Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, PO Box 4, St. Olavsplass, Oslo, N-0130, Norway.
Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Oslo, Norway.
BMC Med Educ. 2023 Sep 8;23(1):653. doi: 10.1186/s12909-023-04615-4.
Integrating teaching and research may boost students' learning and improve future clinical practice when incorporated into education. Explorations of health professions students' involvement in the research processes and their learning outcomes are sparse. Thus, the purpose of this scoping review is to explore the existing scientific literature on courses involving students from health professions education in research activities. The research questions are: Which parts of the research process are the health professions students involved in, and what are the students' main learning outcomes related to the research process reported to be?
A scoping review following the six-step approach of Arksey and O'Malley was undertaken. We searched four electronic databases to identify studies focusing on research-based teaching in health professions education. Inspired by content analysis, we identified key concepts relating to the research process and learning outcomes.
We screened 1084 abstracts, reviewed 95 full-text reports, and included 24 for analysis. Overall, the students were more involved in conducting and disseminating research than in the planning phases. Learning outcomes were most frequently reported as specific research skills, such as conducting literature reviews, writing academically, and presenting results, but also as improved understanding of research in general as well as improved motivation and confidence in conducting research.
The heterogeneity of educational programs, study designs, and measures makes it difficult to draw conclusions across the studies included in the review. More research is needed to conclude whether health professions students who actively engage in research gain a better understanding of the research process, become more likely to pursue research in their practice, or are more motivated to choose an academic career.
将教学与研究相结合，融入教育中，可以促进学生的学习，并改善未来的临床实践。对健康专业学生参与研究过程及其学习成果的探索还很匮乏。因此，本综述的目的是探索现有的关于让健康专业学生参与研究活动的教育课程的科学文献。研究问题是：健康专业学生参与了研究过程的哪些部分，以及报告的与研究过程相关的学生的主要学习成果是什么？
我们采用了 Arksey 和 O'Malley 的六步方法进行了范围综述。我们在四个电子数据库中搜索了以健康专业教育中的研究为基础的教学的研究。受内容分析的启发，我们确定了与研究过程和学习成果相关的关键概念。
我们筛选了 1084 篇摘要，回顾了 95 篇全文报告，并纳入了 24 篇进行分析。总体而言，学生在进行和传播研究方面的参与度高于规划阶段。学习成果最常被报告为特定的研究技能，如进行文献综述、学术写作和呈现结果，但也有普遍提高对研究的理解以及对研究的动机和信心的提高。
教育计划、研究设计和措施的异质性使得难以从综述中纳入的研究中得出结论。需要进一步的研究来得出结论，即积极参与研究的健康专业学生是否对研究过程有更好的理解，是否更有可能在实践中从事研究，或者更有动力选择学术职业。
