Pre vs. post: Research training support is focus of biennial battle

1983 ◽  
Author(s):  
Kathleen Fisher
Keyword(s):  
Research Training ◽  
Training Support

Essential Training, Resources, and Skills of First-Year and Junior Pharmacy Practice Faculty Needed in the Development of an Individual Research Program

2017 ◽  
Vol 31 (6) ◽  
pp. 617-622 ◽  
Author(s):  
Anthony E. Zimmermann ◽  
Michael C. Thomas
Keyword(s):  
Research Program ◽  
Research Training ◽  
Pharmacy Practice ◽  
Early Career ◽  
First Year ◽  
Training Support ◽  
Research Areas ◽  
Training Resources ◽  
Conducting Research ◽  
Level Of Importance

Objective: To describe types of current training/support received and elicit opinions on the level of importance of specific skills and resources needed to build confidence in conducting research for early-career pharmacy practice faculty. Methods: A survey instrument regarding available resources, levels of importance of resources, and skills needed to improve research confidence was sent to all new early-career practice faculty members with 3 or less years of experience in academia at 129 US colleges and schools of pharmacy. Results: Few respondents indicated a formal research training existed at their institution. Overall, a majority of respondents identified at least 14 specific developmental areas as moderately to very important in building confidence. Over 75% of respondents rated 15 basic skills as moderately to very important in successfully starting an individual research program. Conclusion: Although different types of research training programs are available, confidence in conducting research in both informal and formal ones is low. Both groups of respondents identified similar important developmental research areas that would increase their confidence and skills in achieving their early research goals.

Accomplishments of a Training Support Program for American Indian and Alaska Native Health Researchers

2015 ◽  
Vol 39 (1) ◽  
pp. 83-94
Author(s):  
Tosha Zaback ◽  
Thomas Becker ◽  
Jessica Kennedy
Keyword(s):  
Native American ◽  
American Indian ◽  
Alaska Native ◽  
Financial Support ◽  
Health Program ◽  
Research Training ◽  
Academic Development ◽  
Support Program ◽  
Training Support ◽  
American Research

The Native American Research Centers for Health program was designed to foster research training and skill development for American Indian/Alaska Native trainees. Increasing the number of American Indian/Alaska Native researchers with advanced training in science is one strategy to help decrease health disparities in native peoples. Our NARCH program provided financial support and mentorship for professional and academic development of American Indian/Alaska Native award recipients. We report on an assessment of our NARCH training program that is directed toward increasing the number of qualified American Indian/Alaska Native researchers.

Promoting Research in the Clinical Setting: A Local Inquiry and a Complementary Literature Review

1997 ◽  
Vol 60 (1) ◽  
pp. 5-11 ◽  
Author(s):  
M Catherine Conroy ◽  
Jennifer A Pascoe ◽  
Gillian B Roder
Keyword(s):  
Clinical Practice ◽  
Occupational Therapy ◽  
Literature Review ◽  
Clinical Setting ◽  
Research Training ◽  
Career Path ◽  
Occupational Therapists ◽  
Training Support ◽  
Career Structure

A report on research prospects for occupational therapists employed in Southampton was commissioned by the Director of Occupational Therapy Practice. This article relates the comments gleaned from interviews with 25 people. Obtaining research training and the lack of a career structure were discussed. Acknowledgement was made of the dilemma facing occupational therapists inasmuch as research is required to Justify occupational therapy to purchasers whilst at the same time managing heavy clinical caseloads so that contracts can be met. Occupational therapy managers were concerned that, if research was conducted by existing members of staff, these targets may not be met. The challenge for occupational therapy managers and clinicians is to balance and address these needs skilfully. Subsequently, the second author reviewed the literature. The complementary literature review relates how others have viewed the relevance of research to occupational therapy, the provision of training, support and a career path for research, and ways of synthesising research and clinical practice.

An Investigation into Merseyside General Dental Practitioners’ Interest in Primary Care Research, Their Views on Research and Their Training Needs

2005 ◽  
Vol os12 (4) ◽  
pp. 145-149 ◽  
Author(s):  
Nikolaus OA Palmer ◽  
Brian Grieveson
Keyword(s):  
Primary Care ◽  
Dental Care ◽  
Research Training ◽  
Evidence Base ◽  
Training Needs ◽  
Research Network ◽  
Primary Care Research ◽  
Training Support ◽  
Care Research ◽  
Dental Practitioners

Objectives The aims of this investigation were to evaluate the interests of primary care dental practitioners within the Mersey Postgraduate Deanery in research and their views on research, their experience and research training needs. Method A questionnaire was sent to all practitioners in the Mersey Deanery asking for views on dental research, whether they had been involved in any research projects or had any research training, and whether they would be interested in research training and being part of a primary dental care research network. Results A total of 192 practitioners from the 1120 in the Mersey Deanery expressed an interest in being involved in primary care research. Most believed that primary care research was very important in providing a stronger evidence-base in dentistry and improved quality of dental care. Over 50% of respondents were interested in collaborative research, provided that their income and time could be protected and it was part of the normal working day. Almost 25% had some research experience and a number had undergone research training, ranging from informal training to part of a degree. Conclusions A number of GDPs in the Mersey Deanery are interested in primary care research. With appropriate training, support and recognition within the new Personal Dental Services (PDS) contracts, there is a golden opportunity for more primary care dentists to participate in research. This, in time, will add to the evidence base in dentistry and should improve patient care.

scholarly journals The construction of a postgraduate student and supervisor support framework: Using stakeholder voices to promote effective postgraduate teaching and learning practice

2018 ◽  
Vol 15 (2) ◽  
pp. 67-88
Author(s):  
Malcolm Anderson ◽  
◽  
Brett Mitchell ◽  
Maria Northcote ◽  
Anthony Williams ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Research Training ◽  
Academic Staff ◽  
Research Question ◽  
Evaluation Methodology ◽  
Advisory Panel ◽  
Training Support ◽  
Professional Development Needs ◽  
International Experts

This article outlines the design and development of a bespoke Research Training Support Framework, targeting the professional development needs of higher degree research (HDR) supervisors and their students, which was achieved by implementing Patton's (2011; 2012) utilisation-focused evaluation methodology (UFE). The primary research question was: What are the most suitable structures, components and content of an institutional framework to support Higher Degree Research (HDR) supervisors and their students at Avondale College of Higher Education? A mixed method design was used to gather data from students, academic staff and administrative staff using questionnaires, focus groups and interviews. Analyses of these data informed the Framework’s development along with previous research and advice from an advisory panel which comprised of national and international experts. Accordingly, the Framework was constructed around three core principles that served to guide the development of the Framework’s activities, processes and resources: 1) Welcoming research community, 2) The pedagogy of supervision and 3) Research development. The current version of the Framework has been designed to support postgraduate supervisors and students through the three key stages of students' most academically-focused stages of their postgraduate journeys namely; Getting started, Confirmation and Research and writing. The research-informed approach used to develop this contextually-relevant resource is particularly relevant to small higher education institutions, especially those wishing to focus on capacity development. Further research is currently being conducted to evaluate how the Framework is being used.

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

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