research course along with a mandatory research project has a positive impact on student's knowledge and attitudes toward research.…”

Section: Introductionmentioning

confidence: 99%

Knowledge, attitudes, and barriers toward research: The perspectives of undergraduate medical and dental students

Soe

Than

Lwin

et al. 2018

J Edu Health Promot

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CONTEXT:Scientific research not only promotes health and combats diseases of an individual, but also it can strengthen the effectiveness of health systems. Hence, understanding of scientific methods becomes a crucial component in the medical profession.AIMS:This study was conducted to assess the knowledge, attitudes, and barriers toward research among undergraduate medical and dental students.SETTINGS AND DESIGN:This cross-sectional study was conducted among 295 undergraduate Bachelor of Medicine and Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) students from a private medical college in Malaysia.MATERIALS AND METHODS:We purposively selected 360 students attending the 3rd, 4th, and 5th year in MBBS course and BDS course in September 2015. A total of 295 students who were willing to provide written informed consent were included in this study. We collected data using a validated, self-administered, structured questionnaire which included 20 questions about knowledge toward scientific research, 21 attitude items in regard to scientific research, a list of 10 barriers toward conducting medical research, and 5 questions of confidence to conduct the medical research.STATISTICAL ANALYSIS USED:Data were analyzed using descriptive statistics, independent t-test, ANOVA, and multiple linear regression.RESULTS:Among the students, 56.9% had moderate knowledge while the majority (83.3%) had moderate attitude toward scientific research. The majorly cited barriers were the lack of time (79.9%), lack of knowledge and skills (72.1%), lack of funding (72.0%) and facilities (63.6%), and lack of rewards (55.8%). There was a significant association between age, academic year, and knowledge of research as the older age group, and 4th- and 5th-year students had higher knowledge score. The students of higher attitude score had better-perceived barriers score toward research with regression coefficient 0.095 (95% confidence interval 0.032–0.159).CONCLUSIONS:Even though the students had the positive attitudes toward scientific research, a supportive and positive environment is needed to improve skills and knowledge of research and to overcome the barriers toward the conduct of scientific research.

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“…Attitudes toward the idea of reading research may also be biased by a statistics/math phobia (O'Connor & O'Neill, 2004;Sternberger, 2002). As has been described by Rash (2005), a research course "…is seldom a course students eagerly anticipate" (p. 477).…”

Section: Factors Contributing To Students' Attitudes Toward Researchmentioning

confidence: 99%

“…Over the past two decades, nursing program research course instructional approaches have moved from predominantly didactic approaches such as lecture and individual written assignments to more small group and experiential learning. For example, today nursing students can complete their own small research projects, collaborate with clinicians to develop and address practice-based questions (e.g., see August-Brady, 2005;Kenty, 2001;McCurry & Martins, 2010;Rash, 2005); work on existing faculty projects (e.g., Mandleco & Schwarz, 2002), and participate in pseudo research projects as a learning process. This imncludes the "cookie experiment", as first described by Thiel (1987), expanded by Morrison-Beedy and Côté-Arsenault (2000), adapted to be based on a music intervention suitable for use with distance students (Sternberger, 2002), and still found to be useful (Meeker, Jones & Flanagan, 2008).…”

Section: Factors Contributing To Students' Attitudes Toward Researchmentioning

confidence: 99%

Strategies for Engaging Undergraduate Nursing Students in Reading and Using Qualitative Research

Spiers

Paul

Jennings

et al. 2015

TQR

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Teaching undergraduate nursing research courses can be challenging. There is substantial research explicating why this is so, but little has been written about strategies to enhance students’ ability to engage in and learn about research, especially in the context of large classes offered over brief periods of time. An important role for those who teach research is to communicate their experiential successes, as these may be of value to other colleagues in the field. In this paper, we share some creative teaching strategies. These strategies include games, cross word puzzles, and projects based on common multimedia data such as commercial advertisements. The activities are designed to help students use what they already know to learn the concepts and terminology used in the research world.

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A Service Learning Research Methods Course

Cited by 20 publications

References 1 publication

Community Engagement: Outcomes for Occupational Therapy Students, Faculty and Clients

Community Engagement: Outcomes for Occupational Therapy Students, Faculty and Clients

Knowledge, attitudes, and barriers toward research: The perspectives of undergraduate medical and dental students

Strategies for Engaging Undergraduate Nursing Students in Reading and Using Qualitative Research

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