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

Some other views say that scientific research capacity includes: The ability to detect andsolve problems; observation capacity; creative capacity'; ability to read and findinformation th

NGUYEN NGOCANH

Training sector Bachelor of Public Health

Industry code D72O3O1

THESIS OF GRADUATION BACHELOR DEGREE

Course: 2017- 2021

Supervisor.

LE XƯAN HUNG MSc

Hanoi- 2021

AC K NOW LEDGE M ENTS

First of all I would like to express my gratitude to the

Medical Informatics, and all the teachers of the HanoiMedical University who have taught and guided me for thepast 4 years of study.

With deep respect and gratitude I would like tosincerely drank my supervisor Le Xuan Hung, MSc Lecturer

in the Department of Biostatistics and Medical Informatics

of Hanoi Medical University for directly guiding methroughout conducting research and completing my thesis

To conduct this thesis I would also like to thank myfriend Nguyen Thi Thu Ha for enthusiastically helping me inthe process of developing the questionnaứe and collectingdata

Finally I would also like to express my deepest andmost sincere gratitude to my parents, siblings, and friends,who have always been by my side to encourage, help me.and share difficulties throughout learning and completingthis thesis

Hanoi May 14"2021

StudentNgoc AnhNguyen Ngoc Anh

never published

I take responsibility for the results presented in this thesis

Hanoi May 14*2021

StudentNgoc AnhNguyen Ngoc Anh

HMƯ

Table 3-4: The need to increase training content of scientific research course by year of graduation

(••••••••••••••■aaaaaaaaaaaaaaaaeaaaaaaaaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaaaaaaasaaaaa aaaaa 38 Table 3-5: The need of training method of scientific research courses by year of graduation 39Table 3-6: The need of evaluation form of scientific research courses by year of

graduation 40Table 3-7: Scientific products by year of graduation

Table 3-8: Some factors related to the average score of

44

TC V*:

Tóm tắt

Nghiên cini cắt ngang trẽn 842 sinh viên y khoa đà tót nghiệp tại trường Đại học Y

Hả Nội nhảm mò tã thực trạng và nhu cầu dào tạo vè Nghiên cửu khoa học cùa sinh viên

dà tổt nghiộp trường Đại hục Y Hả Nội nám 2020-2021 và phản tich một sổ VCU tó liênquan Kết qua cho thầy điểm trung binh cua kỳ nàng “Phân lích dừ liệu và sứ dụng công cụphân tích” là thấp nhất (2 94x0.65), trong đõ nhóm lốt nghiẽp nảm 2020 (2.9910.60) caohơn nhõm tồt nghiệp nàm 2008-2019 (2.90=0.69) Nhu cầu táng dáo tạo VC thực hãnh ờnhõm lổt nghiệp nàm 2008-2019 (38%) cao hơn nhõm tốt nghiộp nâm 2020 (17.39%) Ty

lộ nhu cầu “khuyến khích sinh viên thực hiện vả xuắt ban bãi báo khoa học" ớ nhóm tốtnghiệp năm 2008- 2019 (31 32%) thắp hơn nhóm tốt nghiệp nám 2020 (38.26%) Các sựkhác biột trên đều có ỷ nghía thống kẻ với p<0.05.Giới tính, nám tốt nghiệp, san phàmkhoa hục và mức độ tham gia cũa giang viên là một số yểu tố liên quan tói kỳ nâng nghiêncữu khoa học Chương trinh dãơ tạo về nghiên cữu khoa học nên theo cách tiếp cận tòngthê dựa trẽn ba trụ cột: (i) chương trinh giáng dạy cốt lôi về khoa học, (ii) các dự án nghiêncữu ngOội khóa, vả (iii) các chương trinh nghiên cứu dặc biệt dành cho sinh viên quan tâmnhiều den nghiên cứu V học

Từ khóa: Ẫ'ỳ nàng, nghiên cữu khoa học sinh viên y khoa, tốt nghiệp đụi học nhu cầu dào tạo.

