Research methods and skills
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Research methods and skills courses
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Continuing professional development, business and management skills, research degrees.
Anuja Cabraal (Phd)
What should be included in a research methods course, but is often left out?
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Topics that seem to be included in most research methods courses include:
- How to develop a research question
- Developing a research design
- Methodology
- Methods of data collection
- Validity, Reliability, Rigor
- Techniques of data collection (For example, how to conduct a good interview)
All of those are pretty important when it comes to research methods. Then there are topics that seem to be optional when it comes to course design but are also essential to the research process. I have listed the topics that I think are often the most left out but also important to include in methods courses. Some of them have been overlooked in subjects in which I have tutored or was a student. The list isn’t exhaustive by any means, and I’m really interested in your feedback.
Epistemology and Theoretical Perspectives
Theoretical perspectives and epistemologies set the foundation for designing and understanding research. When you are reading an academic publication, it is easier to critically evaluate the article and determine any biases in the research if you understand these concepts. If you’re designing your own research, they can be useful in helping you narrow your topic and justify why you have used certain approaches. For qualitative researchers, they can help you to defend your topic and methodology to those more quantitatively minded! I always tell my students that if they understand different epistemologies and theoretical perspectives, they can win any argument without knowing anything about the topic. The reason? Because they will immediately be able to identify any biases or assumptions in the research (or argument).
New, emerging and unique ways of data collection
There are many different ways of collecting data beyond the interview, and survey. I used interviews and fieldwork for my research, but after hearing about some of the methods of my peers, I felt quite old-fashioned and conservative. Just to give you an example of some I have come across:
- Digital ethnography
- Photo diaries
- Creative writing (including story-telling)
- Picture diaries (where people draw things)
- Visual surveys (instead of word responses, there are pictures)
That’s just a start. There are lots more. I think they are useful to include because it makes the subject more interesting and it also gives students ideas on how they could use different techniques for their own research.
This is a really important one for me. When I run NVivo workshops, I ALWAYS get asked about techniques for analysis. I find that in postgraduate courses, students are taught everything up until data analysis and then the course stops. Students are guided on developing a question, methods, collecting data and then just told to do their analysis and write up. I can’t understand why this is the case. Data analysis (regardless of the method) is not a straightforward process, particularly for qualitative methods. Even quantitative analysis is more complex than clicking a few things in SPSS. In any form of data analysis, you need to know what you are doing, why you are doing it and how the process will affect your results. Sadly, this isn’t often taught.
How to write
Students are just expected to write. While most people can put words on paper, or type words on a screen, the process of producing a literature review, thesis, report or academic paper is not as straightforward. I’m sure many academics will attest to that! There are different writing strategies that can be taught to students to help with the process of writing. Particularly those that help students identify what “type” of writer they are.
The list of topics to include in a research methods course is by no means exhaustive. I’m really interested to hear about your thoughts and experiences with research methods, whether it be as a student, tutor, lecturer or none of the above! Do you have other things you would include? Are there things you don’t think are important? What has been missing or useful in methods courses you have taken?
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Published by Dr. Anuja Cabraal
Writer. Qualitative researcher. View all posts by Dr. Anuja Cabraal
13 thoughts on “ What should be included in a research methods course, but is often left out? ”
I agree so much about this that I’ve just written a research methods textbook including all these points – plus a few more, e.g. how to actually manage the research process alongside everything else in life. The book is primarily aimed at practitioners conducting research, which may be postgrad academic research for CPD or workplace research (evaluations etc). NVivo gets a favourable mention – I’m a long-time user and devotee! Book info here http://www.amazon.co.uk/Research-Evaluation-Busy-Practitioners-Time-Saving/dp/1447301153/ref=sr_1_1?ie=UTF8&qid=1345098242&sr=8-1
Thanks for the comment. Learning how to managing research while trying to live a balanced life is very important. Very relevant to PhD students too.
Helen – I shall check out your book as sounds very useful.
I am a PhD student in Australia. My university doesn’t offer a coherent research methods course (just a few bits and pieces)
Are you able to recommend a good research methods course either in Australia or UK via distance?
Thanks, Dale. Twitter: @DaleReardon
I’m suprised to here that there are no research methods courses at your university. Try giving Open Universities a go.
Dale, come the University of Queensland! I teach a great methods course that includes NVivo, called Advanced Issues in Qualitative Inquiry.
Nicole Shepherd
Really interesting ideas here Anuja – so many new NVivo users say “Ok, I’ve got all my data in, now what?” Not only are they trying to get to grips with the software but they’re struggling with how to approach data analysis as a whole – understandable since their research methods course probably offered little help with this crucial phase.
That is so true. I get it in workshops all the time. Students are often well supported until it gets to the data analysis stage, where they are sometimes just expected to know what to do. I see this all the time as an NVivo trainer. I really want to start incorporating some of those methods into my workshops. The knowledge gap needs to be filled somewhere!
I feel we often miss discussions of research as professional practice- as something that happens outside of academia in the ‘real world’. The researcher-as-activist and the researcher-as-practitioner. This means tailoring methods courses to give students the kinds of research skills they may need in industry, whether that’s quantitative analysis, monitoring and evaluation, or participatory action research.
I also think, for undergraduates in particular, methods courses should engage students as critical consumers of research. They should give them critical research literacy so that they can look at the results of research that are thrown about in media and policy debate and think critically about the methods, the bias, the sampling and so on that have led to that result.
After several years teaching research methods courses it always depresses me how very boring most methods textbooks are. They are pretty dry and don’t do much to get students excited about the possibilities of research. I like Maggie Walter’s Social Research Methods and Zina O’Leary’s Researching Real World problems for undergraduate courses in particular.
Thanks for sharing your feedback. I particularly think the word “critical” is important, especially so students can distinguish between media reports and good research, even between good and bad research!
I like the Walters book too (pictured above on my desk) but find that it is biased towards quantitative methods. I particularly like Crotty for explaining epistemology and theoretical perspectives. i haven’t come across O’Leary’s text, but will look it up.
Do you offer webinar on Nvivo’s use , if you do i would love to reserve my seat !
Hi! Not yet, but I am planning on starting before the end of the year.
Reblogged this on zane wubbena .
well this is very interesting am glad in my university this research methods are being taught.so pray for other universities to adopt the module.thanks cosmas
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RSMT 3501: Introduction to Research Methods
This course will provide an opportunity for participants to establish or advance their understanding of research through critical exploration of research language, ethics, and approaches. The course introduces the language of research, ethical principles and challenges, and the elements of the research process within quantitative, qualitative, and mixed methods approaches. Participants will use these theoretical underpinnings to begin to critically review literature relevant to their field or interests and determine how research findings are useful in forming their understanding of their work, social, local and global environment .
Online, Paced
- 60 credits of coursework
Credit will only be granted for one of HEAL 350, HLTH 3501 or RSMT 3501 .
Learning outcomes
- Understand research terminology
- Be aware of the ethical principles of research, ethical challenges and approval processes
- Describe quantitative, qualitative and mixed methods approaches to research
- Identify the components of a literature review process
- Critically analyze published research
Course topics
- Module 1: Foundations
- Module 2: Quantitative Research
- Module 3: Qualitative Research
- Module 4: Mixed Methods Research
Required text and materials
The following materials are rquired for this course:
- Creswell, J. W. (2023). Research design: Qualitative, Quantitative and Mixed Methods Approaches (6th Ed.) Sage Publications. Type: Textbook. ISBN: 9781071817940
- Thompson Rivers University Library. (2011). APA Citation Style - Quick Guide (6th ed.). Retrieved from https://tru.ca/__shared/assets/apastyle31967.pdf
Optional materials
Students are recommended to have access to a print copy of a dictionary of epidemiology, research or statistics or an online glossary.
A highly recommended dictionary is: Porta, M. (2014). A dictionary of epidemiology (6th ed). New York, NY: Oxford University Press.
Assessments
To successfully complete this course, students must achieve a passing grade of 50% or higher on the overall course and 50% or higher on the mandatory final project.
Tri-council Ethics Certification
As part of the module on Research Ethics, students will work through the Tri-council Research Ethics Certification online program that will provide them with a certificate of completion. Students will need to submit a copy of this certification as part of their final project to complete the course.
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Discussion 1 | 5% |
Assignment 2 | 10% |
Discussion 2 | 5% |
Assignment 3 | 10% |
Discussion 3 | 5% |
Assignment 4 | 10% |
Discussion 4 | 5% |
Final Project (mandatory) | 40% |
Total | 100% |
Open Learning Faculty Member Information
An Open Learning Faculty Member is available to assist students. Students will receive the necessary contact information at the start of the course.
