جستجوی مقالات مرتبط با کلیدواژه "research methodology" در نشریات گروه "پزشکی"

The concept of Evidence-Based Medicine (EBM) and critical appraisal should be taught to undergraduate (UG) medical students so that future doctors can confidently assess the trustworthiness of the literature they read. In the current study, the understanding of biomedical research among Indian UG medical students was assessed.

The Cross-sectional survey questionnaire as a Google form was circulated via online mode (WhatsApp, e-mail) in December 2020. Any UG medical students including interns from India could voluntarily participate. We aspired to get more than 601 responses as this was the minimum sample size calculated for our study, but we analyzed 715 responses. The questions of this self-made questionnaire were framed for assessing participants' attitudes and knowledge about healthcare research, EBM, and critical appraisal. The data were descriptively analyzed in frequency percentage. Chi2 tests were used to compare the association between categorical variables.

Almost equal participation from all grades of the MBBS study, with almost equal gender distribution, and the mean (SD) age of the participants was 21.09(2.06) years. 22% wanted to do their post-graduation (PG) abroad. 59% surfed the internet for new subject knowledge. Teachers have never asked to refer to any journal for 66%. 14% have read journal articles at least once, with half of the understanding. No difference in biostatistics knowledge before and after its curricular teaching in Third MBBS part 1. Foreign PG aspirants were taking part in research activities more. 46% wanted to do training in critical appraisal, and 43% believed not having critical appraisal skills will affect their patient care.

Indian UG medical students lacked the skills of critical appraisal. There was a lack of motivation and support from teachers. This scenario needs to change with the systemic inclusion of the components of healthcare research and EBM in the curriculum.

One of the main pillars of the study is the correct choice of study design. This study aimed to give an overview of different type of study designs in medical research.

In this tutorial study, all applied research designs in terms of quantitative and qualitative study were reviewed. Accordingly, terms related to "Research Designs" were searched in the online databases such as Google Scholar, PubMed, Web of Science and Scopus.

Based on the findings of the present study, the types of studies are generally divided into two groups: quantitative studies and qualitative studies. Quantitative studies are divided into two categories: primary and secondary studies. Preliminary studies include observational and non-observational studies. Observational studies are divided into two categories: descriptive and analytical studies. Descriptive studies include case reports, cross-sectional studies, cross-sectional correlational studies and ecological studies, and analytical studies include retrospective and group studies. Non-observational studies also include laboratory studies, clinical trials, field trials, and community trials.

With a good understanding of the types of studies, it is easy to decide which type of study is appropriate for the research. Choosing proper study design can reduce the costs of the executive process, increase the accuracy, quality of research and give more reliable results.

Research is a core essential component of evidence‑based medicine. The current study was undertaken to sensitize the undergraduate medical students the concept of biomedical research to sharpen their clinical skills.

This educational interventional study was done with a systemic random sample of 120 medical students in a tertiary care hospital. A workshop on biomedical research was conducted by the institutional ethics and medical education committee members followed by group activity regarding how to write the protocol of a research study. The protocols were then assessed using prestructured checklist by facilitators and feedback from the students and facilitators were assessed using student t‑score.

The pretest (5.86 ± 1.75) scores and posttest scores (11.82 ± 2.47) of multiple choice questions and open‑ended questions showed statistically significant difference. The feedback of students showed that 49.48% of students strongly agreed that contents discussed in the workshop were adequate, 61.85% agreed about better understanding of the topics of the workshop, 60.80% agreed that their queries and doubts are cleared, 53.6% agreed that the workshop motivates them to do research, and 44.3% agreed that they will attend the similar workshops in future. The protocols submitted by groups of students using the checklist showed 26%–80% scores.

The student’s knowledge on research methodology was significantly improved and teaching basic research methods to medical students at an early stage motivates the student to do research.

 Due to the increasing research information, knowledge production, development of information technology, and its impact on access to knowledge, the taxonomy of knowledge and information is necessary to manage and use them in the development of science.

The purpose of this study was to provide a complete model that could achieve the objectives of taxonomy in research. For this purpose, after a critical review of existing taxonomies, criteria were developed based on which a complete and practical taxonomy was presented. After reviewing and analyzing different categorizations of research in different fields of medicine, social sciences, and education, research designs were divided into explicative research, psychometric research, descriptive research, exploratory research, explanatory research, theory research, translational research, synthetic research, prescriptive research, implementation research, and evaluative research.

In the next step, the relationship between them was determined based on their cognitive position and their position in the development of knowledge.

Fulfilling the learners' "real needs" will improve medical education. There are subjects that are necessary for any clinical residents not considering their field of specialty. Among the subjects ten seems to be the most important: research methodology and data analysis, computer-based programs, medical recording, cardiopulmonary and cerebral resuscitation, clinical teaching programs, communication skills, clinical ethics, laboratory examinations, reporting special"diseases and death certification, and prescription.

This cross-sectional study assessed educational needs of clinical residents for ten educational subjects.

A questionnaire prepared by board faculty members consisted of 10 close-ended questions, and one open ended question was distributed among 1307 residents from 22 clinical disciplines, who registered for preboard or promotion exam in June 2000.

Among the subjects three were the most needed: computer-based programs 149 (60%), data collecting system606 (49%), and clinical ethics 643 (46%). The prescription standard was the least required 177(13%). Conclusion Complementary training courses on these subjects can be an answer to the clinical residents needs.