Research competencies and training needs among postgraduate students at Hanoi Medical University in 2021
Main Article Content
Abstract
This cross-sectional study assessed the research competencies of 222 graduate students from Hanoi Medical University. Of these, 59.91% graduated with Master or Specialist I degree and 40.09% pursued graduate studies. Using a questionnaires consisted of questions on a 5 - point scale, the average score of research skills of all participants was 3.32 ± 0.58. The skill with the lowest average score is “Data analysis and using analytical tools” (3.19 ± 0.71), the highest average scores were “Identifying research topic” (3.34 ± 0.63) and “Developing argument” (3.34 ± 0.64). Compared to those who had completed graduate studies, those who had not completed graduate studies were significantly more likely to report the need of “group training and more support from supervisors” “Learning theories in parallelwith practice". Graduation status and working with a faculty were factors related to research capacity.
Article Details
Keywords
Skills, research competencies, scientific research, postgraduate students, training needs.
References
2. Andrada U, Bolboaca S, Achimas-Cadariu A, Drugan T. Scientific Journal Articles Output from Medical Doctoral Theses. A Comparative Study. Appl Med Inform. 2016;32:81.
3. Epstein N, Huber J, Gartmeier M, Berberat PO, Reimer M, Fischer MR. Investigation on the acquisition of scientific competences during medical studies and the medical doctoral thesis. GMS J Med Educ. 2018;35(2). doi:10.3205/zma001167.
4. Larivière V. On the shoulders of students? The contribution of PhD students to the advancement of knowledge. Scientometrics. 2012;90(2):463-481. doi:10.1007/s11192-011-0495-6.
5. Goto A, Thi Ngoc Phuong N, Thi Mai Huong N, Hughes J. Building postgraduate capacity in medical and public health research in Vietnam: an in-service training model. Public Health. 2005;119(3):174-183. doi:10.1016/j.puhe.2004.05.005.
6. Ali F, Shet A, Yan W, Al-Maniri A, Atkins S, Lucas H. Doctoral level research and training capacity in the social determinants of health at universities and higher education institutions in India, China, Oman and Vietnam: a survey of needs. Health Res Policy Syst. 2017;15. doi:10.1186/s12961-017-0225-5.
7. Research – good, bad and unnecessary - Testing Treatments - NCBI Bookshelf. Accessed December 7, 2020. https://www.ncbi.nlm.nih.gov/books/NBK66209/#_ch10_s5_
8. (PDF) Cần làm gì để phát triển năng lực nghiên cứu khoa học giáo dục. ResearchGate. Accessed September 20, 2020. https://www.researchgate.net/publication/260455794_Can_lam_gi_de_phat_trien_nang_luc_nghien_cuu_khoa_hoc_giao_duc
9. Loh SY. Research Activity, Skills and Training Needs of Health-Care Professionals Employed in a Leading Medical Centre – A Reflection of its Eroded Professional Autonomy. Ann Womens Health. 2018;2(1):5.
10. García- Berthou E, Alcaraz C. Incongruence between test statistics and P values in medical papers. BMC Med Res Methodol. 2004;4(1):13. doi:10.1186/1471-2288-4-13.
11. VB Nyirongo, MM Mukaka, LV Kalilani-Phiri. Statistical Pitfalls in Medical Research. Malawi Med J. 2008; 20(1): 15–18. doi: 10.4314/mmj.v20i1.10949.
12. Young J. Statistical Errors in Medical Research – a Chronic Disease? Swiss Med Wkly. 2007;137(03-04):41-43. doi: https://doi.org/10.4414/smw.2007.11794.
13. Sara Fernandes-Taylor, Jenny K Hyun, Rachelle N Reeder, et al. Common statistical and research design problems in manuscripts submitted to high-impact medical journals. BMC Res Notes. 2011; 4: 304. doi: 10.1186/1756-0500-4-304.
14. Hoàng Thị Hải Vân. Thực trạng ứng dụng thống kê trong các luận văn thạc sĩ và bác sĩ nội trú trường Đại học Y Hà Nội và kết quả một số giải pháp can thiệp 2016 https://sdh.hmu.edu.vn/images/ngcuusinh/HOANGTHIHAIVAN-YTCC31.pdf. Accessed December 10, 2020.
15. Kuehnle K, Winkler DT, Meier-Abt PJ. Swiss national MD-PhD-program: an outcome analysis. Swiss Med Wkly. 2009;139(37-38):540-546. doi:smw-12790.
16. Woolf K, Potts HWW, Patel S, McManus IC. The hidden medical school: a longitudinal study of how social networks form, and how they relate to academic performance. Med Teach. 2012;34(7):577-586. doi:10.3109/0142159X.2012.669082.
17. Lovell B. “We are a tight community”: social groups and social identity in medical undergraduates. Med Educ. 2015;49(10):1016-1027. doi:10.1111/medu.12781.
18. Hendry GD, Hyde SJ, Davy P. Independent student study groups. Med Educ. 2005;39(7):672-679. doi:10.1111/j.1365-2929.2005.02199.x.
19. Boysen PG, Daste L, Northern T. Multigenerational Challenges and the Future of Graduate Medical Education. Ochsner J. 2016;16(1):101-107.
20. Alison JA, Zafiropoulos B, Heard R. Key factors influencing allied health research capacity in a large Australian metropolitan health district. J Multidiscip Healthc. 2017;10:277-291. doi:10.2147/JMDH.S142009.
21. Finch E, Cornwell P, Ward EC, McPhail SM. Factors influencing research engagement: research interest, confidence and experience in an Australian speech-language pathology workforce. BMC Health Serv Res. 2013;13:144. doi:10.1186/1472-6963-13-144.