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- v.15(7); 2022 Jul
Translational researchers’ training and development needs, preferences, and barriers: A survey in a National Institute for Health Research Biomedical Research Centre in the United Kingdom
1 National Institute for Health Research Oxford Biomedical Research Centre, Oxford University Hospitals NHS Foundation Trust, John Radcliffe Hospital, Oxford UK
Syed Ghulam Sarwar Shah
2 Radcliffe Department of Medicine, Medical Sciences Division, University of Oxford, John Radcliffe Hospital, Oxford UK
Lorna R. Henderson
Vasiliki kiparoglou.
3 Nuffield Department of Primary Care Health Sciences, University of Oxford, Radcliffe Observatory Quarter, Oxford UK
The objective was to identify translational researchers’ training and development needs, preferences, and barriers to attending training. This cross‐sectional study involved an online questionnaire survey. The research population comprised a convenience sample of translational researchers and support staff ( N = 798) affiliated with the National Institute for Health Research Oxford Biomedical Research Centre. The response rate was 24%. Of 189 respondents, 114 were women (60%) and 75 were men (40%). The respondents were mainly research scientists (31%), medical doctors and dentists (17%), and research nurses and midwives (16%). Many of the respondents had attended at least one training course in the last year (68%). Training in statistics and data analysis was the most common training received (20%). Leadership training was the most wanted training (25%). Morning was the most preferred time of training (60%). Half a day was the ideal duration of a training course (41%). The main teaching hospital site was the most preferred location of training (46%). An interactive workshop was the most favored delivery style of training (52%). Most common barriers to attending training were the lack of time (31%), work (21%) and clinical commitments (19%), and family and childcare responsibilities (14%). Some differences in training needs, preferences, and barriers were found by gender and role, though these were not statistically significant. Translational researchers want short, easily accessible, and interactive training sessions during the working day. The training needs, preferences, and barriers to attending training need to be considered while developing inclusive training programs in biomedical research settings.
Study Highlights
- WHAT IS THE CURRENT KNOWLEDGE ON THE TOPIC?
Training and continuing professional development of translational researchers is critical for research and innovation in healthcare, improving patient care, and career advancement.
- WHAT QUESTION DID THIS STUDY ADDRESS?
We studied the training and development needs and preferences of translational researchers and research support staff as well as barriers they encounter in attending training.
- WHAT DOES THIS STUDY ADD TO OUR KNOWLEDGE?
In translational research settings, clinical researchers and research support staff prefer short and interactive training sessions in a convenient location during the working day, preferably in the morning for half a day. Translational researchers want training in leadership, research grant and fellowship writing, and statistics and data analysis. Lack of time and clinical commitments are the biggest barriers preventing clinicians and nurses from attending training.
- HOW MIGHT THIS CHANGE CLINICAL PHARMACOLOGY OR TRANSLATIONAL SCIENCE?
Translational research organizations should develop training programs that must consider training location, timing, and duration that suit clinicians, nurses, and other health professionals who work in very busy and highly demanding clinical settings. In addition, trainees’ gender, physical limitations, childcare and family commitments, and especially professional roles are also important factors to consider in developing inclusive training programs.
INTRODUCTION
In the United Kingdom (UK), the National Institute for Health Research (NIHR) Biomedical Research Centres (BRCs) are part of the Government's initiative to improve the translation of basic scientific developments into clinical benefits for patients and to reinforce the position of the country as a global leader in healthcare related research. 1 A review of the NIHR training program 1 found that there was a need to develop innovative approaches to train the translational research workforce of the future, and to develop their career pathways as the clinical and translational research environment is changing rapidly. Training is vital to maintain a skilled workforce, as healthcare changes with technological advances and emerging diseases such as coronavirus disease 2019 (COVID‐19). 2 It is also a way for individuals to develop their careers, improve confidence, motivation, and ultimately retention. 3 In addition, training and development is essential for improving patient care 4 as well as research and innovation. 5 , 6 Translational researchers therefore need to be provided with professional and skills development training that not only meets their needs and requirements but is also designed and delivered according to their preferences. 7 Such training programs could help translational researchers enhance their research skills, confidence, and ability to undertake various research‐related tasks such as developing study design, data collection and analysis, and synthesis and reporting of research findings. 8
According to the 2019 Researcher Development Concordat, 9 researchers must be equipped and supported to be adaptable and flexible in an increasingly diverse global research environment and employment market. This Principle recognizes the importance of continuous professional and career development, particularly as researchers pursue a wide range of careers. 9 Most clinical practitioners receive regular professional training such as good clinical practice and obtaining ethical approval, but not leadership training and research skills, which are associated with progression in rank, leadership position, and research publication. 10 It is therefore imperative to know the areas of skills development, preferences for the delivery of training, and barriers to attending training in translational research settings, which involves mostly clinicians and nurses working in very demanding clinical environments.
The primary objective was to identify the training and development experiences, needs, and preferences, as well as barriers to attending training, of translational researchers and research support staff affiliated to one of the largest NIHR BRCs in the UK. The secondary objective was to study whether there were any differences in training needs, preferences, and barriers based on the gender and role of translational researchers.
Study design and setting
This cross‐sectional online questionnaire survey was undertaken at the NIHR Oxford Biomedical Research Centre (BRC), which is a partnership that brings together the research expertise of the University of Oxford and the clinical skills of healthcare staff of Oxford University Hospitals National Health Service (NHS) Foundation Trust, with the aim of supporting translational research and innovation to improve healthcare for patients. 11 Founded in 2007, the NIHR Oxford BRC is one of five centres funded by the NIHR and has received over £260 million since its foundation to support translational research. The NIHR Oxford BRC is divided into 20 research themes with over 500 researchers and research support staff supported by the BRC. 11
The NIHR Oxford BRC's overarching strategy focuses on building capacity with the explicit aim to attract, develop, and retain the best research professionals. 1 First, by providing opportunities for talented healthcare research staff to develop their expertise and skills through higher degrees, as well as via shorter research fellowships. Second, to facilitate the training and engagement in professional development of all its affiliates including researchers and research support staff. The BRC spends in the region of £300,000 a year on training and education for translational researchers and research support staff. This is about 1.3% of its total annual budget of £23 million. On average, about 70 researchers a year benefit from training support which includes providing training bursaries, fellowships, and bespoke courses including leadership, health economics, and grant‐writing skills.
The NIHR Oxford BRC works collaboratively with other organizations including the Clinical Research Network, the Oxford Health BRC, and the University of Oxford, that also provide a range of training opportunities for supported staff. In addition, Oxford University Hospitals NHS Foundation Trust provides training for their staff under the Core Skills Training Framework that includes statutory and mandatory training in different areas, such as infection prevention and control, conflict resolution, and safeguarding adults and children. 12
To plan an effective training and skills development program we sought the views of translational researchers and research support staff within and affiliated to the NIHR Oxford BRC about their training experiences, needs, and preferences, which is imperative according to the Researcher Development Concordat, 9 as well as barriers to attending training courses.
Study population
The study population included anyone involved in translational research and affiliated to the NIHR Oxford BRC. This convenience sample included medical doctors, dentists, nurses, midwives, allied health professionals, clinical scientists, statisticians, software engineers, administrative staff, and clinical trial managers supported directly by the BRC. In addition, we sent the questionnaire to professionals who were involved with translational research but not supported directly by the BRC such as research nurses.
Development of the survey questionnaire
The survey questionnaire was developed and comprised of 10 questions with a mix of multiple‐choice questions and free‐text answers. These questions asked for participants’ gender, role, research theme, training attended in the last year, training found most useful, the most wanted training, the time, duration, location and delivery style of training, and barriers to attending training. Participants were also given an open‐ended choice to comment on the training received in the past, including any other aspects of training and development. The questionnaire was intended to be quick and easy to complete while capturing the information required to develop and revamp the BRC's training program that met the training and development needs of translational researchers and research support staff. The questionnaire was developed using the Joint Information Systems Committee (JISC®) online survey software. 13 The questionnaire was piloted with five members of the core administration team of the BRC. The survey questionnaire is available on request from the authors.
Administration of the survey
Using the JISC online surveys, 13 the survey was sent via personalized emails to 798 translational researchers and research support staff associated/affiliated with the NIHR Oxford BRC in October 2019. They were given 2 months to respond, with two reminders. We collated all responses received by December 31, 2019. With the JISC online survey, data were secure and strict information security standards were followed (ISO27001) 14 in compliance with the General Data Protection Regulations. 15
Data analysis
Data were downloaded from the JISC to the IBM Statistical Package for the Social Sciences (SPSS), version 23.0 for Windows 16 and Microsoft Excel. Data were analyzed for frequencies and descriptive statistics. Differences in training needs, preferences, and barriers by gender and role were determined at two levels: most common and second most common, based on the first and second highest number of responses, respectively, within two categories of gender (i.e., male and female) and six categories of role (i.e., medical doctors/dentists, allied health professionals, research nurses/midwives, research scientists, administrators/managers, and others). For checking any significant differences within genders and within roles, the chi‐square test of independence was used. We did not impute missing values or perform sensitivity analyses.
