新規研究者のための"研究方法"講座の評価
Andrew C Grundy1, Anam Bhutta1, Ashgan Mahyoub1
1Division of Nursing, Midwifery and Social Work, School of Health Sciences, Faculty of Biology, Medicine and Health, University of Manchester; National Institute of Health and Care Research, Applied Research Collaboration-Greater Manchester (NIHR ARC-GM), Manchester, UK.
まとめ
生きた経験の研究者 (LER) のための研究方法の訓練は,受け入れられ,有益であることが判明しました. LERは,理論とスキルのギャップを補うための改善を提案し,カスタマイズされたコンテンツとファシリテーションを評価しました.
科学分野:
- 医療サービス研究
- 定性的な研究方法
- 患者と公衆の研究への関与
背景:
- 生きた経験の研究者 (LER) の研究設計と実施への効果的な関与は極めて重要です.
- 初心者向けの研究方法の訓練の可否と利益については,理解が限られている.
研究 の 目的:
- 生きた経験の研究者のための特定の研究方法の訓練プログラムの受け入れ性と認識された利点を評価する.
- LERのトレーニング内容と実施の改善を図る.
主な方法:
- 訓練の評価は,修飾された訓練受容性評価スケール (TARS) を用いた.
- 研修の後に ステークホルダーエンゲージメントワークショップが行われました
- 定量的なデータは記述的統計を用いて分析され,定性的なデータは内容分析を受けた.
主要な成果:
- トレーニング受講者は全体的に好ましい評価を報告した (TARS=54/63,受け入れ=31/36,知覚された影響=23/27).
- 6つの質的なテーマが出現した. 価値ある学習形式,研究知識,実体験を中心に,トレーニングのギャップ,LERに焦点を当てたコンテンツの必要性,さらなる支援の欲求.
- 具体的価値のある要素は,実体験の促進,ケーススタディ,およびカスタマイズされたコンテンツが含まれています.
結論:
- 研究方法の訓練は,実体験の研究者にとって受け入れられ,有益であると見なされた.
- 研修生は,実体験の促進と関連するコンテンツの重要性を強調しました.
- 理論的,実存的,スキルのギャップに対処し,トレーニングを通じて実体験の研究に焦点を当てることを提案しました.
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