A cross-sectional stud}' on 842 medical students who graduated from HanoiMedical University in order to describe the current status and training needs of scientificresearch of graduates from Hanoi Medical University in 2020-2021 and analyze somerelated factors The results show that the average score of the skill "Data analysis andusing analysis tools" is the lowest (2.94=0.65), in which the group graduated in 2020(2.99=0 60) is higher than the group graduating in 2008- 2019 (2.90=0.69) The need toincrease practical training in the group graduating in 2008-2019 (38%) is higher than thegroup graduating in 2020 (17.39%) The percentage of demand for "encouraging students

to conduct and publish scientific articles" in the group graduating in 2008-2019 (31.32%)was lower than the group graduating in 2020 (3826%) The above differences arestatistically significant with p <0.05 Gender year of graduation, scientific products, andsupervisor's participation level are related to research skills Training in scientific researchshould follow a holistic approach based on three pillars: (i) core science curriculum, (ii)extracurricular research projects, and (iii) special study programs for students with a stronginterest in medical research

Keywords: Skills, scientific research medical students, graduates, training needs.

Scientific research is an integral part of the development of medicine especiallywhen the concept of evidence-based medicine (EBXÍ) is increasingly concerned andwidely used Thus, scientific research plays a more and more critical role in thedevelopment of medicine:: Besides that, the EBM is primarily based on scientific researchresults So medical students need to have a good understanding of scientific research tocorrectly interpret the research results and thereby make good care decisions for theirpatients3

Scientific research activities can help medical students develop the necessary skills(problem-solving, information retrieval, data collection, and critical evaluation) andsuccessfully implement EBM practice in a clinical setting43 Therefore, in recent years,several medical schools in the world and Vietnam have been promoting students toparticipate in research through many scientific products such as scientific articles,graduation theses, etc.; to meet the output standards of medical students• researchcompetency' 9

Several studies around the world showed that many medical students do not meetthe requirements of scientific research skills, especially statistics'-0 According to a cross-sectional study in Saudi Arabia, it found that the majority of recent medical graduates hadpoor knowledge scores (83.1%); Only about 1 3 of the participants correctly answeredquestions about the components of scientific research (34.2%), abstracts (33.5%).definitions of scientific hypotheses (373%), the objectives of the study (36 5%)11 Inaddition most of the participants in this study were looking forward to providing additionalresearch projects (74.1%) participating in mentored research (78 1%) and providingcourses on research methods (71.7%)

Some other studies showed low results on writing skills and publishing articlesamong medical students, even though those skills are criteria for postgraduate evaluation’2

In 2019 Srivani Pallamparthy and Asha Basavareddy conducted a study on barriers to

research among medical students The results indicated about 60% due to the lack ofdedicated guidance from the faculty during the training process1’ And a supervisorsignificantly influences students' positive attitudes towards research1 According to Nahla

et al study, some barriers such as lack of time to practice research (74 3%), lack ofmotivation to study (61%) are also factors affecting die scientific research skills ofmedical students" Some other studies showed that teaching methods affect student'screativity and students lack computer and English proficiency skills4 14,15

Several studies have been conducted on this topic in Vietnam but not focus onevaluating die scientific skills of graduated medical students These studies also did notmention the supervisor participant level in parts of the research In addition, more and moreuniversities and especially medical universities have been orienting to become researchuniversities after the government decree was issued This requires universities to ensure thequality of training and increase publication with high quality And the human factor plays

an important part To clarify the above issue, we decided to conduct this study at HanoiMedical University

With the following two objectives:

1, To describe the current status and ưaining needs of scientific research ofgraduates from Hanoi Medical University

2 To analyze related factors to the current status of scientific research of graduatesfrom Hanoi Medical University

system to understand a phenomenon, explain die phenomenon, and discover a rule numberScientific research is a place of contrast between theoretical presuppositions and reality as

it is perceived."

