Encouraging primary care research: evaluation of a one-year, doctoral clinical epidemiology research course

Abstract

ObjectiveResearch and PhDs are relatively rare in family medicine and primary care. To promote research, regular one-year research courses for primary care professionals with a focus on clinical epidemiology were started. This study explores the academic outcomes of the first four cohorts of research courses and surveys the participants’ perspectives on the research course.DesignAn electronic survey was sent to the research course participants. All peer-reviewed scientific papers published by these students were retrieved by literature searches in PubMed.SettingPrimary care in Finland.SubjectsA total of 46 research course participants who had finished the research courses between 2007 and 2012.ResultsOf the 46 participants 29 were physicians, eight nurses, three dentists, four physiotherapists, and two nutritionists. By the end of 2014, 28 of the 46 participants (61%) had published 79 papers indexed in PubMed and seven students (15%) had completed a PhD. The participants stated that the course taught them critical thinking, and provided basic research knowledge, inspiration, and fruitful networks for research.ConclusionA one-year, multi-professional, clinical epidemiology based research course appeared to be successful in encouraging primary care research as measured by research publications and networking. Activating teaching methods, encouraging focus on own research planning, and support from peers and tutors helped the participants to embark on research projects that resulted in PhDs for 15% of the participants. Key PointsClinical research and PhDs are rare in primary care in Finland, which has consequences for the development of the discipline and for the availability of clinical lecturers at the universities.A clinical epidemiology oriented, one-year research course increased the activity in primary care research. Focus on own research planning and learning the challenges of research with peers appeared to enhance the success of a doctoral research course.A doctoral research course encouraged networking, and the course collaboration sometimes led to paper co-authoring.In the Nordic countries, the primary care health professionals are used to working in multi-professional teams. A multi-professional strategy also seems fruitful in doctoral research education.

The University of Limerick Education and Research Network for General Practice (ULEARN-GP): practice characteristics and general practitioner perspectives

“…Support from local academic departments is important factor in developing networks of teaching and research practices, in order to provide infrastructure for academic activity [40]. An example of the support may be the provision of a suitable research methodology course by universities, an initiative shown to improve research activity among GPs [51]. Training and close collaboration with academic faculty can enable GPs to become more involved in research projects [17], as well as creating academic positions for GPs and the appointment of research fellows [39].…”

The University of Limerick Education and Research Network for General Practice (ULEARN-GP): practice characteristics and general practitioner perspectives

“…Support from local academic departments is important factor in developing networks of teaching and research practices, in order to provide infrastructure for academic activity (40). An example of the support may be the provision of a suitable research methodology course by universities, an initiative shown to improve research activity among GPs (51). Training and close collaboration with academic faculty can enable GPs to become more involved in research projects (17), as well as creating academic positions for GPs and the appointment of research fellows (39).…”

The University of Limerick Education and Research Network for General Practice (ULEARN-GP): practice characteristics and general practitioner perspectives

“…Support from local academic departments is important factor in developing networks of teaching and research practices, in order to provide infrastructure for academic activity (40). An example of the support may be the provision of a suitable research methodology course by universities, an initiative shown to improve research activity among GPs (51). Training and close collaboration with academic faculty can enable GPs to become more involved in research projects (17), as well as creating academic positions for GPs and the appointment of research fellows (39).The importance of partnerships between professionals and professional bodies to enable future activity has been reported (52).…”