Improvements in Research Orientation and Reductions in Barriers to Research Utilization among Undergraduate Students in Health Sciences

Abstract

Purpose: Developing research skills while improving research orientation among undergraduate students may increase evidence-based practice later in their professional careers. Method: Undergraduate Health Science students (n=241) participated in a pretest-posttest design to determine the impact of a course that includes team-based, student initiated research projects completed within one semester. Modified versions of the Edmonton Research Orientation Survey (EROS) and the Barriers to Research Utilization Scale (BARRIERS) were completed at the beginning and end of the semesters. Results: Students reported gains in six research skills and improvements in two of the Edmonton Research Orientation Survey subscales: involvement in research and evidence-based practice. Students reported reductions in all four Barriers to Research Utilization Scale subscales: adopter, organization, innovation, and communication. Conclusion: Improvements in research orientation and reductions in perceived barriers due to high-impact learning activities may eventually facilitate evidence-based practice.

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

“…Adopting a scientist-practitioner model (clinicians well-trained in research) in the education of rehabilitation professionals has been suggested as a way to bridge the 'academic research/EBP knowledge versus real clinical practice' gap (Carter & Lubinsky 2015). Conversely, training focused on the first three domains of EBP may widen the disconnect (Peachey et al 2018).…”

“…Research Methodology is largely theoretical and therefore does not have the barrier of differences in clinical skills teaching/acquisition (Berman 2013). Competence in research methods is an important driver of scientific advancement of any health profession (Peachey, Baller & Schubert 2018). An interdisciplinary co-design approach can strengthen the rigour and outcomes of UG training (Vuurberg et al 2019).…”

“…The complexities of teaching research to undergraduates are well known (Goldmann et al 2018;. Students find the constructs abstract and find it hard to see how it can be applied (or is relevant) to everyday clinical practice (Charumbira et al 2021;Peachey et al 2018). The design team acknowledged this challenge and bridged it by aligning the content as closely as possible to clinical practice.…”

An Educational Evaluation of a Journal Club Approach to Teaching Undergraduate Health Care Research

“…Health care research is a common graduation requirement for undergraduate health sciences or nursing students who will enter graduate allied health programs. 1 Nearly 70% of senior medical students have received research training, which have traditionally been taught through didactic lecture, more recently with PowerPoint slides. [2][3][4] The didactic teaching style focuses on transferring content from teacher to learner and supports only surface knowledge, minimal retention of learning, and in some cases, rote memorization.…”

“…[2][3][4] The didactic teaching style focuses on transferring content from teacher to learner and supports only surface knowledge, minimal retention of learning, and in some cases, rote memorization. 1 Prior health care research course designs have utilized workbooks or templates to scaffold learning and promote critical reasoning skills. [5][6][7] Small group work is commonly used which allows for peer feedback and active participation in discussion.…”