Current status and training need of scientific research of postgraduate students from hanoi medical university in 2020 2021 and some related factors

I guarantee that this research with the title: “Current status and trainingneeds of scientific research of postgraduate students from Hanoi MedicalUniversity and some related factors" is

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HANOI MEDICAL UNIVERSITY

NGUYEN THI THU HATraining sector: Bachelor of Public Health

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in the Department of Biostatistics and Medical Informatics Hanoi MedicalUniversity for guiding and supporting me throughout Thank you forenthusiastically teaching and caring, believing in me and giving me directionwhen needed

I would like to express my sincere thanks to the Department of Biostatistics andMedical Informatics teachers for creating conditions for me to complete thethesis in the best way

I would also like to thank friend Nguyen Ngoc Allh who accompanied andsupported me during this thesis

Finally I would like to thank my family and friends who are the greatestencouragement and positive motivation during that time

Hanoi May 15* 2021NGUYEN THI THU HA

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- Board of Training Hanoi Medical University

- Institute for Preventive Medicine and Public Health

- Thesis committee members

I guarantee that this research with the title: “Current status and trainingneeds of scientific research of postgraduate students from Hanoi MedicalUniversity and some related factors" is to accomplish my training program Thedata and results presented in this thesis were conducted by myself and have norbeen published on any other scientific platform

NGUYEN THI THU HA

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CHAPTE R 1: OX'ERVI EXV 3

1.1 Some related definitions 3

1.1.1 Scientific research 3

1.1.2 Scientific research capacity 3

1.1.3 Output standard 4

1.1.3.1 Thesis dissertation 4

1 1.3.2 Scientific research topics at all levels 5

1.1.3 3 Scientific articles 5

1.1.3.4 Presentation at a conference on scientific research 5

1.1.4 Scientific research training methods 5

1.2 General situation of scientific research in the world and Vietnam 7

1.3 Essential research skills s 1.3.1 Building research topic skills: s 1.3.2 Research design skills s 1.3.3 Skills to collect data for the research topic 8

1 3 4 Data analysis and use of analytical tools skill s 1.3.5 Scientific reasoning skill s 1.3.6 Writing scientific articles skill (reports) 9

1.4 How to calculate points for research skills 9

1.5 Some factors related to students' research skills 10

1.5.1 Demographics 10

1.5.1.1 Age and gender 10

15.1.2 Education level 10

1.5.2 Conditions for research practice 10

1.5.2.1 The influence of lecturers 10

1.5.2.2 Fundurg-Facilities 10

1.5.2.3 Current knowledge and learning materials 11

1.5.2.4 Duration and course of Stu dy 11

1.5.2.5 Foreign languages .11

1.6 Research in the world and Vietnam on scientific research 11

1.6.1 Research in the world 11

1.6.1.1 Cunent status of research skills in the world 11

1.6.1.2 Demand for scientific research in the world 12

1.6.2 Research in Vietnam 13

1.6.2.1 Cu rrent status of research skills in Vietnam 13

1.6.2.2 Demand for scientific research training in Vietnam 14

CHAPTE R 2: RESEA RCH P ARTICIPANTs AND METHODS 15

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2.2.2 Research period 15

2.3 Research Methods 15

2.4 Research design 15

2.4.1 Sample size 15

2.4.2 Sampling method 16

2.4.3 Research process 16

2.4.4 Collection methods and tools 17

2.5 Research variables and indicators 17

2.6 Etrors and mitigation 22

2.7 Data analysis and processing methods 22

2.8 Research Ethics 23

CHAPTER3: RESEARCH RESULTS 24

3.1 General information 24

3.2 Scientific research skills and scientific research training needs 25

3.3 Some factors related to research skills 36

CHAPTER 4: DISCUSSION _ 41

4.1 The current situation of research skills and the training needs of postgraduate students in scientific research 41

4.1 1 Current status of research skills 41

4.1.2 Training needs of scientific research course 43

4.2 Some factors related to the scientific research skills of postgraduate students 44

4 2.1 Degree of participation of supervisors in each part of the thesis 44

4.2.2 Factors affecting scientific research skills 46

4.3 Limitations 46

CONCLUSION 48

RECOMMENDATIONS 50

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Table 3-4: The average score of data analysis skill and use analysis tool by

