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: "Cirreut status and training needs of scientific research of postgraduate students from Hanoi Medical University and some related factors"

HANOI MEDICAL UNIVERSITY

NGUYEN THI THU HATraining secior; Bachelor of Public HealthIndustry code: D720301

THESIS OF GRADUATION BACHELOR DEGREE

Count: 2017- 2021

Supervisor:

LE XƯAN HUNG MSc

Hinol-2021

Lecturer in the Department of Biostatistics and Medical informatics Hanoi Medical Unh CTsi tv for guiding and supporting me throughout Thank you for enthusiastically teaching and caring believing in me and giving me direction when needed.

I would like to express my sincere thanks to the Department of Biostatistics and -Medical Informatics teachers for creating conditions for ine to complete the thesis in the best way

I would also like to thank friend Nguyen Ngoc Anh who accompanied and supported me during this thesis

Finally 1 would like to thank my family and friends who are tire greatest encouragement and positive motivation during dial lime

Hanoi Max- 15* 2021

NGUYEN THI THU HA

- Board of Training - Hanoi Medical University

• Institute for Preventive Medicine and Public Health

- Thesis committee members

I guarantee that this research with the title: "Cirreut status and training needs of scientific research of postgraduate students from Hanoi Medical University and some related factors" is to accomplish my training program The data and results presented in tins thesis were conducted by myself and have not been published on any other scientific platform

Hanoi May 15* 2021

NGUYEN THI THƯ HA

CHAPTE R 1: o\ ERVI EW

1.1 Some related definitions 3

1.1.1 Scientific research— - 3

1.1.2 Scientific research capacity - 3

113 Output standard 4 1 1.3 1 Thesis dissertation 4

1 1.3 2 Scientific research topics at all levels 5

113 3 Scientific articles 5 11.34 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 w orld and Vietnam 7

13 Essential research skills 8 1 3.1 Building research topic skiBs: 8

13.2 Research design skills 8

1.3.3 Skills to collect data for the research topic 8

1 3.4 Data analysis and use of analytical tools skill 8

13.5 Scientific reasoning skill 8

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

15.11 Age and gender

152.1 The influence of lecturers- 10

152.2 Funding-Facilities _ _ 10

1.52.3 Current knowledge and learningmaterials — 11

1.52.4 Duration and course of study — 11

1 52 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

16 12 Demand forscientific research in the world 12

16.2 Research in Vietnam 13

1 62 1 Current status of research skills in Vietnam Batata 13 162 2 Demand for scientific research training in Vietnam 14 CHAPTE R 2: RESEA RCỈI PARTICIPANTS AND METHODS 15

2.1 Research participants _ - - 15

2.2 Study location and time 15

22.1 Research location - 15

22.2 Research period 15 2.3 Research Methods 15 2.4 Research design *M«aaaaa<A4aaaaaaaaMaBaaM*a«a taaauiiMaiiUaaaailiaaiMtuai MiUUiiHiUllMSMHHai 15 2.4.1 Sample size - - 15

2 4.2 Sampling method - _ - 16

2 4.3 Research process - 16

2.6 Errors and mitigation 222.7 Data analysis and processing methods 222.S Research Ethics - - — - — - - - - - 23CHAPTERS: RESEARCH RESULTS _ 24

4 1.1 Current status of research skills 41

4 1.2 Training needs of scientific research course 434.2 Some factors related to the scientific research skills of postgraduatestudents

4 2.1 Degree of participation of supervisors in each part of the thesis 444.22 Factors affecting scientific research skills

••••••• •««««« > wr*' t»•• 464.3 Limitations «««**••««****••

RF.COM MENDATIONS

Table 3-1: General information 24Table 3-2: The avenge score of research design skill 26Table 3-3: The average score of collecting information skill 27Table 3-4: The average score of data analysis skill and use analysis tool by

F igure 3-2: The average score of argument s kill by education level 29Figure 3-3: The average score of scientific product implementation skill 30Figure 3-4: The axerage score of scientific research skill 31Figure 3-5: The average score of scientific research skill by education level 33Figure 3-6: The level of supervisor's participation in each pan of thesis 36