Patient and public involvement
As this study focused on professional training and development needs of translational researchers and research support staff affiliated with the NIHR Oxford BRC, neither patients nor the public were involved in the study.
Reporting checklist
We report this study according to the Consensus‐Based Checklist for Reporting of Survey Studies. 17
Ethics approval
This study was an evaluation of the training and development service. We used the Health Research Authority (HRA) decision tool to gauge if our study required NHS ethics approval. The HRA tool results suggested that our study would not be considered research; hence, NHS ethics approval was not required and obtained. In addition, our retrospective application for ethics approval was reviewed by the Officer of the University of Oxford Medical Sciences Interdivisional Research Ethics Committee (MS IDREC) with reference to formally approved processes and it was determined that the study would be classified as evaluation, rather than research, and therefore did not require ethical review (CUREC Application: {"type":"entrez-nucleotide","attrs":{"text":"R77595","term_id":"852705","term_text":"R77595"}} R77595 /RE001, date August 26, 2021).
The survey was completed by 189 participants. The response rate was 24%. Respondents comprised 114 women (60%) and 75 men (40%). A total of 31% respondents identified themselves as research scientists, medical doctors and dentists (17%), nurses and midwives (16%), administrators and managers (16%), allied health professionals (7%), and others (13%) such as research project managers, data scientists, analysts, and programmers (Table 1 ). Most medical doctors and dentists, and research scientists were men while research nurses, midwives, and allied health professionals, as well as administrators, managers, and others, were mostly women. The respondents were from all 20 research themes as well as the management team of the NIHR Oxford BRC (Table 1 ).
Respondents’ gender, role, and research theme
Characteristics | Female | Male | Total | |||
---|---|---|---|---|---|---|
% | % | % | ||||
Gender | 114 | 60.3 | 75 | 39.7 | 189 | 100 |
Role | 114 | 60.3 | 75 | 39.7 | 189 | 100 |
Research scientists | 23 | 20.2 | 36 | 48.0 | 59 | 31.2 |
Medical doctors/dentists | 11 | 9.6 | 21 | 28.0 | 32 | 16.9 |
Research nurses/midwives | 26 | 22.8 | 4 | 5.3 | 30 | 15.9 |
Administrators/managers | 27 | 23.7 | 3 | 4.0 | 30 | 15.9 |
Allied health professionals | 9 | 7.9 | 5 | 6.7 | 14 | 7.4 |
Others | 18 | 15.8 | 6 | 8.0 | 24 | 12.7 |
Research theme | 112 | 59.9 | 75 | 40.1 | 187 | 100 |
Musculoskeletal | 9 | 8.0 | 8 | 10.7 | 17 | 9.1 |
Neurology | 10 | 8.9 | 6 | 8.0 | 16 | 8.6 |
Gastroenterology | 9 | 8.0 | 7 | 9.3 | 16 | 8.6 |
Vaccines | 10 | 8.9 | 4 | 5.3 | 14 | 7.5 |
Cardiovascular | 7 | 6.2 | 4 | 5.3 | 11 | 5.9 |
Respiratory | 6 | 5.4 | 4 | 5.3 | 10 | 5.3 |
Hematology | 6 | 5.4 | 4 | 5.3 | 10 | 5.3 |
Digital health | 6 | 5.4 | 4 | 5.3 | 10 | 5.3 |
Genomics | 6 | 5.4 | 3 | 4.0 | 9 | 4.8 |
Partnerships for health, wealth, and innovation | 4 | 3.6 | 4 | 5.3 | 8 | 4.3 |
Obesity | 3 | 2.7 | 3 | 4.0 | 6 | 3.2 |
Multimorbidity | 4 | 3.6 | 2 | 2.7 | 6 | 3.2 |
Imaging | 1 | 0.9 | 5 | 6.7 | 6 | 3.2 |
Diabetes | 5 | 4.5 | 1 | 1.3 | 6 | 3.2 |
Surgery | 3 | 2.7 | 2 | 2.7 | 5 | 2.7 |
Stroke | 4 | 3.6 | 1 | 1.3 | 5 | 2.7 |
Cancer | 3 | 2.7 | 2 | 2.7 | 5 | 2.7 |
Informatics | 0 | 0.0 | 4 | 5.3 | 4 | 2.1 |
Molecular diagnostics | 2 | 1.8 | 1 | 1.3 | 3 | 1.6 |
Microbiology | 0 | 0.0 | 1 | 1.3 | 1 | 0.5 |
Other | 14 | 12.5 | 5 | 6.7 | 19 | 10.2 |
Training received in the last year
Over two‐thirds of respondents (68%) reported attending at least one training course in the past year. The most common training received was in statistics and data analysis (20%), followed by research methods (19%), statutory and mandatory training (18%), and good clinical practice (16%) (Table 2 ). Most commonly, women received training in research methods as well as statutory and mandatory training, while the most common types of training received by men were statistics and data analysis training (Table 2 ). Most frequently, medical doctors and dentists received training in statistics and data analysis as well as good clinical practice training, research nurses and midwives received training in good clinical practice and statutory and mandatory training, administrators and managers received statutory and mandatory training, while research scientists, allied health professionals, and others received training in statistics and data analysis (Table 2 ).
Training received in the last year, training found most valuable, and training area most important to development and training needs
Parameter | Total respondents | Gender | Professional role | |||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Female | Male | Administrators/managers | Medical doctors/dentists | Allied health professionals | Research nurses/midwives | Research scientists | Others | |||||||||||
% | % | % | % | % | % | % | % | % | ||||||||||
Training received ( = 165) | ||||||||||||||||||
Yes | 113 | 68.5 | 73 | 64.6 | 40 | 35.4 | 20 | 17.7 | 19 | 16.8 | 12 | 10.6 | 23 | 20.4 | 23 | 20.4 | 16 | 14.2 |
Statistics and data analysis | 22 | 19.5 | 14 | 12.4 | 8 | 7.1 | 3 | 2.7 | 4 | 3.5 | 3 | 2.7 | 0 | 0.0 | 7 | 6.2 | 5 | 4.4 |
Research methods | 21 | 18.6 | 16 | 14.2 | 5 | 4.4 | 3 | 2.7 | 3 | 2.7 | 2 | 1.8 | 7 | 6.2 | 3 | 2.7 | 3 | 2.7 |
Statutory and mandatory training | 20 | 17.7 | 16 | 14.2 | 4 | 3.5 | 4 | 3.5 | 2 | 1.8 | 1 | 0.9 | 8 | 7.1 | 2 | 1.8 | 3 | 2.7 |
Good clinical practice | 18 | 15.9 | 12 | 10.6 | 6 | 5.3 | 1 | 0.9 | 4 | 3.5 | 1 | 0.9 | 8 | 7.1 | 1 | 0.9 | 3 | 2.7 |
Degrees, diplomas, and certificate courses | 17 | 15.0 | 12 | 10.6 | 5 | 4.4 | 2 | 1.8 | 2 | 1.8 | 1 | 0.9 | 7 | 6.2 | 2 | 1.8 | 3 | 2.7 |
Clinical skills | 11 | 9.7 | 10 | 8.8 | 1 | 0.9 | 2 | 1.8 | 2 | 1.8 | 1 | 0.9 | 5 | 4.4 | 1 | 0.9 | 0 | 0.0 |
Ethics and consent | 11 | 9.7 | 8 | 7.1 | 3 | 2.7 | 1 | 0.9 | 1 | 0.9 | 1 | 0.9 | 5 | 4.4 | 0.0 | 3 | 2.7 | |
Leadership skills | 10 | 8.8 | 4 | 3.5 | 6 | 5.3 | 2 | 1.8 | 2 | 1.8 | 2 | 1.8 | 1 | 0.9 | 3 | 2.7 | 0 | 0.0 |
Other | 29 | 25.7 | 19 | 16.8 | 10 | 8.8 | 6 | 5.3 | 3 | 2.7 | 3 | 2.7 | 5 | 4.4 | 10 | 8.8 | 2 | 1.8 |
No | 52 | 31.5 | 32 | 61.5 | 20 | 38.5 | 8 | 15.4 | 10 | 19.2 | 2 | 3.8 | 4 | 7.7 | 22 | 42.3 | 6 | 11.5 |
Training found most valuable ( = 134) | ||||||||||||||||||
Yes | 78 | 58.2 | 52 | 66.7 | 26 | 33.3 | 12 | 15.4 | 14 | 17.9 | 8 | 10.3 | 17 | 21.8 | 17 | 21.8 | 10 | 12.8 |
Statistics and data analysis | 15 | 19.2 | 10 | 12.8 | 5 | 6.4 | 3 | 3.8 | 2 | 2.6 | 2 | 2.6 | 0 | 0.0 | 4 | 5.1 | 4 | 5.1 |
Research methods | 14 | 17.9 | 10 | 12.8 | 4 | 5.1 | 2 | 2.6 | 4 | 5.1 | 1 | 1.3 | 3 | 3.8 | 2 | 2.6 | 2 | 2.6 |