Table 3-6: The demand for training in scientific research subjects by education

Table 3-7: The demand for increasing content of scientific research training by

Table 3-8: The demand for training in scientific research by education level 35

F igure 3-2: The average score of argument skill by education level 29

Figure 3-6: The level of supervisor's parti cipation in each pan of thesis 36

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Tóm tất:

Kỳ nâng nghiên cửu là rat quan trọng đoi với tất ca học viên y khoa,không chi đe theo đuổi sự nghiệp nghiên cửu mà còn để thực hành y học dựa trênbằng chứng Nghiên cứu chúng tôi dược tiền hành với mục tiêu" Mó ta thựctrạng kỳ nâng, nhu cầu dào tạo nghiên cứu khoa học cua học viên sau dại họctrường dại học Y llà Nội và một so yêu to liên quan” Nghiên cứu mô ta catngang thực hiện trên 234 dồi tượng học viên sau dại học qua thu thập mầu thuậntiện Kết qua cho thấy diêm kỹ lìãng nghiên cứu khoa học nhóm thạc sì*3.45(0.5) cao hơn nhóm bác S1' nội Irủ 3.20 (0.62) và sự khác biệt này cõ ýnghía thống kẽ Trong khi kỹ nâng thực hiện san phẩm khoa học có diêm trungbỉnh cao nhất ớ cá hai nhóm thí kỳ năng phân tích dữ liệu và sư dụng công cụphân tích có diêm trung bính thấp nhất về nhu cầu đảo tạo-, thống kê lã nội dungđào tạo những học viên mong muốn được học tâng thêm -Mức độ tham gia cuagiáng viên vào đề tài cuối khóa và kinh phí thực hiện nghiên cửu lã nhùng yếu tố

có mối lien quan (p<0.05) đến kỳ năng nghiên cứu khoa học cúa dối tượng.Chúng tỏi khuyến nghị tảng cường bãi học VC thống kê trong môn nghiên cứukhoa học Đồng thời cần hồ trợ nhùng dối tượng hục viên tham gia vào những dự

án nghiên cứu dược tài trợ kinh phí và giáng viên dành nhiêu thời gian tham giavảo khóa luận cùa học viên

Từ khóa: A.V nâng, nghiên cửu khoa học sau dại học nhu cầu dào tạo, yểu tổ

liên quan.

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Abstract:

Research skills are crucial for all medical students, not only to pursue acareer ill research but also to practice evidence-based medicine Our study wasconducted with the objective of "Describing current status and training needs ofscientific research of postgraduate students from Hanoi Medical University in2020-2021 and some related factors" A cross-sectional study was carried out on

234 post-graduate students through convenient sample collection Results showthe average score of research skills of the master students 3.45 (0.5) is higherthan that of the resident doctors 3.20 (0.62) and this difference is statisticallysignificant Scientific product implementation skills have the highest averagescores in both groups, an average score of “data analysis and analysis tools" skill

is the lowest Regarding training needs, statistics skill was the content of trainingwhich students want to learn more The participation of supervisors and the cost

of conducting the research are the factors that are related to die scientific researchskills with statistically significant (p<0.05) We recommend that students havemore statistics on statistics., participate in funded research projects, andsupervisors spend more time orienting students on thesis writing

Keywords: Skills, scientific research, graduate, training needs, related factors.