Túm tít:

Kỳ nâng nghiên cửu lã rất quan trọng đỗi với tất ca híx: viên y khoa, không chi đe theo duỗi sự nghiệp nghiên cứu má cỏn đê thực hành y học dựa trên hằng chững Nghiên cứu chung lôi dưực tiẻn hành VỚI mực tiêu” Mó tu thực trụng kỹ nũng, nhu câu đảo 1*0 nghiên cửu khoa học cua học viên MU đại hoe trường dại học Y Hù NỘI và một so yen tố liên quan" Nghiên cứu mô tà cãt ngang thực hiện trẽn 234 dối tượng học viên sau đại học qua thu thập mầu thuận tiện Kei qua chư thầy điếm kỳ nâng nghiên cứu khoa học nhóm thục SI* 3.45(0.51 cao hon nhỏm bác SI*nội trú 3.20 (0.62) và sự khác biệt này có ý nghía thổng kẽ Trong khi kỳ nảng thục hiện sun phàm khoa học có diêm trưng binh cao nhât ở ca hai nhóm thi kỹ nàng phân tích dử liệu vả sư dụng cóng cự phán tích cỏ diem trung bính thấp nhất Ve nhu cầu đào tạo thống ké

là nội dung dào tạo nhùng học vicn mong muon được học tảng thèm Mirc dộ tham gia cua giáng viên vào dê lài cuối khóa và kinh phí thưc hiên nghiên cứu

lã nhùng yếu tư có mối liên quan (p<0.05) đến kỹ nàng nghiên cứu khoa học cua đổi tượng Chúng tòi khuyên nghị lãng cường bãi học VC thòng kẽ trong môn nghiên cửu khoa học Đổng thời can hồ trợ những đối tượng học viên tham gia vào nhừng dư án nghiên cứu dược lãi trợ kinh phí và giàng viên (kinh nhiều thòi gian tham gia vảo khóa luận của học Viẽn

Từ khớa: AT nùng nghiên lửĩi khoư ĩtịỉc sau (ĩụỉ học iiỉiu < íiu đào tịiof yếu tổ Ỉiẻỉì quan.

Research skills are crucial for all medical students, not only to pursue a career in research but also to practice evidence-based medicine Our study was conducted with the objective of "Describing cunent status and training needs of scientific research of postgraduate students from Hanoi Medical Unlveinty in 2020-2021 and some related factors” A cross-sectional study was carried out on 234 post-graduate students through convenient sample collection Results show the average score of research skills of the master students 3.45 (0.5) is higher than that of the resident doctors 3.20 (0.62) and this difference is statistically significant Scientific product implementation skills have the highest average scores in both groups, an average score of

"data analysis and analysis toots’* skill is the lowest Regarding training needs, statistics skill was the content of training which students wart to learn more The participation of supervisors and the cost of conducting the research are rhe factors that are related to the scientific research skills with statistically significant (p<0.05) We recommend that students have more statistics on statistics, participate in funded research projects, and supervisors spend more time orienting students on thesis writing

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

The scale of graduate naming in Vietnam has grown rapidly in recent years1 Many medical schools in Vietnam and worldwide have regulated the output standards for graduate students, such as scientific research products including theses, scientific articles, references, research papers, and participants in scientific conferences, seminars, etc: *4 The research skills of graduates should reflect in the quality of their thesis’

Nowadays, scientific research has become an essential and necessary skill for postgraduate students m general and especially doctors in particular 6 ' * Research competence is essential for all medical students, not only to pursue a career in research but also to practice evidence-based medicine Furthermore, post-graduate student research IS a vital source for scientific publications, especially for medical snidents However studies in rlta? world and Vietnam also showed that the scientific tesearch skills of medical students were still relatively low as well as limitations in both research questions and statistical skills or complete scientific products 15 i

