Workplace-based health research training: a qualitative study of perceived needs in a rural setting

Abstract

Background: The calls for increased numbers of researchers in rural health are growing. To meet this demand, training is needed. If training is to be effective, the value placed on research, the organisational need for research training and key targets for research skill development within a rural health organisation must be understood. Methods: This qualitative study was underpinned by a critical realist perspective that allowed exploration of the organisational, cultural and structural contexts of research training and of the ability of individuals to act within these contexts. Individual interviews with purposively selected key informants from the organisation's board, executive and facility management (n = 7) and two focus groups with a convenience sample of frontline health workers with interests in research (total n = 11) were held. Data were analysed using NVivo software and thematic analysis. Results: The themes emerging from this study were the fragmentation of research activity, a need for systems that support research and collaboration for expertise. Conclusions: This study has identified an overreliance on individual activity leading to a fragmented approach to research. There is a need for supportive structures, coordination and workplace leadership to overcome a longstanding culture that views research as out of the rural scope of practice. Identifying research training targets, partnering for educational expertise and planning for long-term sustainability are necessary steps toward increasing research activity in the longer term.

Starting from scratch: Developing and sustaining a rural research team lessons from a nutrition and dietetics case study

“…6 The diversity of health disciplines working collaboratively can develop synergy of research interests; however, finding a common multidisciplinary research interest might be difficult and take time to develop beyond individual research activity. 12 While this case study showed discipline-specific research collaborations at a local rural and university level, there was considerable cross-collaboration with a range of collaborators, particularly after 13 years (in Phase 3).…”

“…Numerous challenges exist to the further development of rural-based research, with key barriers including a low critical mass of researchers with a common focus, 7 limited access to competitive grant funding, and a fragmentation of research activity. 12 The support and recognition from central universities to rural-based researchers have been reported as variable. 5 In addition, the nature and organisational culture of rural academic work impacts on research recognition, job security, and career progression options.…”

“…2 In areas where there is a low critical mass of rural-based researchers, the development of collaborations with internal and external organisations has been recommended in order to develop research capacity. 12 Academic outputs from Commonwealth-funded rural programs have been reported in the literature 3,8,13 and commissioned reports. 5 In 2015, an analysis of peer-reviewed publications from 11 UDRHs concluded that UDRH academics published regularly and were actively collaborating with external partners.…”

Importance of research higher degree training availability in rural and remote regions

“…While rural and remote clinicians perceive a need to undertake research and are interested in being involved in research and research training, 7 they are often isolated and part of a small workforce with a high turnover, 8 and experience a lack of role models, access to research networks and funding opportunities 2 . Additional challenges in the rural and remote setting include the fragmentation of research activity and a lack of systems and structures to support research 9 . While health services are recognising the importance of integrating research capacity building into their organisational frameworks, initiatives tend to be site and service‐specific 1,10 and are not clearly articulated with formal educational pathways 11 …”

“…2 Additional challenges in the rural and remote setting include the fragmentation of research activity and a lack of systems and structures to support research. 9 While health services are recognising the importance of integrating research capacity building into their organisational frameworks, initiatives tend to be site and service-specific 1,10 and are not clearly articulated with formal educational pathways. 11 Concurrently, the rural and remote health research workforce also comprises an academic contingent situated within a diverse range of higher education contexts including university departments of rural health, rural clinical schools, study centres and campuses of regional universities.…”