Many medical schools in Vietnam and worldwide have regulated the outputstandards for graduate students, such as scientific research products includingtheses, scientific articles, references, research papers, and participants in

Now adays, scientific research lias become an essential and necessary skill

Research competence is essential for all medical students, not only to pursue acareer in research but also to practice exidence-based medicine Furthermore,post-graduate student research is a vital source for scientific publications,

showed that the scientific research skills of medical students were still relativelylow as well as limitations ill both research questions and statistical skills or

A report in Treatment Science Research found that a lack of scientificresearch capacity, especially among graduate students, is one of the main factorsleading to inferior quality research products, waste, and difficulty in publishing

scientific research skills of medical students such as the desire to improvestatistics skills writing scientific articles, etc; Being flexible teaching methodssuch as research-oriented teaching, group training However, those studies havenot specifically reflected the ability of students in each specific scientificresearch skill

Hanoi Medical University lias been increasingly demanding the output

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quality of students’ research ability, and aiming to build the university into aresearch university The quantity and quality of research play an important role.Therefore, it is necessary to research the research skills of graduate studentsbased on objective self-assessment from research subjects For the above reasons,

we conducted a study on "The current status and training needs of postgraduatestudents of Hanoi Medical University and some related factors" with twoobjectives:

1 Describing Hanoi Medical University postgraduate student's current situationand scientific research needs

2 Analyzing related factors to the research status of postgraduate students ofHanoi Medical University

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CHAPTER 1: OVERMEW1.1 Some related definitions

1.1.1 Scientific research

Scientific research is the activity of seeking, examining investigating, orexperimenting Based on data, documents and knowledge obtained from naturaland social experiments It is done to create new higher valuable technicalmethods and means People who want to do scientific research must have certainknowledge about the research field and more importantly, they need to practice

1.12 Scientific research capacity

In terms of research capacity, according to A ẳeberová it is an open andconstantly evolving system, which includes both declared and proceduralknowledge in the field of research, attitudes, and readiness of individuals thatallowed researchers to research within the framework of their professionalactivities (ZOOS p.61) In general, like all other competencies, scientificresearch capacity includes three main components: knowledge, skills, andattitudes:J:

Knowledge: includes specialized knowledge: knowledge of scientificresearch methods

Skills: skills to develop research topics: research data collection skills:skills in data analysis and use of analytical tools: scientific critical and criticalskills; scientific reasoning skills; Scientific report writing skills

a training program, committed by the training institution to learners, society, and

1.1.3 J Thesis/dissertation

Master's thesis and doctoral thesis are documents describing the researchprocess of postgraduate students A scientific thesis is a monograph on ascientific or technological problem Witten by one person for the purpose 17 15.Training in scientific research methods and skills;

+ Experimenting with the results of a learning period or a scientific problem ofinterest:

+ Publicly defending before the Board or being graded to get a uni versin'diploma or a master's or doctoral degree

The main purpose of the thesis is learning and reflecting the learningresults Besides, it is a scientific research work, showing the serious andindependent scientific labors, discoveries as well as creativity and scientific ideas

of the writer The thesis is a scientific work, so it requires serious implementationand must meet the requirements: the thesis must have scientific and practicalsignificance; figures and sources cited must be accurate and reliable; writingstyle must be coherent and precise; the thesis is correctly presented according tothe set criteria and illustrates that the writer has research methods

Doctoral theses demonstrate technical proficiency in the student’s field

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and enhance or modify existing knowledge The thesis should process newmaterial, find new results or draw new conclusions: or it will interpret the results

in a new way

1.1.3.2 Scientific research topics at ali levels

The scientific research topic is posed due to the requirements of theory orpractice and satisfies the following conditions: the scientific problem containsthe contradiction between the know and the unknown, and it is be able to resolvethat conflict

1.1.3.3 Scientific articles

Articles are fully written and fully published original results in scientific journals

1.1.3.4 Presentation at a conference on scientific research

Summary of research results according to the conference request form

1.1.4 Scientific research training methods

Forms of training in scientific research

There are many diverse training programs in scientific research forgraduate students such as intensive training, online training, and a combination

of both methods

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Centralized training: Centralized training takes the form of traditionaltraining in the form of face-to-face meetings between students in classes, groups,and lecturers Most research training courses for postgraduate medical studentswill be integrated into regular training master's programs, specialty and doctorate

medical students have also been conducted " or training programs that specialize

in in-depth research on a specific skill, a specific field to improve students'

Online training: Nowadays, there are some other training programs such

as online study courses: learning via the online platform; Lessons are taughtaccording to available lectures and questions are answered online and groupdiscussions among medical students are also conducted

