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Teaching interested clinicians how to develop research projects.

Cindy A Wojtecki1, Michael J Wade, Michele T Pato

  • 1Veterans Affairs Medical Center, San Francisco, CA, USA. Cindy.Wojtecki@ucsf.edu

Academic Psychiatry : the Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
|March 9, 2007
PubMed
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Busy clinicians can learn to develop research projects from their practice. This study shows improved research skills and project generation through a structured course, fostering mutual respect between educators and learners.

Area of Science:

  • Medical Education
  • Clinical Research

Background:

  • Clinicians often face challenges in initiating and designing research projects.
  • Integrating research skills into clinical practice requires innovative educational approaches.

Purpose of the Study:

  • To evaluate a teaching method for clinicians focused on generating research projects from clinical practice.
  • To assess the impact of a structured course on clinicians' research skills and project development capabilities.

Main Methods:

  • A co-taught course involving a biostatistician and clinical nurse specialist was delivered to hospital clinicians.
  • The curriculum focused on initiating and designing studies, building upon a prior Basic Research Skills course.
  • Participants attended 10 weekly one-hour sessions.

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Main Results:

  • 14 clinicians completed the course with an average attendance of 79.5%.
  • Pre- and post-test scores showed significant improvement in research knowledge (51% to 75%).
  • Six research projects were successfully generated by the participating clinicians.

Conclusions:

  • Engaging busy clinicians in research project development is feasible through tailored educational programs.
  • The program fostered mutual respect and collaborative learning between clinical experts and educators.
  • This approach enhances clinical practice by empowering clinicians to conduct research.