Statutory and mandatory training | 8 | 10.3 | 7 | 9.0 | 1 | 1.3 | 1 | 1.3 | 0 | 0.0 | 0 | 0.0 | 4 | 5.1 | 2 | 2.6 | 1 | 1.3 |
Ethics and consent | 8 | 10.3 | 6 | 7.7 | 2 | 2.6 | 0 | 0.0 | 2 | 2.6 | 1 | 1.3 | 2 | 2.6 | 0 | 0.0 | 3 | 3.8 |
Degrees, diplomas, and certificate courses | 7 | 9.0 | 6 | 7.7 | 1 | 1.3 | 1 | 1.3 | 1 | 1.3 | 0 | 0.0 | 4 | 5.1 | 1 | 1.3 | 0 | 0.0 |
Clinical skills | 6 | 7.7 | 5 | 6.4 | 1 | 1.3 | 1 | 1.3 | 1 | 1.3 | 1 | 1.3 | 3 | 3.8 | 0 | 0.0 | 0 | 0.0 |
Leadership skills | 6 | 7.7 | 1 | 1.3 | 5 | 6.4 | 1 | 1.3 | 1 | 1.3 | 1 | 1.3 | 0 | 0.0 | 3 | 3.8 | 0 | 0.0 |
Good clinical practice | 6 | 7.7 | 3 | 3.8 | 3 | 3.8 | 0 | 0.0 | 2 | 2.6 | 0 | 0.0 | 2 | 2.6 | 1 | 1.3 | 1 | 1.3 |
Other | 19 | 24.4 | 11 | 14.1 | 8 | 10.3 | 5 | 6.4 | 2 | 2.6 | 2 | 2.6 | 2 | 2.6 | 5 | 6.4 | 3 | 3.8 |
None/too early to say | 4 | 3.0 | 3 | 2.2 | 1 | 0.7 | 1 | 0.7 | 2 | 1.5 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0.7 |
N/A because no training attended in the last year | 52 | 38.8 | 32 | 23.9 | 20 | 14.9 | 8 | 6 | 10 | 7.5 | 2 | 1.5 | 4 | 3 | 22 | 16.4 | 6 | 4.5 |
Most important training area | 178 | 100 | 105 | 59.0 | 73 | 41.0 | 25 | 14.0 | 32 | 18.0 | 12 | 6.7 | 28 | 15.7 | 59 | 33.1 | 22 | 12.4 |
Leadership skills | 44 | 24.7 | 25 | 14.0 | 19 | 10.7 | 11 | 6.2 | 7 | 3.9 | 2 | 1.1 | 3 | 1.7 | 17 | 9.6 | 4 | 2.2 |
Research grant/fellowship writing | 32 | 18 | 14 | 7.9 | 18 | 10.1 | 0 | 0.0 | 4 | 2.2 | 6 | 3.4 | 2 | 1.1 | 18 | 10.1 | 2 | 1.1 |
Statistical analysis | 28 | 15.7 | 17 | 9.6 | 11 | 6.2 | 2 | 1.1 | 8 | 4.5 | 2 | 1.1 | 3 | 1.7 | 11 | 6.2 | 2 | 1.1 |
Designing and conducting clinical trials | 16 | 9 | 8 | 4.5 | 8 | 4.5 | 2 | 1.1 | 6 | 3.4 | 0 | 0.0 | 10 | 5.6 | 0 | 0.0 | 1 | 0.6 |
Clinical skills | 16 | 9 | 12 | 6.7 | 4 | 2.2 | 0 | 0.0 | 3 | 1.7 | 1 | 0.6 | 10 | 5.6 | 0 | 0.0 | 2 | 1.1 |
Research skills | 13 | 7.3 | 8 | 4.5 | 5 | 2.8 | 3 | 1.7 | 0 | 0.0 | 0 | 0.0 | 1 | 0.6 | 7 | 3.9 | 2 | 1.1 |
Academic writing | 9 | 5.1 | 6 | 3.4 | 3 | 1.7 | 0 | 0.0 | 0 | 0.0 | 1 | 0.6 | 2 | 1.1 | 2 | 1.1 | 4 | 2.2 |
Presentation skills | 5 | 2.8 | 3 | 1.7 | 2 | 1.1 | 0 | 0.0 | 1 | 0.6 | 0 | 0.0 | 0 | 0.0 | 2 | 1.1 | 2 | 1.1 |
Other | 15 | 8.4 | 12 | 6.7 | 3 | 1.7 | 7 | 3.9 | 3 | 1.7 | 0 | 0.0 | 1 | 0.6 | 1 | 0.6 | 3 | 1.7 |
Training found most valuable
The majority of respondents (58%) reported they valued training particularly in statistics and data analysis (19%), research methods (18%), and ethics and consent (10%), as well as statutory and mandatory training (10%) (Table 2 ).
By gender, the most valuable training was statistics and data analysis, and research methods training for many female respondents, while statistics and data analysis training was the most valuable training for the majority of male respondents. According to roles, research methods training was most valuable to the majority of medical doctors and dentists, statutory and mandatory training for research nurses and midwives, and statistics and data analysis training for most of the research scientists, research allied health professionals, administrators, managers, and others (Table 2 ).
Most important training area
Leadership skills was the most important training area for many respondents irrespective of their gender (25%) (Table 2 ). Most important training area by role included statistical analysis for medical doctors and dentists, designing and conducting clinical trials and clinical skills for research nurses and midwives, writing research grants and fellowship applications for research scientists and allied health professionals, and leadership skills for administrators, managers, and others (Table 2 ).
Open‐ended comments
In the free‐text comments, 44 participants (32 women and 12 men) provided information about why certain training courses were valuable to them (Box 1 ). These remarks illustrated the usefulness of training. The major themes evident from these comments were the application of training in research work, training tailored to the role, research‐related specific training, and training in specialized areas such as clinical, epidemiological, and communication skills (Box 1 ).
Selected open‐ended comments about the usefulness of training received
Training applicable at work
“The Biomedical Data Science training program was an incredible course, I learned a lot and have been able to apply it to my own data.” [Respondent #34, female, research scientist]
Training tailored to the role
“The EMBO [European Molecular Biology Organization] course: 30 hours of high‐quality leadership training tailored specifically to my role as a new PI [Principal Investigator].” [Respondent #35, male, research scientist]
“Leadership training SBS [Said Business School] access to wide network of international leaders and techniques to apply to the BRC [Biomedical Research Centre] and make a difference.” [Respondent #43, female, manager]
“Information Governance at HTA [Health Technology Assessment] as these are key aspects of my role.” [Respondent #150, female, research nurse/midwife]
Research‐related specific training
“Clinical Trial [training]…allowed me to run my study more carefully.” [Respondent #67, male, medical doctor/dentist]
“Publication schools – excellent and engaging faculty, gained a lot of knowledge about publishing process and the university regulations.” [Respondent #47, female, medical doctor/dentist]
“HRA [Health Research Authority] approvals as it was short so able to go in work time and relevant to job.” [Respondent #129, female, research nurse/midwife]
“GCP [Good Clinical Practice] update as relevant and practical and opportunity to meet other research staff.” [Respondent #134, female, research nurse/midwife]
Training in specialized areas
“Epidemiological assessment of vaccines provided me with knowledge applicable to my current post. Tropical nursing provided me with a wider knowledge of the diseases we are looking vaccines for.” [Respondent #78, male, research nurse/midwife]
“The vaccinology courses gave me more knowledge and understanding to work at a higher standard that was required, and the other training was helpful for career progressing.” [Respondent #185, female, administrator/manager]
“Communications course – extremely useful for having difficult conversations.” [Respondent# 112, female, medical doctor/dentist]
Ideal length of a training course
For most participants, regardless of gender and role, half a day was the perfect length of a training course (41%) (Table 3 ). The next best duration of a training course included 1–2 h, which was ideal for female respondents and those who were administrators and managers, as well as a full day that was the second best duration of training for male respondents and those who were medical doctors, dentists, allied health professionals, research nurses, and midwives (Table 3 ).