Combining online and concentrated training: E-leaming is being usedmore and more widely Hanoi Medical University is also implementing an E-leaming program for some subjects Students will leant lessons prepared by thesubject in advance according to a specific class schedule Students' questions will

be answered in two ways: online and offline focused on the lecture hall inpractice sessions and answering questions

Evaluationform

Regarding the form of assessment of graduate students, it is the knowledgetests and dissertations for the master's degree, and theses or scientific productstowaids the doctor degree There are some evaluation forms such as Groupoutline product Individual research idea, Evaluation of knowledge in thelearning process, Defense of individual outline/idea at the end of the course.Theory test at the end of the course

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1.2 General situation of scientific research ỉn the world and Vietnam

According to a statistical report on the thesis of a medical doctorate insome countries from 2009-2013 such as Romania 425 theses and 1021 articles;French 69 thesis and 159 related articles UK 63 thesis and 80 related articles.But the quality of articles in the UK and France is considered to be of better

in Latin America showed that the countries in this region are also not wellestablished in terms of scientific research, however, the number of scientists andthe organization of research projects have increased in recent years

In Vietnam Research on scientifi c products in Southeast Asia from 1996 to

2005 and the citation index of scientific publications in 2000-2001 show thatVietnam published 3456 scientific research works during the 1996-2005 period,and this number of scientific publications ranks among the lowest in the country.However, the quality of scientific publications in Vietnam is somewhat higherthan that of other countties in the region, with the average number of citationsper article within 5 years being 9.74 times The quality of Vietnamese scientific

study evaluating the status of international scientific publications had in Vietnamfor 2000-2018 from the Web of Science database showed that 31.966international scientific publications have Vietnamese authors for the period of2000-2018 In the field of medical science (20.8%) this rate is lower than that of

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To earn' out a scientific research product, researchers need to have many

1.3J Budding research topic skills:

Building research topic skills is an extremely important skill, as itdetermines the success or failure of the research Topic-building skills includeprioritizing problem selection skills, research objectives, problem sets, documentreview

1.32 Research design skills

The design of a research project must correspond to the research objective

of the topic, the type of data to be collected, the variable indexes, sampleselection, research design, analytical methods, etc

1.3 J Skills to collect data for the research topic

Data collection is a very' important stage, so the researcher must have theskills to organize data collection to ensure scientific objectivity

1.3.4 Data analysis and use of analytical tools skill

Data analy sis aims to highlight the characteristics, cliaracteristics andproperties of the research object (descriptive research) or to help the researchertest the hypothesis (explanatory research) The researcher must know how to use

a variety of analytical software

1.3.5 scien tiflc reason mg skill

Scientific research is based on persuasion by arguments and proofs.Arguments must be based on science that the scientific community liasrecognized More than that, critical skills help find the research findings and the

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weaknesses of the research that need to be overcome

1.3.6 Writing scientific articles skill (reports)

A research project must end with a scientific paper or report The article’spresentation requires the researcher to have information skills, write what needs

to be written, accurately express the nature of tlie matter so that all readers canunderstand the same At the same time, proficiency in foreign lai^uages.especially English, is necessary in the world of scientific integration

1.4 How to calculate points for research skills

Scientific research skills will have characteristics for each skill The scores

of each characteristic in the skills are divided on a 5-point Likert scale, which isreferenced from research articles worldwide on the current state of scientific

The variables related to research skills are coded according to the 5-levelLikert scale:

5 points: Research subjects evaluate research skills “Very good”

4 points: Research subjects evaluate research skills “Good"

3 points: Research subjects evaluate research skills “Neutral**

2 points: Research subjects evaluate research skills “Not good"

I point: Research subjects evaluate research skills "Very bad”

The score for each science skill is calculated as the average of all the features ofthat skill The general science skill score is the average of all science skills

1.5.1 Demographics

1.5.1.1 Age and gender

There was a difference in research product publication as well as theoutput quality of male medical students higher than that of women Because men

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research because of the overload of research time that was not suitable for the

