Can Research Training be Improved in Health Professional Student Curricula? A Qualitative Descriptive Study of Health Students’ Experiences with an Integrated Research Training Platform

Appendix 1. Health and Medical Sciences Research Modules

The University of Western Australia (UWA) developed the ‘Health and Medical Sciences Research Modules’, and the contents were predominantly sourced from the Research Education Program, under Child and Adolescent Health Services, and the Research Education and Training Program, under WA Health Translation Network, with material added from UWA academics. Permission was obtained to use the contents to develop the Modules, which were curated by UWA academics for this project to suit for any future health professional.

Below is an overview of what is communicated to students in terms of how the modules are structured, and descriptions on what topics are covered. Most topics typically take 1 h to complete.

Landing Page Information

This hub mainly comprises three modules:

1.

Module 1: Research Concepts in Health — this module contains information that will give a sound theoretical grounding of key concepts in health research.

2.

Module 2: Implementing Research in Health — this module contains information and practical tips on how to conduct research.

3.

Module 3: Translating Research in Health — this module contains information that will help communicate research to the wider public, as well as help apply research to practice.

This research hub works alongside the relevant research unit(s) that students are enrolled in. The purpose of this hub is to provide relevant and useful information about various aspects of research, so that students can then apply knowledge in enrolled research units.

Module 1 — Research Concepts in Health Research Fundamentals

Students will learn about the basis of evidence-based medicine (EBM) in health research, the stages of planning and conducting research, and the basics of developing a research protocol.

Research Ethics and Governance

Students will learn about how ethics can be used to strengthen research study designs, and.

the general principles and responsibilities related to governance, recent changes to the state and national governance framework, and implications for researchers.

Literature Searching and Management

Students will learn how to perform a basic literature search and how to manage references.

Conducting Systematic Reviews

Students will learn about different ways to review relevant literature, with a focus on the processes involved in conducting systematic reviews.

Approaches to Qualitative Research

Students will learn about qualitative research and different ways to conduct research projects requiring qualitative approaches.

Approaches to Quantitative and Mixed Method Research

Students will learn about quantitative and mixed methods research and different ways to conduct research projects requiring quantitative/mixed methods approaches.

Adaptive Trials

Students will be provided with an overview of adaptive clinical trials.

Survey Design and Techniques

Students will learn practical tips on how to plan and conduct surveys.

Basic Statistics

Students will learn about basic statistical concepts and how to apply this knowledge to interpreting scientific claims.

Sample Size Calculation

Students will learn about how to determine the right sample size for quantitative research projects.

Rapid Critical Appraisal of Scientific Literature

Students will learn practical tips to critically evaluate the quality of research studies.

Data Collection and Management

Students will learn practical tips on how to create and maintain a secure, accurate database of research data.

Health Economics: Application to research

Students will learn about the importance and relevance of health economics in health research.

Module 2 — Implementing Research in Health Getting the Most out of Research Supervision: for Students and Supervisors

Students will learn practical tips about how to ensure supervisory relationship best supports them in their research journey.

Good Clinical Practice (GCP)

Students will learn about ethical and scientific standards and guidelines, as it applies to all research involving human participants.

Consumer and Community Involvement in Research

Students will learn about how to get consumers involved in research to maximise the benefit of research to the wider community.

Involving Aboriginal People in Research

Students will learn about how to engage Aboriginal people in research, and ethical and cultural considerations.

Qualitative Analysis Overview

Students will learn how to analyse qualitative data.

Quantitative Analysis Overview

Students will learn how to analyse quantitative data using statistical tests.

Module 3 — Translating Research in Health Scientific Writing

Students will learn practical tips on how to write a scientific report.

Oral Presentation of Research Results

Students will learn practical tips for presenting research in an oral format.

Grant Applications

Students will learn how to find grant opportunities and practical tips for writing a quality grant application.

Knowledge Translation

Students will learn about the importance of sharing and applying research findings so that they can improve the health of communities.

Using Social Media in Research

Students will learn about ways to virtually connect with other researchers, build network, and in the long run, effectively translate research to a wider audience.