Ideal length of a training course, preferred time of day for training, ideal location for training, and preferred delivery style of training
Parameter | Total respondents | Gender | Professional role | |||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Female | Male | Administrators/managers | Medical doctors/dentists | Allied health professionals | Research nurses/midwives | Research scientists | Others | |||||||||||
% | % | % | % | % | % | % | % | % | ||||||||||
Ideal length of a training course | 180 | 100 | 107 | 59.4 | 73 | 40.6 | 27 | 15.0 | 32 | 17.8 | 12 | 6.7 | 29 | 16.1 | 58 | 32.2 | 24 | 13.3 |
Half a day | 74 | 41.1 | 45 | 25.0 | 29 | 16.1 | 7 | 3.9 | 12 | 6.7 | 5 | 2.8 | 17 | 9.4 | 23 | 12.8 | 10 | 5.6 |
Whole day | 45 | 25 | 22 | 12.2 | 23 | 12.8 | 4 | 2.2 | 11 | 6.1 | 4 | 2.2 | 6 | 3.3 | 16 | 8.9 | 4 | 2.2 |
1–2 h | 40 | 22.2 | 25 | 13.9 | 15 | 8.3 | 8 | 4.4 | 6 | 3.3 | 2 | 1.1 | 3 | 1.7 | 16 | 8.9 | 5 | 2.8 |
2–3 days | 11 | 6.1 | 8 | 4.4 | 3 | 1.7 | 3 | 1.7 | 3 | 1.7 | 0 | 0.0 | 1 | 0.6 | 2 | 1.1 | 2 | 1.1 |
Other | 10 | 5.6 | 7 | 3.9 | 3 | 1.7 | 5 | 2.8 | 0 | 0.0 | 1 | 0.6 | 2 | 1.1 | 1 | 0.6 | 1 | 0.6 |
Preferred time of day for training | 176 | 100 | 105 | 59.7 | 71 | 40.3 | 26 | 14.8 | 32 | 18.2 | 12 | 6.8 | 28 | 15.9 | 56 | 31.8 | 22 | 12.5 |
Morning | 105 | 59.7 | 66 | 37.5 | 39 | 22.2 | 17 | 9.7 | 13 | 7.4 | 8 | 4.5 | 21 | 11.9 | 30 | 17.0 | 16 | 9.1 |
Afternoon | 39 | 22.2 | 19 | 10.8 | 20 | 11.4 | 1 | 0.6 | 10 | 5.7 | 2 | 1.1 | 5 | 2.8 | 18 | 10.2 | 3 | 1.7 |
Lunchtime | 12 | 6.8 | 7 | 4.0 | 5 | 2.8 | 3 | 1.7 | 1 | 0.6 | 1 | 0.6 | 0 | 0.0 | 6 | 3.4 | 1 | 0.6 |
Evening | 4 | 2.3 | 1 | 0.6 | 3 | 1.7 | 0 | 0.0 | 4 | 2.3 | 0 | 0.0 | 0 | 0.0 | 0 | 0.0 | 0 | 0.0 |
Weekend | 2 | 1.1 | 1 | 0.6 | 1 | 0.6 | 0 | 0.0 | 1 | 0.6 | 0 | 0.0 | 0 | 0.0 | 1 | 0.6 | 0 | 0.0 |
Other | 14 | 8 | 11 | 6.3 | 3 | 1.7 | 5 | 2.8 | 3 | 1.7 | 1 | 0.6 | 2 | 1.1 | 1 | 0.6 | 2 | 1.1 |
Ideal location for training | 180 | 100 | 108 | 60.0 | 72 | 40.0 | 28 | 15.6 | 32 | 17.8 | 12 | 6.7 | 28 | 15.6 | 58 | 32.2 | 22 | 12.2 |
John Radcliffe Hospital | 83 | 46.1 | 50 | 27.8 | 33 | 18.3 | 12 | 6.7 | 16 | 8.9 | 8 | 4.4 | 11 | 6.1 | 27 | 15.0 | 9 | 5.0 |
Old Road Campus/Churchill | 49 | 27.2 | 27 | 15.0 | 22 | 12.2 | 3 | 1.7 | 7 | 3.9 | 2 | 1.1 | 13 | 7.2 | 17 | 9.4 | 7 | 3.9 |
Oxford City Centre | 22 | 12.2 | 14 | 7.8 | 8 | 4.4 | 7 | 3.9 | 2 | 1.1 | 1 | 0.6 | 0 | 0.0 | 9 | 5.0 | 3 | 1.7 |
Nuffield Orthopaedic Centre | 9 | 5 | 5 | 2.8 | 4 | 2.2 | 1 | 0.6 | 3 | 1.7 | 0 | 0.0 | 1 | 0.6 | 2 | 1.1 | 2 | 1.1 |
Outside Oxford | 6 | 3.3 | 3 | 1.7 | 3 | 1.7 | 0 | 0.0 | 3 | 1.7 | 0 | 0.0 | 1 | 0.6 | 2 | 1.1 | 0 | 0.0 |
Other | 11 | 6.1 | 9 | 5.0 | 2 | 1.1 | 5 | 2.8 | 1 | 0.6 | 1 | 0.6 | 2 | 1.1 | 1 | 0.6 | 1 | 0.6 |
Preferred delivery style of Training | 181 | 100 | 110 | 60.8 | 71 | 39.2 | 27 | 14.9 | 31 | 17.1 | 14 | 7.7 | 30 | 16.6 | 57 | 31.5 | 22 | 12.2 |
Interactive workshop | 94 | 51.9 | 61 | 33.7 | 33 | 18.2 | 13 | 7.2 | 16 | 8.8 | 8 | 4.4 | 16 | 8.8 | 29 | 16.0 | 12 | 6.6 |
Lecture/Talk | 45 | 24.9 | 25 | 13.8 | 20 | 11.0 | 8 | 4.4 | 10 | 5.5 | 2 | 1.1 | 7 | 3.9 | 14 | 7.7 | 4 | 2.2 |
Practical activities | 17 | 9.4 | 9 | 5.0 | 8 | 4.4 | 2 | 1.1 | 1 | 0.6 | 1 | 0.6 | 3 | 1.7 | 8 | 4.4 | 2 | 1.1 |
Online | 17 | 9.4 | 8 | 4.4 | 9 | 5.0 | 2 | 1.1 | 4 | 2.2 | 1 | 0.6 | 2 | 1.1 | 5 | 2.8 | 3 | 1.7 |
Journal club/Discussion | 2 | 1.1 | 1 | 0.6 | 1 | 0.6 | 0 | 0.0 | 1 | 0.6 | 0 | 0.0 | 0 | 0.0 | 1 | 0.6 | 0 | 0.0 |
Other | 6 | 3.3 | 4 | 2.2 | 2 | 1.1 | 3 | 1.7 | 0 | 0.0 | 0 | 0.0 | 1 | 0.6 | 1 | 0.6 | 1 | 0.6 |
Preferred time of day for training
Regardless of respondents’ gender and role, morning was the most preferred time (60%), and weekends was the least preferred time for training (1%) (Table 3 ). The second most preferred time for training was afternoon for both male and female respondents and for medical doctors, dentists, allied health professionals, and research nurses and midwives, while lunch time was the second most preferred time for training for administrators and managers (Table 3 ). Research scientists equally preferred whole day and 1–2 h as the second most preferred times for training (Table 3 ).
Ideal location for training
The main teaching hospital (i.e., John Radcliffe Hospital) was the most preferred location for training (46%), irrespective of respondents’ gender and role except research nurses and midwives, while training outside of the city (i.e., Oxford) was the least preferred location (3%), regardless of respondents’ gender and role (Table 3 ).
Preferred delivery style of training
Regardless of respondents’ gender and role, an interactive workshop was the most preferred delivery style of training (52%), while a journal club/Discussion was the least preferred (1%) training delivery style (Table 3 ).
Barriers to attending training
While 37% of respondents did not face any barriers to attending training, 63% of those surveyed encountered different barriers that prevented them from attending training courses (Table 4 ). The most common reasons for not attending training courses included lack of time (31%), work commitments (21%), clinical commitments (19%), and childcaring and family responsibilities (14%) (Table 4 ). Both male and female respondents reported a lack of time as the most common barrier; time was also a major barrier for many administrators and managers, and research scientists; however, medical doctors, dentists, research nurses, and midwives reported clinical commitments as the most common barrier to attending training courses (Table 4 ).