A report in Treatment Sãence Research found that a lack of scientific research capacity, especially among graduate students, is one of the main factoTS leading to inferior quality research products, waste, and difficulty in publishing research results !1 ĩn addition, many studies also show the need to learn different scientific research skills of medical students such as tile desire

to improve statistics skills writing scientific articles, etc Being flexible leaching methods such as research-oriented teaching, group naming 1-'5 ĨO However those studies have not specifically reflected the ability of students

in each specific scientific research skill

Hanoi Medical University has Iwn increasingly demanding rhe output quality of students’ research ability', and aiming to build tbe uni versit)' into a research university, rhe quantity and quality of research play an important role Therefore, it is necessary to research the research skills of graduate students based on objective self-assessment from research subjects For the above reasons, we conducted a study on "The current status and training needs of postgraduate students of Hanoi Medical University and some related factors" with two objectives:

1 Describing Hanoi Medical University postgraduate student’s current situation and scientific research needs

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

CHAPTER 1: OVERVIEW1.1 Some reined definitions

LI J Scientific research

Scientific research is the activity of seeking, examining, investigating,

or experimenting Based on data, documents and knowledge obtained from natural and social experiments It is done to create new higher valuable technical methods and means People who want to do scientific research must have certain knowledge about the research field and moTC importantly, they need to practice self-reliance and methodical work from the time they are at school13

I.1J Scientific research capacity

III terms of research capacity, according to A ẫcberovả, it IS an open and constantly evolving system which includes both declared and procedural knowledge in the field of leseardL attitudes, and readiness of individuals that allowed researchers to research within the framework of their professional activities (2008 p.61) In general, like all other competencies scientific research capacity includes three main components: knowledge, skills, and attitudes'4:

Knowledge: includes specialized knowledge; knowledge of scientific research methods

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

Attitude: enthusiastic, passionate about science: sensitive to happening events (scientific phenomena); objective, honest, serious, persistent, careful when working; the spirit of cooperation, sharing products 1 \

1.13 Output standard

Output standards are the minimum requirements for knowledge skills, attitudes, and professional responsibilities that learners achieve after completing a training program committed by the training institution to learners, society, and publicly announced together with the conditions to ensure performance ‘s

Training in scientific research methods and skills;

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

scientific and practical significance; figures and sources cited must be accurate and reliable writing style must be coherent and precise; the thesis is correctly presented according to the set criteria and illustrates that the writer has research methods.

Doctoral theses demonstrate technical proficiency- in the student’s field and enhance or modify existing knowledge The thesis should process new material, find new results or draw new conclusions, ox it "ill interpret the results in a new way

I Ị.3.2 Scientific research topics at all

The scientific research topic IS posed due to the requirements of theory

or practice and satisfies the following conditions: the scientific problem contains the contradiction between the known and the unknown, and it is be able to resolve that conflict

I 13.3 Scientific articles

Articles are fully written and fully published original results in scientific journals in the prescribed format1S

J JJ.4 Presentation at a conference on scientific research

Summary of research results according to the conference request form

1.1.4 Seim lific research training methods

Forms of n aming in scientific research

There are many diverse training programs in scientific reseat ch for graduate students such as intensive training, online training, and a combination ofboth methods

Centralized training: Centralized training takes the form of traditional training in the form of face-to-face meetings between students in classes, groups, and lecturers Most research training courses for postgraduate medical students will be integrated into regular training master’s programs, specialty and doctorate I9 In addition, there are structured short courses or seminars with clear objectives to improve the research capacity of the students20and group discussions among 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' competence iJ.

Online training: Nowadays, there are some other training programs such as online stud}' courses: learning Xia the online platform; Lessons are taught according to available lectures and questions are answered online and group discussions among medical students are also conducted

Combining online and coventrated training: E-l earning is being used more and more widely Hanoi Medical University is also implementing an E- learning program for some subjects Students will leam lessons prepared by the subject in advance according to a specific class schedule Students’ questions will be answered in two ways: online and offline focused on the lecture hail in practice sessions and answering questions

Evaluation form

Regarding the form of assessment of graduate students, it is the knowledge tests and dissertations for the master's degree, and theses or scientific products towards the doctor degree Tlieie are some evaluation forms such as Group outline product Individual research idea Evaluation of knowledge in the learning process Defense of individual outline idea at the end of the course Theory test at the end of the course

