In-hospital capacity-building in research and management for pediatric professionals

Demirdjian, Graciela; Rodríguez, Susana; Vassallo, Juan Carlos; Irazola, Vilma; Rodríguez, Juan Luis Polo

doi:10.5546/aap.2017.eng.58

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…, 2004; Rhondali et al. , 2015), while others were more extensive, ongoing education over the course of weeks or months, designed to sit alongside completion of a small project or proposal, sometimes with a mentorship component (Demirdjian et al. , 2017; Wojtecki et al.…”

Section: Resultsmentioning

confidence: 99%

“…Forty-one studies focused on educational interventions in a wide variety of formats. Some were short intensive workshops of 1-2 days (Ostbye et al, 2004;Rhondali et al, 2015), while others were more extensive, ongoing education over the course of weeks or months, designed to sit alongside completion of a small project or proposal, sometimes with a mentorship component (Demirdjian et al, 2017;Wojtecki, Wade & Pato, 2007).…”

Section: Education Programsmentioning

confidence: 99%

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How can healthcare organisations increase doctors’ research engagement? A scoping review

Brandenburg,

Stehlik,

Noble

et al. 2024

JHOM

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PurposeClinician engagement in research has positive impacts for healthcare, but is often difficult for healthcare organisations to support in light of limited resources. This scoping review aimed to describe the literature on health service-administered strategies for increasing research engagement by medical practitioners.Design/methodology/approachMedline, EMBASE and Web of Science databases were searched from 2000 to 2021 and two independent reviewers screened each record for inclusion. Inclusion criteria were that studies sampled medically qualified clinicians; reported empirical data; investigated effectiveness of an intervention in improving research engagement and addressed interventions implemented by an individual health service/hospital.FindingsOf the 11,084 unique records, 257 studies were included. Most (78.2%) studies were conducted in the USA, and were targeted at residents (63.0%). Outcomes were measured in a variety of ways, most commonly publication-related outcomes (77.4%), though many studies used more than one outcome measure (70.4%). Pre-post (38.8%) and post-only (28.7%) study designs were the most common, while those using a contemporaneous control group were uncommon (11.5%). The most commonly reported interventions included Resident Research Programs (RRPs), protected time, mentorship and education programs. Many articles did not report key information needed for data extraction (e.g. sample size).Originality/valueThis scoping review demonstrated that, despite a large volume of research, issues like poor reporting, infrequent use of robust study designs and heterogeneous outcome measures limited application. The most compelling available evidence pointed to RRPs, protected time and mentorship as effective interventions. Further high-quality evidence is needed to guide healthcare organisations on increasing medical research engagement.

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Section: Resultsmentioning

confidence: 99%

Section: Education Programsmentioning

confidence: 99%

How can healthcare organisations increase doctors’ research engagement? A scoping review

Brandenburg,

Stehlik,

Noble

et al. 2024

JHOM

View full text Add to dashboard Cite

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Research education and training for nurses and allied health professionals: a systematic scoping review

et al. 2022

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Background Research capacity building (RCB) initiatives have gained steady momentum in health settings across the globe to reduce the gap between research evidence and health practice and policy. RCB strategies are typically multidimensional, comprising several initiatives targeted at different levels within health organisations. Research education and training is a mainstay strategy targeted at the individual level and yet, the evidence for research education in health settings is unclear. This review scopes the literature on research education programs for nurses and allied health professionals, delivered and evaluated in healthcare settings in high-income countries. Methods The review was conducted systematically in accordance with the Joanna Briggs Institute scoping review methodology. Eleven academic databases and numerous grey literature platforms were searched. Data were extracted from the included full texts in accordance with the aims of the scoping review. A narrative approach was used to synthesise findings. Program characteristics, approaches to program evaluation and the outcomes reported were extracted and summarised. Results Database searches for peer-reviewed and grey literature yielded 12,457 unique records. Following abstract and title screening, 207 full texts were reviewed. Of these, 60 records were included. Nine additional records were identified on forward and backward citation searching for the included records, resulting in a total of 69 papers describing 68 research education programs. Research education programs were implemented in fourteen different high-income countries over five decades. Programs were multifaceted, often encompassed experiential learning, with half including a mentoring component. Outcome measures largely reflected lower levels of Barr and colleagues’ modified Kirkpatrick educational outcomes typology (e.g., satisfaction, improved research knowledge and confidence), with few evaluated objectively using traditional research milestones (e.g., protocol completion, manuscript preparation, poster, conference presentation). Few programs were evaluated using organisational and practice outcomes. Overall, evaluation methods were poorly described. Conclusion Research education remains a key strategy to build research capacity for nurses and allied health professionals working in healthcare settings. Evaluation of research education programs needs to be rigorous and, although targeted at the individual, must consider longer-term and broader organisation-level outcomes and impacts. Examining this is critical to improving clinician-led health research and the translation of research into clinical practice.

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How can healthcare organisations increase doctors’ research engagement? A scoping review

Brandenburg,

Stehlik,

Noble

et al. 2023

Preprint

View full text Add to dashboard Cite

Clinician engagement in research has positive impacts for healthcare, but is often difficult for healthcare organisations to support in light of limited resources. This scoping review aimed to describe the literature on health service-administered strategies for increasing research engagement by medical practitioners. Medline, EMBASE and Web of Science databases were searched from 2000-2021 and two independent reviewers screened each record for inclusion. Inclusion criteria were that studies: sampled medically qualified clinicians; reported empirical data; investigated effectiveness of an intervention in improving research engagement; and addressed interventions implemented by an individual health service/hospital. Of the 11,084 unique records, 257 studies were included. Most (78.2%) studies were conducted in the United States, and were targeted at residents (63.0%). Outcomes were measured in a variety of ways, most commonly publication-related outcomes (77.4%), though many studies used more than one outcome measure (70.4%). Pre-post (38.8%) and post-only (28.7%) study designs were the most common, while those using a contemporaneous control group were uncommon (11.5%). The most commonly reported interventions included Resident Research Programs (RRPs), protected time, mentorship, and education programs. Many articles did not report key information needed for data extraction, (e.g. sample size). Despite a large volume of research, poor reporting, infrequent use of robust study designs and heterogenous outcome measures limit application of these studies and prospects for future systematic reviews/meta-analyses. The most compelling available evidence pointed to RRPs, protected time and mentorship as effective interventions. Further high-quality evidence is needed to guide healthcare organisations on increasing medical research engagement.

show abstract

In-hospital capacity-building in research and management for pediatric professionals

Cited by 3 publications

References 20 publications

How can healthcare organisations increase doctors’ research engagement? A scoping review

How can healthcare organisations increase doctors’ research engagement? A scoping review

Research education and training for nurses and allied health professionals: a systematic scoping review

How can healthcare organisations increase doctors’ research engagement? A scoping review

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