1.5.1.2 Education level

Higher degrees have better research and support skills, and those whoachieve the liighest levels of education have more confidence and responsibility

1.5J Conditions for research practice

1.5.2.1 The influence of lecturers

Some studies have shown that the involvement of lecturers in supervisionand guidance, such as insufficient time allocation or inadequate problem solving,affects the research capacity of the students leading to the lack of skills to

1.5.2.2 Funding- Facilities

The lack of research funding or financial support, and inadequate facilitieslead to a lack of motivation to research by doctoral students

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1.5.2.3 Current knowledge and learning materials

Knowledge aiid skills acquired from existing practitioners, and the lack of

1.5.2.4 Duration and course of study

The time and program of study or other work have a negative influence on

of clearly standardized and supervised research courses for graduate studentsalso impacts research ability'

1.5.2.5 Foreign languages

The difficulty in foreign language barriers, especially English, whenconducting international articles was a significant challenge for graduate

1.6 Research in the world and Vietnam on scientific research

1.6.1 Research in the world

1.6.1.1 Current status of research skills in the world

A study of 455 graduate medical students in Bavaria-Germany found tliatthe research content of the medical curriculum is quite low (2.62/5 points) andthe research capacity is average (2.88/5 points) as well as not confident enough

to conduct research independently after obtaining a doctorate: it is consideredthat they' often lack skills to build methods and write scientific products

Another study assessing the thesis research capacity of medical schoolgraduates in Ecuador found a weakness in research capacity from data analysisskills (59%) scientific criticism (65%) and research techniques (61%)

In addition, the Science Publishing Department at the University of TexasAnderson Cancer Center found that both interns and mentors were frustrated

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with the lack of scientific writing skills, especially for articles in scientificliterature English Postgraduate students believe that there were barriers to the

On the other hand, research capacity was scarcer in low- and income countries, especially in Asian countries A study of 35 medical doctors inIndia, China, Oman, and Vietnam found that research training capacity at surveyfacilities was low especially in health research

middle-1.6.Ỉ.2 Demand for scientific research in the world

Research in Nursing in Southeast Asia in 2017 shown that most studentswere satisfied with the training program and teaching quality’ 75.5% and 74.8%respectively; quantitative and qualitative research methods were the mostpopular required and elective subjects 88.3% of students were satisfied with thesupervision they receive from their supervisor, however 79% reported that theirsupervisor 'pushes’ them to publish research papers For the doctoral trainingprogram, 75.5% are satisfied with the training program; but about half reportedthat the components of instructional training (55.9%) and mobility opportunities

The 100 postgraduate medical students in India who participated in the

2012 study’ found that 76% agreed that research training should be compulsoryfor students However, only 50% of the students participated in the study, and4% have published scientific articles Graduate students want to be trained instatistics and writing scientific articles

Another study of medical students in Switzerland in 2017 indicated that89% plan to continue a research-oriented career Nearly all participants foundgraduate training to be useful for their careers The medical graduates surveyedwere satisfied with their research training and most of them went on to research-

1.62 Research in Vietnam

1.6.2.1 Current status of research skills in Vietnam

A study at die University of Medicine and Pharmacy in Ho Chi Minh City

on post-graduate training showed that only 34% of respondents reported thatthey did not understand the variability, confounding, and interpretation of thevariables 20% of respondents could not explain 95% confidence intervals and p-value; only 37% of respondents could distinguish between correlation andregression; The number of people who can use the document search engine andstatistical software was 54%; 51% English skills were assessed as lackingconfidence Furthermore, only 43% of respondents could describe the studyquantitatively and qualitatively Also, the graduate interns’ previous researchincluding a short paper, an abstract, and presentation slides in English did notfollow a standard research paper style, and the purpose and unclear researchmethods; four interviewees with research experience described difficulties inanalyzing data obtained from statistical packages and all intervieweesemphasized that they wanted to learn practical skills'

Another study on medical students in Ho Chi Minh City indicated thatthey were weak in biostatistics skills: (20%) respondents could not inteipret 95%confidence intervals and p-values and only (43%) respondents were able to