1.2 Genera! situation of scientific research In the world and VietnamAccording to a statistical report on the thesis of a medical doctorate in some 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 quality and the rate of international export is higher ?4 Another study conducted in Latin America showed that the countries in this region are also not well established in ternt of scientific research, however the number of scientists and the organization of research projects have increased in recent years

In Vietnam Research on scientific products in Southeast Asia from 1996

to 2005 and the citation index of scientific publications in 2000-2001 show that Vietnam 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 higher than that of other countries in the region, with the average number of citations per article within 5 years being 9.74 times The quality of Vietnamese scientific products is mainly thanks to the cooperation with foreign colleagues 26 Another study evaluating the status of international scientific publications had in Vietnam for 2000-2018 from the Web of Science database showed that 31.966 international scientific publications have Vietnamese author for the period of 2000-2018 In the field of medical science (20.8%) this rate IS lower than that of natural sciences and science and technology

1.3 Essential research skills

To carry out a scientific research product, researchers need to have many different skills Among them, there are skills of particular importance u:

1.3 J Buùding research topic skills:

Building research topic skills is an extremely important skill, as it determines the success or failure of the research Topic-building skills include prioritizing problem selection skills, research objectives, problem sets, document review

1.3J 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, sample selection, 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 the skills to organize data collection to ensure scientific objectivity

1.3.4 Data analysis and use of analytical tools skill

Data analysis aims to highlight the characteristics, characteristics, and properties of the research object (descriptive research) or to help the researcher lest the hypothesis (explanatory research) Tire researcher must know how to use a variety of analytical software

1.3J Scientijlc reasoning skill

Scientific research is based on persuasion by arsjiments and proofs Arguments must be based on science that the scientific community has

recognized More than that, critical skills help find the research findings and Ill? weaknesses of the research that need to be overcome.

I.3j6 Writing scientific articles MU (reports)

A research project must end with a scientific paper or report The article’s presentation requires the researcher to have information skills, write what needs to be written, accurately express the nature of the matter so that all readers can understand the sanr At the same time, proficiency in foreign languages, 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 is refereiced from research articles worldwide on rhe cunent state of scientific research capacity of medical students ■

The variables related to research skills are coded according to the 5-level Likert 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

of that skill The general science skill score is the average of all science skills

1.5 Some factors related to students' research skills

I 5.1 Demographics

J ỉ J J Age and gender

There was a difference in research product publication as well as the output quality of male medical students higher than that of women Because men base more time to research than women Young people rarely participate in research because of the overload of research time that was not suitable for the current job classification J0 However their many studies showed no relationship between age seniority, time, and work to research capacity n

Ỉ.3.Ỉ.2 Education level

Higher degrees have better research and support skills, and those who achieve tire highest levels of education have more confidence and responsibility for research participation

Ĩ.SJ condiiions for research practice

J.5 J J The influence cf lecturers

Some studies have shown that the involvement of lecturers in supervision and guidance, such as insufficient time allocation or inadequate problem solving, affects the research capacity of the students leading to the lack of skills to conduct high-quality’ research M

I.Í2.2 Funding Facilities

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

1.52.3 Current knowledge and learning materials

Knowledge and skills acquired from existing practitioners, and the lack

of access and limited materials ace major barriers to pursuing research '5 w

1.52.4 Duration and course of study

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

on the skills in intensive research of tlr postgraduate25 r On the other hand, tire lack of clearly standardized and supervised research courses for graduate students also Impacts research ability

1.52.5 Foreign languages

The difficulty in foreign language barriers, especially English, when conducting international articles was a significant challenge for graduate students, especially doctoral students-5 íỷ