Barriers | Total | Gender | Professional role | |||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Female | Male | Administrators/managers | Medical doctors/dentists | Allied health professionals | Research nurses/midwives | Research scientists | Others | |||||||||||
% | % | % | % | % | % | % | % | % | ||||||||||
Total respondents | 129 | 100 | 84 | 65.1 | 45 | 34.9 | 21 | 16.3 | 23 | 17.8 | 9 | 7 | 23 | 17.9 | 35 | 27.1 | 18 | 14 |
None | 48 | 37.2 | 27 | 20.9 | 21 | 16.3 | 7 | 5.4 | 3 | 2.3 | 2 | 1.6 | 5 | 3.9 | 23 | 17.8 | 8 | 6.2 |
Yes | 81 | 62.8 | 57 | 44.2 | 24 | 18.6 | 14 | 10.9 | 20 | 15.5 | 7 | 5.4 | 18 | 14.0 | 12 | 9.3 | 10 | 7.8 |
Lack of time | 25 | 30.9 | 17 | 21.0 | 8 | 9.9 | 6 | 7.4 | 5 | 6.2 | 2 | 2.5 | 3 | 3.7 | 7 | 8.6 | 2 | 2.5 |
Work commitments | 17 | 21.0 | 14 | 17.3 | 3 | 3.7 | 4 | 4.9 | 2 | 2.5 | 2 | 2.5 | 5 | 6.2 | 0 | 0.0 | 4 | 4.9 |
Clinical commitments | 15 | 18.5 | 9 | 11.1 | 6 | 7.4 | 0 | 0.0 | 9 | 11.1 | 0 | 0.0 | 5 | 6.2 | 1 | 1.2 | 0 | 0.0 |
Childcare and family commitments | 11 | 13.6 | 7 | 8.6 | 4 | 4.9 | 3 | 3.7 | 2 | 2.5 | 0 | 0.0 | 2 | 2.5 | 3 | 3.7 | 1 | 1.2 |
Traveling and parking | 6 | 7.4 | 5 | 6.2 | 1 | 1.2 | 0 | 0.0 | 2 | 2.5 | 1 | 1.2 | 0 | 0.0 | 1 | 1.2 | 2 | 2.5 |
Insufficient notice | 5 | 6.2 | 2 | 2.5 | 3 | 3.7 | 0 | 0.0 | 1 | 1.2 | 2 | 2.5 | 0 | 0.0 | 1 | 1.2 | 1 | 1.2 |
Part‐time work | 5 | 6.2 | 5 | 6.2 | 0.0 | 0 | 0.0 | 0 | 0.0 | 2 | 2.5 | 2 | 2.5 | 1 | 1.2 | 0 | 0.0 | |
Relevance/right course | 4 | 4.9 | 3 | 3.7 | 1 | 1.2 | 0 | 0.0 | 1 | 1.2 | 0 | 0.0 | 0 | 0.0 | 1 | 1.2 | 2 | 2.5 |
Cost/fees | 4 | 4.9 | 4 | 4.9 | 0 | 0.0 | 1 | 1.2 | 0 | 0.0 | 1 | 1.2 | 1 | 1.2 | 1 | 1.2 | 0 | 0.0 |
Location/city centre | 4 | 4.9 | 3 | 3.7 | 1 | 1.2 | 1 | 1.2 | 0 | 0.0 | 1 | 1.2 | 1 | 1.2 | 1 | 1.2 | 0 | 0.0 |
Permission | 2 | 2.5 | 2 | 2.5 | 0 | 0.0 | 1 | 1.2 | 1 | 1.2 | 0 | 0.0 | 0 | 0.0 | 0 | 0.0 | 0 | 0.0 |
Other (e.g., talks and students) | 1 | 1.2 | 1 | 1.2 | 0 | 0.0 | 0 | 0.0 | 0 | 0.0 | 0 | 0.0 | 0 | 0.0 | 1 | 1.2 | 0 | 0.0 |
Nearly 800 people were sent the online survey and about one in four participants completed and returned it. Thus, the response rate was 24%, which is relatively low but it is comparable to many studies involving clinicians and using online/web surveys, 18 which usually have a low response rate. 19 Nonetheless, the accuracy and validity of studies with lower response rates are not less than the studies having higher response rates. 20 , 21
Six of ten (60%) respondents were women and the largest professional group to respond was research scientists (31%). The proportion of female respondents tends to be higher than male respondents in studies that have important implications for women such as gender equity and markers of achievement in translational research settings ,22 as well as health and wellbeing issues affecting clinicians and other healthcare professionals. 23
While the majority of respondents reported receiving training within the past year, there were mixed reviews regarding the usefulness of the training. Those courses linked directly to professional development, career advancement, and research expertise were well received given their implications for developing competencies and improving recruitment and retention, as well as improving healthcare delivery 3 and research productivity such as publications. 10
For example, training in leadership skills and research grant and fellowship writing were highlighted as the most important training opportunities for the future as these skills are associated with advancement in rank and leadership positions as well as research excellence. 10 Training in leadership also helps in increasing personal effectiveness and promoting a positive attitude to professional development. 9 Female respondents were more likely to identify the need for leadership skills training when compared to male respondents. These findings may be indicative of a gap in leadership skills among women in translational research settings 24 , 25 where leadership is considered as a marker of achievement. 22 Gender equity in leadership is essential, 22 , 25 and the gender gap in leadership could be reduced by providing leadership training. 26 Training in gender‐specific leadership interventions can also improve leadership and decision making. 27
In terms of training delivery method, our results showed that mornings were the most popular, along with half‐day interactive workshops, which promote deeper and more productive learning. 28
The most preferred training location was near to the workplace, which is recommended for the training of healthcare workers. 29 We found that busy professionals working in translational research, such as clinicians and nurses, need training that is convenient, nearby, and flexible to fit with their incredibly busy schedules. 30
A range of barriers to attending training were reported and the major barriers were the lack of time, 31 work and clinical commitments as well as childcare and family responsibilities. 32 The greatest barriers to attending training among medical doctors, dentists, nurses, and midwives were lack of time and clinical commitments. 33 In contrast, administrators, managers, and research scientists had less time to attend training. Transportation and parking were also obstacles to training, especially for people with disabilities. It is therefore imperative to provide training at a convenient and easily accessible location where participants do not have to travel, which could save the time of busy clinicians and it would be a great advantage to participants with disabilities and other limitations.
Table 5 shows differences by gender and role of respondents regarding training experiences, needs, and barriers, which we present at two levels, namely first and second most frequently occurring based on the most and second most common number of responses, respectively. We found some differences based on the gender and roles of respondents, but these were not statistically significant and therefore we do not present the results of these statistical analyses here. The differences in training issues not being statistically significant could be attributed to the fact that there were many categories of each training issue and fewer responses in some categories.
Differences in training needs, preferences, and barriers by gender and role
Parameter | Gender | Professional Role | ||||||
---|---|---|---|---|---|---|---|---|
Female | Male | Administrators/managers | Medical doctors/dentists | Allied health professionals | Research nurses/midwives | Research scientists | Others | |
Training received in the last year | ||||||||
Most common | Research methods; statutory and mandatory training | Statistics and data analysis | Statutory and mandatory training | Statistics and data analysis; good clinical practice | Statistics and data analysis | Good clinical practice; statutory and mandatory training | Statistics and data analysis | Statistics and data analysis |
Second most common | Statistics and data analysis | Good clinical practice; leadership skills | Statistics and data analysis; research methods | Research methods | Research methods; leadership skills | Research methods; degrees, diplomas, and certificate courses | Research methods; leadership skills | Research methods; statutory and mandatory training; good clinical practice; degrees, diplomas, and certificate courses; ethics and consent |
Training found most valuable | ||||||||
Most common | Statistics and data analysis; research methods | Leadership skills; statistics and data analysis | Statistics and data analysis | Research methods | Statistics and data analysis | Degrees, diplomas, and certificate courses; statutory and mandatory training | Statistics and data analysis | Statistics and data analysis |
Second most common | Statutory and mandatory training | research methods | Research methods | Statistics and data analysis; ethics and consent; good clinical practice | Leadership skills; ethics and consent; clinical skills; research methods | research methods; clinical skills | Leadership skills | Ethics and consent |
Most important training area | ||||||||
Most common | Leadership skills | Leadership skills | Leadership skills | Statistical analysis | Research grant/fellowship writing | Designing and conducting clinical trials; clinical skills | Research grant/fellowship writing | Leadership skills; academic writing |
Second most common | Statistical analysis | Research grant/Fellowship writing | Research skills | Leadership skills | Leadership skills; Statistical analysis | Leadership skills; statistical analysis | Leadership skills | Research grant/fellowship writing; statistical analysis; clinical skills; research skills |
Ideal length of training | ||||||||
Most common | Half a day | Half a day | 1–2 h | Half a day | Half a day | Half a day | Half a day | Half a day |
Second most common | 1–2 h | Whole day | Half a day | Whole day | Whole day | Whole day | 1–2 h; whole day | 1–2 h |
Preferred time of the day for training | ||||||||
Most common | Morning | Morning | Morning | Morning | Morning | Morning | Morning | Morning |
Second most common | Afternoon | Afternoon | Other | Afternoon | Afternoon | Afternoon | Afternoon | Afternoon |
Ideal location for training | ||||||||
Most common | John Radcliffe Hospital | John Radcliffe Hospital | John Radcliffe Hospital | John Radcliffe Hospital | John Radcliffe Hospital | Churchill Hospital/Old Road Campus | John Radcliffe Hospital | John Radcliffe Hospital |
Second most common | Churchill Hospital/Old Road Campus | Churchill Hospital/Old Road Campus | Oxford City Centre | Churchill Hospital/Old Road Campus | Churchill Hospital/Old Road Campus | John Radcliffe Hospital | Churchill Hospital/Old Road Campus | Churchill Hospital/Old Road Campus |
Preferred style of training delivery | ||||||||
Most common | Interactive workshop | Interactive workshop | Interactive workshop | Interactive workshop | Interactive workshop | Interactive workshop | Interactive workshop | Interactive workshop |
Second most common | Lecture/Talk | Lecture/Talk | Lecture/Talk | Lecture/Talk | Lecture/Talk | Lecture/Talk | Lecture/Talk | Lecture/Talk |
Barriers to attending training | ||||||||
Most common | Lack of time | Lack of time | Lack of time | Clinical commitments | Lack of time; insufficient notice; work commitments; part‐time work | Clinical commitments; work commitments | Lack of time | Work commitments |
Second most common | Work commitments | Clinical commitments | Work commitments | Lack of time | Traveling and parking; cost/fees; location (e.g., city centre) | Lack of time | Childcare and family commitments | Lack of time; traveling and parking; relevance/right course |
Nonetheless, our findings showed that female participants could not afford to attend a training course for an entire day because of family commitments such as childcare and caring for elderly and sick family members, that are mostly carried out by women, 34 both before and during the COVID‐19 pandemic. 35
Our results revealed that the most common barrier to attending training for medical doctors, dentists, and research nurses was clinical commitments, while for research scientists, administrators, and managers the most common barrier was time constraints (Table 5 ), however these differences were not statistically significant.