A Study on the graduation thesis of graduate students and resident doctors

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of Hanoi Medical University in 2009-2011-2013-2015 on the application ofstatistical competence showed that graduate students and resident doctors did nothave or had little experience in scientific research (74.4%) no or very littleability to interpret descriptive statistics (82.1%) no or very little ability

1.6.2.2 Demand for scientific research training in Vietnam

34% of the research subjects at the University of Medicine in Ho ChiMinh Ci ty felt that the research pregram at the university was not enough andinappropriate, it is necessary to improve teaching methods more flexible: At thesame time, the obstacle to doctoral research was due to the mentoring capacity ofthe instructor and the scientific literature on health

A study at the University of Medicine and Pharmacy in Ho Chi Minh Cityshowed that the highest demand for training was in biomedical statistics (94%).epidemiology (80%) and journalistic skills (77%); as well as the desire to- betrained in computer skills and English

Research on graduation theses of graduate students and residents of HanoiMedical University in 2009-2011-2013-2015 showed students need to learn moreabout the content 62.7% According to statistics in the subject of ScientificResearch Methodology 50.6% want to get advice on outline and report before

• Graduated from the medical doctor training system

• Studied postgraduate program at Hanoi Medical University (resident doctors and tnasters)

• Completed theses, dissertations or participated in research

Exclusion criteria:

• Subjects were exempt from scie ntific research courses

2.2.1 Research location

Hanoi Medical University

2.2J Research period

From October 2020 to May 2021

Data collection period: January 2021

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, s2

n " z ’- a /2(àr

Inside:

Zj.*^: the expected accuracy of the study is 95% = 1.96;

s: standard deviation of the total research skills from the study in Germany (s=1.08);

x: mean value of the total research skills from the research in Germany (x =

->The minimum sample size calculated by the formula is 219 An additional 10% of the sample was reserved if the research subject reftised to answer the questionnaire, and the answer sheet was invalid The final sample size was 234 people

2.43 Sampling method

Convenience sampling

2.43 Research process

To describe skills and survey students' academic research needs after graduation,

we follow the following steps:

1 Research subjects were invited to participate in the stud)' and clearly explained the research purpose via email before data collection

2 Subjects who agreed to participate in the study were sent an online questionnaire via email It was then repeated the first time after the

questionnaire was sent out after three days if the study subjects had not responded and a second time after seven days

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3 The responses are sent to the management study team

2.4.4 Collection methods and tools

The set of questions is built based on parts of the thesis and the standards that requirethe students’ scientific research skills The toolkit consists of 5 parts: Demographic variables:scientific research skills: the need for training and scientific research; the relevant factorvariables include (Level of participation of lecturers according to each part of the graduationthesis and some other factors) The toolkit was built on Kobotoolbox and Google formsoftware

Once completed, the toolkit was sent online to study subjects via email

2.5 Research variables and indicators

a Objective 1: Group of variables related to the description of scientific research skillsand training needs of scientific research subjects

The group of variables on scientific research skills includes: 32 variables of 6 research skills

(Appendix 1).

The variable "Mean score of research skills" was equal to the average score of 32variables on scientific research skills mentioned above

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Group of variables on scientific research training needs:

collection toolsChanging the

content of scientific

research subjects

The content of the research subject should: Keep the same / Increase thecontent / Reduce the content

in mentored researchGet more instructor guidance and cooperation

Encourage students to make and publish scientific papers Theoreticaltraining parallel to the practice

thesisAnswer questions in the form of direct question and answer

Fill in online

Questionnaire-r-u -ÍM Qỉ ugc V Hl

b Objective 2: Factors related to postgraduate students' research skills

Group of variables on demographic characteristics

method' collection tools

Questionnaire-Fill in onlineEducational

Nominal variable

(Research institutes, clinics, universities, etc.)