1.6 Research in rhe world and Vietnam on scientific research

1.6.1 Research in the world

l.à.ỉ.ỉ Current status of resear ch skills in the world

A study of 455 gradiate medical students in Bavaria-Germanv found tltat the research content of the medical curriculum is quire low (2.61'5 points) and the research capacity IS average (2.38'5 points) as well as not confident enough to conduct research independently after obtaining a doctorate; it is considered that they often lack skills to build methods and

w rite scientific products independently Iộ

Another study assessing the thesis research capacity of medical school graduates in Ecuador found a weakness in research capacity from data analysis skills (59%), scientific criticism (65%) and research techniques (61%)*

In addition, the Science Publishing Department at the University of Texas Anderson Cancer Centei found that both interns and mentors were frustrated with die lack of scientific writing skills, especially for articles in scientific literature English Postgraduate students believe that there were barriers to the publication of resultsdue to a lack of English skills4l.

On the other hand, research capacity was scarcer in low- and middle­income countries, especially in Asian countries A study of 35 medical doctors in India China Oman, and Vietnam found that research training capacity al survey facilities was low especially in health research

I.

Ổ.I.2 Demand for scientific research in the world

Research in Nursing in Southeast Asia in 2017 shown that most students were satisfied with the training program and teaching quality 75.5% and 7-1.8% respectively; quantitative and qualitative research methods were the most popular required and elective subjects, 88.3% of students were satisfied with the supervision they receive from their supervisor however 79% repotted that their supenisor pushes’ them to publish research papers For die doctoral training program 75.5% are satisfied with the training program but about half reported that the components of instructional training (55.9%) and mobility opportunities (54.2%) were not included in their program -4

The 100 postgraduate medical students in India who participated in the

2012 study found tint 76% agreed tint research training should be compulsory for students However only 50% of the students participated in lire study, and 4% have published scientific articles Graduate students want

to be ttained in statistics and writing scientific articles 53

Another study of medical students in Switzerland in 2017 indicated that 89*0 plan to continue a reseat ch-oriented career Nearly all participants found graduate training to be useful for their careers The medical graduates surveyed were satisfied with their research training and most of them went on

to research-oriented careerss

1.6J Research In Vietnam

Current status of research skills in Vietnam

A study at tire University of Medicine and Pharmacy* in Ho chi Minh City on post-graduate training showed that only 34% of respondents reported tliat they did not understand the variability, confounding, and interpretation of the variables 20% of respondents could not explain 95% confidence intervals and p-value; only 37% of respondents could distinguish between correlation and regression; The number of people who can use the document search engine and statistical software was 54%: 51% English skills were assessed as lacking confidence Furthermore, only 43% of respondents could describe the study quantitatively and qualitatively Also, the graduate interns’ previous research including a short paper, an abstract, and presentation slides in English did not follow a standard research paper style, and the purpose and unclear research methods, four interviewees with research experience described difficulties in analyzing data obtained from statistical packages and all interviewees emphasized that they wanted to learn practical skills'

Another study on medical students in Ho Chi Minh Qty indicated that they were weak in biostatislics skills: (20%) respondents could not interpret 95% confidence intervals and p-values and only (43%) respondents were able

to describe quantitative and qualitative research after completing file course u

A studs’ on the graduation thesis of graduate students and resident doctors of Hanoi Medical University in 2009-2011-2013-2015 on tile application of statistical competence showed that graduate students and resident doctors did not ha'e or had little experience in scientific research (74.4%) no or very little ability to interpret descriptive statistics (82.1%), no

or very little ability interpretation of inferential statistical results (85.4%)4-

J.6.2.2 Demand far scientific research naming in Vietnam

34% of the research subjects at the University of Medicine in Ho Chi Minh city felt that the research program at the university was not enough and inappropriate, it is necessary to improve teaching methods more flexible: At the same time, the obstacle to doctoral research was due to the mentoring capacity of the instructor and the scientific literature on health \

A study at the University of Medicine and Pharmacy in Ho Chi Minh City showed that the higtest demand for training was in biomedical statistics (94%) epidemiology (80%) and journalistic skills (77%); as well as the desiie to be trained in computer skills and English 12

Research on graduation theses of graduate students and residents of Hanoi Medical University in 2009-2011-2013-2015 showed students need to leam more about the content 62.7% According IO statistics in rhe subject of Scientific Research Methodology, 50.6% want to get advice on outline and report before going to the council4'

