Center of Diakonia and Professional Practice, VID Specialized University, Stavanger, Norway.
Centre for the Study of Professions, OsloMet - Oslo Metropolitan University, Oslo, Norway.
PLoS One. 2020 Dec 21;15(12):e0243544. doi: 10.1371/journal.pone.0243544. eCollection 2020.
One argument for introducing research in bachelor`s degree in health care is to ensure the quality of future health care delivery. The requirements for research-based education have increased, and research on how research-based education is experienced is limited, especially in bachelor health care education programmes. The aim of this study was to explore how occupational therapy students and faculty members experienced and perceived research-based education.
This qualitative, interpretative description consisted of three focus group interviews with occupational therapy students in their final year (n = 8, 6 and 4), and three focus group interviews with faculty members affiliated with occupational therapy programmes in Norway (n = 5, 2 and 5). Interviewing both students and faculty members enabled us to explore the differences in their experiences and perceptions.
Five integrative themes emerged from the analysis: "introducing research early", "setting higher expectations", "ensuring competence in research methods", "having role models" and "providing future best practice". Research was described as an important aspect of the occupational therapy bachelor program as it helps ensure that students achieve the necessary competence for offering future best practice. Students expressed a need to be introduced to research early in the program, and they preferred to have higher expectations regarding use of research. Competence in research methods and the importance of role models were also highlighted.
Undergraduate health care students are expected to be competent in using research. Findings from our study demonstrated that the participants perceived the use of research during training as important to ensure future best practice. Increasing the focus on research in the programme's curricula and efforts to improve students' formal training in research-specific skills could be a starting point towards increased use of research in the occupational therapy profession.
有人认为在学士学位中引入研究是为了确保未来医疗保健的质量。对基于研究的教育的要求增加了，但是对于基于研究的教育的经验研究是有限的，尤其是在本科保健教育课程中。本研究旨在探讨职业治疗学生和教职员工对基于研究的教育的经验和看法。
这是一项定性的解释性描述性研究，包括与挪威职业治疗计划有关的三个最后一年的职业治疗学生焦点小组访谈（n = 8、6 和 4），以及三个教职员工焦点小组访谈（n = 5、2 和 5）。对学生和教职员工进行访谈使我们能够探索他们的经验和看法的差异。
从分析中出现了五个综合主题：“尽早引入研究”、“设定更高的期望”、“确保研究方法的能力”、“有榜样”和“提供未来的最佳实践”。研究被描述为职业治疗学士课程的重要组成部分，因为它有助于确保学生获得提供未来最佳实践所需的能力。学生表示需要在课程早期就开始接触研究，并且他们希望对研究的使用有更高的期望。研究方法的能力和榜样的重要性也得到了强调。
本科保健专业的学生应具备使用研究的能力。我们的研究结果表明，参与者认为在培训期间使用研究对于确保未来的最佳实践很重要。增加课程中对研究的关注，并努力提高学生在研究特定技能方面的正规培训，可能是增加职业治疗专业中研究使用的起点。