However, evidence shows that the role or professional group of a trainee is an important factor that influences training needs. 31 It is therefore important that professional training is inclusive and considers participants’ professional roles, preferences, needs, accessibility, location, timing, physical limitations, and work and family commitments. It is also essential to consider equality, diversity, and inclusion in the development of training programs, especially in biomedical research settings where translational research is conducted in diverse clinical domains by multidisciplinary research teams, 36 , 37 which often have differing training needs and preferences as identified in the present study.
Training gap
In our survey we asked participants what type of training they had already received in the previous year and what they found valuable, and we discovered that nearly one‐third of the respondents (32%) did not receive any training at all. For those who had received training (68%), networking with other researchers was one of the main benefits. Even though professional training courses such as good clinical practice and informed consent remain mandatory, there is a gap in continuous personal development training.
Interestingly, 57% of the 44 respondents who identified leadership as their most important development and training need were women and 27% were clinical staff. Studies have shown the importance of good medical leadership training 38 because leadership is one of the competencies required in translational research. 36
The results of our study indicate a gap in the availability of training opportunities, particularly for leadership training, for translational researchers. These findings can be used to further develop training as an integral part of career development pathways for translational researchers and research support staff in order to meet their professional and career advancement goals.
Strengths and limitations of the study
We conducted this survey to identify gaps in the NIHR Oxford BRC's training and development program as well as to identify the training and development needs and preferences of translational researchers and research support staff affiliated with or supported by the BRC. Leadership, grants/fellowship writing, and statistical analysis skills were the most sought‐after training skills. Time constraints and work commitments, along with childcare obligations, impeded attendance at training programs.
Limitations of the study include a relatively low response rate (i.e., 24%); however, this is comparable to previous studies 18 and is even higher than some earlier research involving clinicians. 39 Another limitation of the study is that there were no statistically significant differences in training needs, preferences, and barriers based on either the gender or professional role of the respondents.
CONCLUSIONS
In translational research settings, training sessions should be held at a convenient location, during the working day, preferably in the morning, to best meet the training needs of translational researchers and research support staff. Training should be easily accessible, interactive, and relevant. Among the most critical areas for training of translational researchers are leadership skills, grant and fellowship writing, and statistics and data analysis. Time constraints as well as clinical and work commitments continue to be the biggest barriers to training for translational researchers, especially for clinicians and nurses. Translational researchers have different training needs, preferences, and barriers dependent on the participants’ sociodemographic characteristics, mainly their roles and professional groups, which need to be taken into account when designing inclusive training and developing courses and programs in biomedical research settings.
CONFLICT OF INTEREST
K.B. is Training and Education Manager, S.G.S.S. is Senior Research Fellow, L.R.H. is Senior Manager, and V.K. is Chief Operating Officer at the National Institute for Health Research Oxford Biomedical Research Centre, Oxford University Hospitals NHS Foundation Trust, John Radcliffe Hospital, Oxford, United Kingdom.
AUTHOR CONTRIBUTIONS
K.B., S.G.S.S., L.R.H., and V.K. wrote the manuscript. K.B. and S.G.S.S. designed the research. K.B. performed the research. K.B. and S.G.S.S. analyzed the data.
CONSENT TO PARTICIPATE
In line with the University of Oxford's policy on staff and students in research, participation was entirely voluntary. Participants were able to withdraw at any time, and their participation or decision not to participate did not affect their employment or academic assessment in any way. Completion of the questionnaire survey was considered as their consent. All data were coded to ensure participants’ anonymity and confidentiality, and data were digitally stored on a password‐protected PC that could only be accessed by the lead researcher. Results are reported at an aggregate level.
PREPRINT DEPOSITION
A preprint of this manuscript was published on the medRxiv preprint on August 29, 2021 ( https://doi.org/10.1101/2021.08.27.21261708 ).
ACKNOWLEDGMENTS
We wish to thank all the participants for taking the time to complete the survey. We also thank Rochelle Cook for checking the manuscript.
Bell K, Shah SG, Henderson LR, Kiparoglou V. Translational researchers’ training and development needs, preferences, and barriers: A survey in a National Institute for Health Research Biomedical Research Centre in the United Kingdom . Clin Transl Sci . 2022; 15 :1737‐1752. doi: 10.1111/cts.13289 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
Karen Bell and Syed Ghulam Sarwar Shah are joint first authors on this work.
This study was funded/supported by the National Institute for Health Research (NIHR) Oxford Biomedical Research Centre (Research Grant No. IS‐BRC‐1215‐20008). The funding organization had no role in the survey design, implementation, analysis, and interpretation of this study. The views expressed are those of the author(s) and not necessarily those of the National Health Service (NHS), the NIHR, or the Department of Health.
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About NCRM and how we can help you
The National Centre for Research Methods (NCRM) delivers cutting-edge research methods training and capacity building across the UK. We provide courses and resources for both learners and trainers, supporting the research community in the social sciences and beyond.
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The Qualitative Science and Methods Training Program (QSMTP) methods core, founded in 2017, provides state-of-the-science training and mentoring in qualitative and mixed research methods to postdoctoral and faculty investigators in the health sciences. Qualitative methods involve the use of in-depth interviews, focus groups, cognitive interviews, and/or other procedures to optimize methodological rigor and enhance data richness. Integration of qualitative and quantitative methods (“mixed methods”) is increasingly expected in successful patient-oriented research applications to the NIH and other sponsors.
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Sentio Scholar Applies Qualitative Skills in Turkey and Nepal
Ceren Sönmez, Ph.D., the first Sentio scholar, has used her newly developed qualitative skills to study depression and anxiety among mothers in Turkey and depression among adolescents in Nepal.
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“ Qualitative research was a whole new area of research for me. I have been funded to do quantitative research but my knowledge of qualitative methods was limited. With the QSMTP workshop I was able to appreciate the richness of qualitative data, its application in so many areas of medicine, and methodology. I then got funded through NHLBI to conduct a qualitative study. I could not have done this without Dr Guthrie's invaluable guidance and support. She is always available, is a great teacher, mentor, and sponsor, and has truly helped us in performing methodologically sound studies and offered our team of investigators additional flexibility on days that work for us. In short, she's an incredible methodologist and a wonderful teacher and I would do it again in a heartbeat. ”
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“ The QSMTP has been fundamental to better understanding qualitative work and gaining knowledge around best practices. QSMTP informed and guided my grant writing as well as the development of the agendas for in-depth qualitative interviews. Dr. Guthrie connected me with other personnel to practice my agendas in Spanish, which has been really helpful [in] tailoring the process to the needs of my project, which include interviews to Latinx caregivers around accessing mental health care and understanding the intergenerational transmission of trauma and the impact in Latinx parenting practice. ”
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QSMTP offers such a rich learning environment. The workshop and seminar allow for the development of sound theoretical and foundational knowledge in qualitative skills, but also the hands-on, applied skills of designing, implementing, and analyzing qualitative data. Further, the rich environment of multidisciplinary peers allows for modeling of skills as well as vicarious learning. I learned so much in QSMTP that I never would have even known to ask! Further, having such a wealth of knowledge but also humor in Dr. Guthrie and my peers has greatly enriched my life as well as my work.