CHAPTER 2: RESEARCH PARTICIPANTS AND METHODS2.1 Research participants

The study was conducted on subjects who had completed one of the postgraduate training programs at Hanoi Medical University

Inclusion criteria:

• Graduated from the medi cal doctor train ng system

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

• Completed theses di ssertations Of parrici pated in research

Exclusion criteria:

• Subjects were exempt from scientific research courses

2.2 Research location and period

2.2.1 Research location

Hanoi Medical University

2.2.2 Research period

From October 2020 to May 2021

Data collection period: January 2021

> sz

" “ I*-% (&)»

Inside:

Zj-aQ: die expected accuracy of the study is 959 Ò = 1.96;

s: standard deviation of the total research skills from the study in Germany (1-1.08);

Jc mean value of the total research skills from The research in Germany (X - 2.88)”

£ acceptable relative error <E 0.05)

->The minimum sample size calculated by the formula is 219 An additional 109® of the sample was reserved if the research subject refused to answer the questionnaire, and the answer sheet was invalid The final sample size was

To describe skills and survey students' academic research needs after

graduation, we follow the following steps:

L Research subjects were invited to participate in the study 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

3 The responses are sent to the management study team.

2.4.4 CoUection melltod’i and tools

The set of questions is built based on parts of the thesis and the standards that require the students' scientific research skills The toolkit consists of 5 parts: Demographic variables; scientific research skills; the need for training and scientific research: tire relevant factor variables include (Level of participation of lecturers according to each part of the graduation thesis and some other factors) The toolkit was built on Kobotoolbox and Google form software

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 skills and training needs of scientific research subjects

The group of variables on scientific research skills includes: 32 variables of 6 research skills (Appendix I)

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

collection toolsChanging the

content of scientific

research subjects

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

Fill in online

Questionnaire-Lesson content

needs to be changed

Lesson content increasedThe content of the lesson is reducedTrailing methods Research-oriented training Small

group trainingEncourage the creation of an environment for students to engage

in mentored researchGet more instructor guidance and cooperation

Encourage students to make and publish scientific papers

Theoretical training parallel to the practice

Assessment method Implement personal graduation

thesisAnswer questions in the form of direct question and answer

Fill in online

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

Group of variables on demographic characteristics

method' collection tools

Fill in onlineEducational

Workplace Hospitals Other facilities

(Research institutes, clinics, universities, etc.)

Nominal variable

Group of variables of the degree of supervisors participation in each pan of

the graduation diesis

method' collection toolsInvolvement of supervisors

in collecting research topic

completing the graduation thesis

- Fill in online With 3

choices: unaffected, affected, very affected

Involvement of supervisors

tn Introduction

Ordinal variable

Group of other factors affecting research ski Us

method' collection tool*Lack of guidance and

cooperation of lecturers in

the learning process

Lecturers do not spend much time answering

The course does not have enough time for the practical port

Lack of documents and

textbooks for scientific

research

Limited access toliterature on scientific research

Lack of scientific research

training courses

Complementary courses other than required courses are absent or very few

Lack of foreign language

skills

Foreign language ability (English French) is not enough to meet the letter

of study, etc

Ordinal variable

2.6 Errors Mild Illi!igalion

Selection error Invitations to participate in die study were sent to previous

research subjects to increase their accessibility to the students Investigators were arranged to answer questions when the subjects completed the self-completed questionnaire After the survey form is sent back, the information shall be re-checked, if there are unclear issues or errors, it must be supplemented or re­investigated

Information error Closely supervise ỉn data collection, strictly follow the

implementation plan and processThe questionnaire is designed to be easy to understand and clear

to achieve the most honest information The questionnaire was consulted by experts 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

Descriptive statistics: Qualitative variables are described by percentage, quantitative variables are described by mean standard deviation, and median.Inferential statistics on the difference in scientific research skills and scientific research training needs between the two groups of educational attainment using appropriate statistical tests.

