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Allied Health Professional Students' Perceptions on Research: A Multi-disciplinary Mixed-Methods Study
Andrea Cuschieri1, Desiree Sant1, Shirley Louise Vella2
1Faculty of Medicine and Surgery, University of Malta, Imsida, MSD 2080 Malta.
Allied health professional students share similar views on research importance and career impact as medical students. Addressing barriers to research engagement for these students is crucial for improving patient care through evidence-based practice.
Area of Science:
- Medical Education
- Allied Health Professions
- Research Perceptions
Background:
- Evidence-based practice is central to modern patient care.
- Student exposure to research enhances healthcare team capabilities.
- Previous research on student perceptions focused on medical students, neglecting allied health professionals.
Purpose of the Study:
- To investigate the perceptions of allied health professional (AHP) students towards research.
- To identify motivating factors and barriers influencing AHP students' engagement in research.
- To compare AHP students' research perceptions with those of medical students.
Main Methods:
- A mixed-methods online questionnaire was administered to 837 AHP students at the University of Malta.
- Data analysis involved descriptive statistics and chi-square testing for quantitative data.
- Qualitative data was coded, triangulated, and analyzed to provide deeper insights.
Main Results:
- A 28.43% response rate was achieved, with only 2.49% of respondents having published research.
- Career progression was a key motivator, while lack of opportunity was a significant barrier.
- Students in research-focused degrees felt better equipped than those in clinically oriented degrees (p < 0.01).
Conclusions:
- AHP students' perceptions of research align with those of medical students.
- Similar motivational factors and barriers affect both AHP and medical students' research output.
- Collaborative efforts are needed to overcome obstacles and promote undergraduate research for better patient care.
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