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Dr. Guthrie brings rich expertise and enthusiasm to her course on qualitative research study design, data collection, and implementation. She provided me with foundational skills and personalized, weekly training in qualitative methods that allowed me to complete the initial qualitative aims of my NIMHD-funded K23 focused on developing and culturally tailoring an online behavioral weight loss intervention for sexual minority women.
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Professor Gabriele Durrant PhD
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- Introduction
- About the course
About the Course
This course is aimed at equipping the participants with the knowledge and skills to undertake a research study. The participants will understand relevant theories, concepts, tools and techniques in research. This course is designed to be practical therefore the theoretical knowledge that constitutes research methodology is organized around the operational steps that form the research process for both quantitative and qualitative research.
Target Participants
This training on research on methodology is aimed at researchers, students, academics or any other professional who want to enhance their research skills.
What you will learn
By the end of this training the participants will be able to: .
- Formulate and write research questions, hypotheses and research objectives
- Effectively select the correct research design
- Examine critically the importance of a sampling strategy in both quantitative and qualitative research and be familiar with key sampling methods
- Undertake a critical literature review and recognize the strengths and weaknesses in secondary data
- Develop robust data collection instruments
- Write a research proposal that demonstrates an understanding of the research process and the key principles of research ethics
- Identify and appraise appropriate routes for the dissemination of research findings
Course Duration
Online 14 Days
Classroom-based 10 Days
Course Outline
Module 1: introduction to research, introduction to research.
- Research defined
- Research process
- What makes research scientific
From Research idea to Researchable Problem
- Where do research ideas come from
- Formulating the research problem
- Research problem to researchable questions
Formulating Research Questions, Hypotheses and Objectives
- Research questions
- Research hypotheses
- Research objective(s)
- Formulating research statements
Module 2: Research Approaches and Design
Research approaches.
- Introduction to research approach
- Quantitative research approach
- Qualitative research approach
- Mixed methods approach
Research Design
- Introduction to research design
- Relationship between research approach, research design and research methods
- Descriptive research
- Correlational research
- Causal-comparative
- Experimental
- Narrative research
- Phenomenology
- Grounded theory
- Ethnographies
- Explanatory sequential
- Exploratory sequential
- Transformative, embedded, or multiphase
- Criteria for selecting a research approach and design
Module 3: Sampling
Introduction to sampling.
- What is sampling?
- Sampling process
- What makes a good sample?
- Sampling method types
Sources of Error in Sampling and Measurement
- Sampling error
- Non-sampling errors
- Accuracy, precision, and bias
Sampling Methods
- Probability sampling
- Non-probability sampling
Sample Size Calculation
- Sample size calculation parameters
- Sample size calculation approaches and formulas
- Sample size considerations
Module 4: Data Collection in Research
Introduction to data collection.
- Data collection techniques
- Data collection sources
- Data collection pathways
Quantitative Data Collection
- Qualitative data collection methods and tools
- Survey questionnaire
- Designing the questions
- Structuring the questionnaire
- Building a data management and analysis plan
- Pre-testing and finalizing data collection tools
Qualitative Data Collection
- Interview guide design
- Interview conduct
- Special considerations
- Designing the FGD guide
- Conducting the FGD
Module 5: Research Writing
Literature review.
- Characteristics of literature reviews
- Analysis and synthesis
- Types of literature reviews
- Process of conduction literature review
- Referencing and citation
Developing a Research Protocol
- Introduction to research protocol
- Drafting the main components of a research protocol
- Ethical review
Research Report
- Report structure
- Report content
- Data presentation
- Dissemination of findings
Training Approach
This training on research methodology is delivered by our seasoned trainers who have vast experience as expert professionals in research study. The course is taught through a mix of practical activities, theory, group works and case studies.
Training manuals and additional reference materials are provided to the participants.
Certification
Upon successful completion of this Training on Research Methodology, participants will be issued with a certificate certified by the National Industrial Training Authority (NITA).
Tailor-Made Course
We can also do this as tailor-made course to meet organization-wide training needs. A training needs assessment will be done on the training participants to collect data on the existing skills, knowledge gaps, training expectations and tailor made needs.
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COMMENTS
Learn from experienced tutors in various research areas and formats, including online, face-to-face, and blended learning. Find out the upcoming courses and how to apply for credit or professional development.
comprehensive training in research methods. NCRM delivers training and resources at core and advanced levels, covering quantitative, qualitative, digital, creative, visual, mixed and multimodal methods. Join our mailing list. Receive monthly updates about our latest courses and resources. Short courses. Browse our calendar of training courses ...
Topics that seem to be included in most research methods courses include: How to develop a research question. Developing a research design. Methodology. Methods of data collection. Sampling. Ethics. Validity, Reliability, Rigor. Techniques of data collection (For example, how to conduct a good interview)
Online learning for skills and research methods. SAge Campus Blog. Embarking on your academic journey requires more than just attending classes; it demands mastering a diverse array of skills essential for success. Sage Campus offers a dynamic solution tailored to meet these demands through flexible and self-paced online learning.
Course credits already taken for a degree plan may be applied toward the ARM certificate. ... which must be received by application deadline date. ... who wish to enhance or refresh their potentially dated research methods training. Certificate Requirements. Complete four (4) approved advanced research methods courses, totaling 12-credit hours ...
The training workshops in 2024 include the following: Advanced Training Institute on Single-Case Research Methods: This training provides support to education researchers for designing and conducting methodologically rigorous single-case intervention studies. Training Dates: July 9-13, 2024. Applications due: March 13, 2024.
NCRM and its centre partners offer a wide range of training and capacity building activities throughout the year, both online and in person. At the core of these activities are our short courses and workshops, which cover topics at introductory, intermediate and advanced levels. Our programme of courses is complemented by large events, such as ...
29/07/24. Ethnographic Methods (Online) Dr. Niko Besnier Zoom Online Conference. 06/08/24. Participatory Action Research (PAR): Equitable Partnerships and Engaged Research (Online) (fully booked) Dr Kim Ozano and Dr Laura Dean Delivered online by University of Liverpool (an NCRM Centre Partner) 12/08/24.
RSMT 3501: Introduction to Research Methods. This course will provide an opportunity for participants to establish or advance their understanding of research through critical exploration of research language, ethics, and approaches. The course introduces the language of research, ethical principles and challenges, and the elements of the ...
NCRM training overview. Research methods training is at the core of NCRM's mission. On this page, you can find links to our searchable training database and the full programme of forthcoming NCRM courses.The database provides up-to-date information on an extensive range of courses run by NCRM, our partners, specialist training providers and universities from across the UK.
Only about 2% of an already underfunded health budget is earmarked for mental health by the Ministry of Health (MoH). ... and training in, research methods, ... Funding was received from the UK Research and Innovation GCRF Research For Health in Conflict (R4hC-MENA), developing capabilities, partnerships and research in the Middle East and Near ...
By gender, the most valuable training was statistics and data analysis, and research methods training for many female respondents, while statistics and data analysis training was the most valuable training for the majority of male respondents. ... In our survey we asked participants what type of training they had already received in the ...
About NCRM and how we can help you. The National Centre for Research Methods (NCRM) delivers cutting-edge research methods training and capacity building across the UK. We provide courses and resources for both learners and trainers, supporting the research community in the social sciences and beyond. Use the links below to find out how to get ...
QSMTP offers training and mentoring in qualitative and mixed research methods to health sciences investigators. Learn about the seminar, workshop, consultation, and scholarship services, and see testimonials from past participants.
In January 2020, NCRM entered a new phase with an ESRC award for five years. The new phase focuses on delivering a comprehensive programme of cutting-edge research methods training across the UK. This phase is still delivered by the Universities of Southampton, Manchester and Edinburgh but this partnership is significantly enhanced and expanded ...
Training Approach. This training on research methodology is delivered by our seasoned trainers who have vast experience as expert professionals in research study. The course is taught through a mix of practical activities, theory, group works and case studies. Training manuals and additional reference materials are provided to the participants.
Training and professional development for researchers at various stage in their career: graduate and doctoral students, early-career researchers, and those with substantial experience looking for a refresher or extending their research into new areas Mixed research methods Medical and health sciences Ecological research Advanced Research ...