本科生研究——三个非洲机构的故事。
Undergraduate research- a tale of three African institutions.
机构信息
Department of Family Medicine, School of Medicine, University of Pretoria, Pretoria, South Africa.
Department of Family Medicine and Primary Care, School of Clinical Medicine, University of Witwatersrand, Johannesburg, South Africa.
出版信息
Afr Health Sci. 2023 Jun;23(2):743-752. doi: 10.4314/ahs.v23i2.85.
BACKGROUND
The inclusion of research in undergraduate medical curricula benefits students as well as the scientific community. Multiple studies report the presence of one or more barriers to research training in these curricula.
OBJECTIVES
This paper presents and compares three studies done regarding the teaching of research in undergraduate medical curricula in South Africa, Sudan and Uganda.
METHODS
Two cross-sectional study designs (South Africa and Sudan) and one interventional study design (Uganda) were conducted. Both cross-sectional studies used mixed methods while the Ugandan study used a quantitative method. A total of 41 faculty members and 554 students participated. The studies used a combination of surveys, focus group discussions, key informant interviews and document analysis.
RESULTS
Participants from all three studies valued research and considered it useful and relevant to their studies. The findings from the South African and Sudanese studies align with the 'Four I's' framework that summarise the barriers to research training as lack of initiative, impulse, incentive and idols. The Ugandan study demonstrated improved self-reported knowledge and attitude (specifically anxiety) among participants after completion of a short course on research.
背景
将研究纳入本科医学课程对学生和科学界都有好处。多项研究报告称，这些课程中存在一个或多个研究培训的障碍。
目的
本文介绍并比较了南非、苏丹和乌干达本科医学课程中研究教学的三项研究。
方法
采用了两种横断面研究设计（南非和苏丹）和一种干预性研究设计（乌干达）。这两项横断面研究都采用了混合方法，而乌干达的研究则采用了定量方法。共有 41 名教师和 554 名学生参与了研究。这些研究采用了问卷调查、焦点小组讨论、关键知情人访谈和文件分析相结合的方式。
结果
来自这三个研究的参与者都重视研究，并认为研究对他们的学习有用且相关。南非和苏丹研究的结果与“四 I”框架一致，该框架总结了研究培训的障碍，即缺乏主动性、冲动、激励和偶像。乌干达的研究表明，参与者在完成了一个关于研究的短期课程后，自我报告的知识和态度（特别是焦虑）有所改善。
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