Media and Communication in Research

Students will learn practical tips on working with the media to ensure research is communicated in an engaging, accurate, and responsible way.

Appendix 2. Student Interview GuideBuild Rapport Through Zoom with Video and Audio

Ask the participant to turn off the video, and mention that we’ll be recording the audio. Mention they will get a little box asking for permission for recording. (If it affects their participation, then say we can turn it on and delete the video afterwards. Do not initiate this myself however; allow the participant to initiate it due to ethics.)

(Enthusiasm to make up for the lack of video.) Thank you so much for agreeing to participate in this study. I’m going to quickly give a snapshot of this interview and why we’re doing it. As you are aware, the Health and Medical Sciences Research Modules have been developed to assist students to learn the research skills alongside the face to face teaching from the faculties. Our research project aims to evaluate the research Modules, so that we can improve it for future students, and we cannot do this without your assistance. We really do appreciate you taking the time to participate in this interview, which will be about me trying to understand your experiences with the Modules.

And now, don’t mind me, I’m just going to read off a bit of the standard blurb that I need to do before each interview. So, I’m going to ask you a number of questions relating to your experience with the Health and Medical Sciences Research Modules. There are no right or wrong answers, and you can skip any questions you do not feel comfortable answering. All your answers and opinions are valuable to the research team in gaining an understanding of how to improve the Modules.

At the end of the interview, I will also ask you some questions about your background, such as age, the discipline you are in, and more (this is for the demographics for the research paper, we’re not running analysis on them). I will not link your background information to the responses you provide in the interview. Again, if you don’t feel comfortable answering any questions, you can skip them. Did you have any questions before we begin?

1.

First of all, can you tell me about your research experience?

(a)

Follow up: formal research training or informal research experiences such as projects.

(b)

IF participant has at least some research experience:

(i)

Follow up: Can you tell me more about the research skills you have?

(ii)

(Prompt: For example, what kinds of study designs and methodologies have you had experience in (examples include: quantitative, qualitative, survey, interview, cohort study, experimental study) do you have experience with, and what kinds of data analytical techniques?)

(iii)

Follow up: What about your experiences with the dissemination of research?

2.

Having used the Health and Medical Sciences Research Modules, what are your thoughts on the quality of the content?

(a)

Follow up: what do you think of the selection of topics covered by the Research Modules?

(b)

Follow up: What particular topics or topic areas did you like?

(i)

Prompt: For example, think about the quality of the content, usefulness/relevance of the topics.

(c)

Follow up: What particular topics or topic areas did you feel could be improved?

(i)

Prompt: For example, think about the quality of the content, usefulness/relevance of the topics.

(d)

Follow up: How would you like these topics/topic areas to be improved?

3.

How helpful did you feel the Research Modules content were to your learning of research skills?

(a)

Follow up: What aspects of the Modules did you find were helpful, if any?

(b)

Follow up: What aspects of the Modules did you feel needed improvement?

4.

What has been your experience with how the Research Modules have been integrated within your research unit(s)?

(a)

Prompt: What are your thoughts about how well the Research Modules have been used to complement the face-to-face classes in your research unit(s)?

(b)

Follow up: What do you think would be helpful for you, in improving the integration between the Research Modules and the face-to-face tutorials?

(c)

If they don’t mention assessments, ask about assessments, integration with the face to face teaching, and the assessments/projects.

5.

What has been your experience with the style the contents are delivered by the Research Modules?

(a)

Prompt: What are your thoughts on the way the interactive lectures deliver the contents, the videos, and other ways in which the contents are delivered?

(b)

Follow up: What are some other media which you believe would be helpful for you, in delivering the contents of the Research Modules?

(c)

What experiences have you had with different methods of teachings?

At interview conclusion:

Thank you for your time today, you’ve provided a lot of comments. What other comments did you have?

This concludes the interview. Now I will ask you some questions about your background.

Turn off the recording now, and dictation device (If using) and start writing the demographics down

Which discipline are you in?

Which year of the course are you in?

Have you completed any degrees before this? What is your highest education level obtained?

How old are you?

Gender.

Thank the interviewee and conclude.

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