Nominal variable

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Group of variables of the degree of supervisor’s participation in each part of

the graduation thesis

method' collection toolsInvolvement of

e -Fill in online With

3 choices: unaffected, affected, very affected

Group of other factors affecting research skills

method/ collection toolsLack of guidance and

cooperation of lecturers in

the learning process

Lectureis do not spendmuch time answeringquestions

Limited funding for thesis

or otíier research (little orno)

The course does not haveenough time for thepractical part

Lack of documents and

textbooks for scientific

research

toliterature on scientificresearch

Lack of scientific research

training courses

Complementary coursesother than requiredcourses are absent or veryfew

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enough to meet the letter

of study, etc

2.6 Errors and mitigation

Selection error Invitations to participate in the study were sent to previous research

subjects to increase their accessibility' to the students Investigatorswere arranged to answer questions when the subjects completed theself-completed questionnaire After the survey form is sent back, theinformation shall be re-checked, if there are unclear issues or errors,

it must be supplemented or reinvestigated

Information error Closely supervise in data collection, strictly follow the

implementation plan and processThe questionnaire i s designed to be easy to understand and clear toachieve the most honest information The questionnaire wasconsulted by expats in the field

2.7 Data analysis and processing methods

After the collected data is sent to the research team, it will be exported to a data file to

be checked, cleaned, and re-encoded

Data were analyzed and processed using Stata 14.0 software

The scientific research skill variable was analyzed as a continuous varáble Therelationship with the independent variables was determined by multivariable linearregression analysis with the default confidence interval of 95% (a-0.05) Themultivariate linear regression model was established by selecting all p-valued variables.2.8 Research Ethics

The research must be approved by the Scientific Council through the researchprotocol of the Institute of Preventive Medicine and Public Healtlr Hanoi MedicalUniversity

Study subjects have been given a clear explanation of the purpose of the study sothat they can either respond to or refuse to participate in the study

Information gathered from the study subjects was kept confidential Onlyresearchers have access to the data source

The data is for research purposes only Honesty and objectivity in data processingand analysis

The resulting recommendations made by the study will be communicated to thestudy subjects

Table 3-1: General information

(Research institutes, clinics, universities, etc.)

Table 3.1 shows the demographic characteristics of the subjects Participants were more male (51.28%) than female (48.72%) Most of the study participants were in the masters group (65.80%) and the rest were in the resident doctor group (34.20%) The main workplace was the hospital, accounting for the highest percentage (85.47%) and the rest was other workplaces only (14.53%)

3.2 Scientific research skills and scientific research training needs

• Resident doctee • \hits

Figlire 3-1: The average score of building research topic skill by education level

Figure 3.1 shows the average score of each feature of topic construction skills.The master’s group had a higher average score on all characteristics than the residentdoctor group While the group of resident doctors had the highest mean score of themename with 3.38 (0.78) the master's group had the highest average score in communecharacteristics with clear research objectives of 3.56 (0.58) The feature with the lowestmean score of the documentation overview for both resident doctor and masters was3.17 (0.70) and 3.43 (0.63) respectively Other characteristics in each group weresimilar

doctor

Determine the object, time,

location of the study

Choosing the rigilt research

variables

Table 3-2 shows the characteristics of research design skills by education level.Research design skill consists of 7 characteristics and the master’s group has higheraverage scores on all features of this skill In which, the average score of thecharacteristics of determining the object, time, and location of the postgraduate washighest (3.50(0.70)) This feature was also the highest in both the resident doctor andmaster's groups were 3.30(0.80) and 3.60(0.62) respectively followed by buildingresearch ethics with 3.47(0.68) for the master group and 3.32(0.79) for the residentdoctor's group The figure for Calculating sample size was lowest for both master'sgroup and resident doctor group was 3.18(0.72) and 3.04(0.82) respectively

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Table 3-3: The average score of collecting information skill

doctor

Develop appropriate collection

methods

Table 3.3 describes data collection skills by education level The characteristics

of developing appropriate collection methods and collecting objective data of datacollection skills had the mean score of 3.36 (0.66) and 0.37 (0.70)

Mean(SD)Data entry’ and data

of 3.32(0.73) and followed by descriptive statistics (proportional description, average,etc.) and information encryption with 3.21(0.74) and 3.20(0.79) respectively Theaverage score of the characteristics presented in tables and graphs for both