The sdentific research skill variable was analyzed as a continuous variable The relationship with tire independent variables was determined by multivariable linear regression analysis with the default confidence interval of(C1 O.ƠS) rhe multivariate 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 research protocol of the Institute of Preventive Medicine and Public Health Hanot Medical University

Saidy subjects have been given a clear explanation of the purpose of the study so that they can either respond to or refuse to participate in the study.Information gathered from file study subjects was kept confidential Only researchers have access to the data source

The data is for research puiposes only Honesty and objectivity in data processing and analysis

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

CHAPTER 3: RE SEARCH RESULTS3.1 General information

Table 3-7; General inform alien

(Researchinstitutes clinics, universities, etc.)

Table 3.1 shows tire demographic characteristics of the subjects.Participants were more male (51.28%) than female (48.72%) Most of the study participants were in tile masters group (65.80%) and the rest were m 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

Table 3-2: Dư average scare ọf research deỹg/1 skill

Mean(SD)

Resident doctor Mean(SD)

Master

Mean(SD)Determine the object, time,

location of the study

and 3.50( 0.70) 3 3 h U SD 1 3.60(0.62)

Selection of research samples 3.27(0.68) 3.11(0.77) 3.35(0.61)Calculating sample size 3.18(0.72) 3.04(0.82) 3.25(0.67)Choosing the right research method 3.28(0.68) 3.06(0.75) 3.38(0.63)Determining research indicators and 3.35(0.6S) 3.18(0.72) 3.43(0.64)variables

Build a data collection tool 3.40(0.66) 3.20(0.74) 3.50(0.60)Building research ethics 3.47(0.68) 3.32(0.79) 3.55(0.60)

Table 3-2 shows the characteristics of research design skills by education level Resear ch design skill consists of 7 characteristics and the master’s group has higher average scores on all features of this skill In

w hich, tbe average score of tlx* characteristics of determining the object, time, and location of the postgraduate was highest (3.50(0.70)) This feature was also the highest in both the resident doctor and master's groups were 3.30(0.80) and 3.60(0.62) respectively followed by building research ethics with 3.47(0.68) for the master group and 3.32(0.79) lor the resident doctor's group The figure for Calculating sample size was lowest for both master’s group and resident doctor group was 3.18(0.72) and 3.04(0.82) respectively

Table 3-3: Die average icore of collecting information rtitl

doctorMean(SD) Mean(SD) Mean(SD)Develop appropriate collection methods 3.36(0.66) 3.22(0.74) 3.42(0.60)Cdlect objective data 3.37(0.70) 3.18(0.72) 3.47(0.67)

Table 3.3 describes data collection skills by education level The characteristics of developing appropriate collection methods and collecting objective data of data collection skills had the mean score of 3.36 (0.66) and 0.37 (0.70)

Table S-t; ỉlư average score of data analysis skill and use analysis foal by

education level

Mean(SD)

Resident doctor Mean(SD)

Master

Mean(SD)Data entry and data tnanagement 3.15(0.77) 3.01(0.81) 3.21(0.74)(kobotoolbox, cpidata )

Information encryption 3.20(0.79) 3.00(0.85) 3.30(0.74)Data processing and cleaning 3.12(0.76) 2.94(0.80) 3.20(0.73)Descriptive statistics 3.21(0.74) 3.00(0.80) 3.32(0.67)(proportional description

average, etc.)

Inferential statistics 3.10(0.77) 2.98(0.81) 3.15(0.74)Present the results in tables and 3.32(0.73) 3.16(0.80) 3.40(0.70)graphs

Using analytical software 3.12(0.80) 2.96(0.87) 3.20(0.73(STATA R SPSS )

Table 3.4 describes tire S' erage scores of data analysis skills and analytical tools used by education level All average scores of the characteristics of data analysis skills and use of analytical tools in master’s group liigher than resident doctor group Presenting Il>e results in tables and graphs was the feature with die highest mean score of3.32(0.73) and followed

by descriptive statistics (proportional description, average, etc.) and information encryption with 3.21(0.74) and 3.20(0 "9) respectively The average score of the characteristics presented in tables and graphs for both