1.1.2 Scientific research competencies

According to A Sebarova the scientific research capacity is an open, and constantlydeveloping system, which includes expertise and process knowledge in the research,individual attitudes and readiness; In general, like all other competencies scientificresearch capacity includes three main components: knowledge, skills and attitudes15 Inwhich Knowledge: Knowledge and understanding including specialized knowledge;knowledge of scientific research methods; Skills Skills include: research skills; researchdata collection skills skills in data analysis, and use of analytical tools; scientific criticaland critical skills; scientific reasoning skills, scientific report writing skills; Attitude:Attitude includes, enthusiasm, passion for science: sensitive to happening events (scientificphenomena); objective, honest serious; persistent, careful when working; a spirit ofcooperation, sharing science

Some other views say that scientific research capacity includes: The ability to detect andsolve problems; observation capacity; creative capacity'; ability to read and findinformation thinking capacity research proposal design capacity; ability to write scientificreports: ability to defend scientific topics16

Research competencies are an important university competency, the output standardrequirement for medical students is to be able to carry out scientific research Graduatemedical students need research competence to provide evidence-based practice and be able

to participate in the design and development of research These competencies should beoptimally achieved by conducting research and publishing research articles duringuniversity training1*

1.1.3 Evidence-based Medicine (EBM)

Currently the practice of medicine is largely dependent on the use of EBM EBM is theconscientious, clear, prudent, and rational use of the best, modern evidence to make

decisions about the care of individual patients EBM integrates clinical experience andpatient value with the best research information available EBM requires new clinicianskills, including effective literature search and application of formal rules of evidence inevaluating the clinical literature15.

1.1.4 Scientific article

A scientific article is a report on the research results of a certain person or group19 The scientific article must be a scientific work containing new research results suitable to the specialty for which the title is registered: the article must be published in one of the

prescribed specialized scientific journals, Scientific article is an article with scientific content published in a scientific journal that has passed the peer-reviewed system of the journal"'5

The results of a studs- conducted on medical students of a medical school in Egyptshowed low average knowledge scores on six questions; only 42.3% (128 out of 420) wereable to correctly identify- a clinical research concept and only 18.6% (78 out of 420) wereable to distinguish the necessary parts of a scientific paper’

A cross-sectional study in five Saudi universities found that 44.3% of medical

students did not know how to conduct scientific research2* In 2018, Antonius Buscher andhis colleagues on scientific competence in medical students in Germany, the results of theirself-assessment of their scientific competence were not satisfactory, especially in statisticsand scientific writing10

Research by Chen et al., results show that Chinese students thought biostatisticswas a very difficult skill, consisting of abstract concepts, many formulas, and stronglogical components, closely related to mathematics25 This study showed the lack ofstatistical competence of medical graduates, and their limited ability to apply theirstatistical knowledge in practice25 Due to their lack of understanding of health statistics,these students lack the necessary skills to apply statistical design and analysis As a result,they often misuse statistical methods This inadequacy led to the failure of theừ work to beaccepted and published because it did not meet scientific standards

Research by Nahla Khamis R Ibrahim and colleagues at King AbdulazizUniversity, Saudi Arabia, showed that the majority of medical students and recentgraduates (83 1%) have poor knowledge scores (2 44=1 96) only 13.8% and 3.1%achieved good and satisfactory knowledge: in which only about one-third of theparticipants correctly answered the questions about the components of the scientificresearch (34.2%), the summary content (33.5%), and the definition of the scientifichypothesis, study (37.3%), the goal of the study- (36.5%) and characteristics of a goodclinical trial (37.8%)n

The results of a study on scientific research skills of medical students in the UKshowed that less than half of them (43.5%) were skilled in the design and development ofresearch proposals while 56.5% expressed a need for further training24 Article writing andabstracting skills, as well as publishing practice, are low among medical students, althoughthose skills are used as graduate criteria when selected for jobs

1.2.2 In Viet Nam

According to the research results of Nguyen Tin Xuan Huong, most universitystudents were still contused and have not perforntd proficiently specifically in the group

"Skills to select research problemsstudents had many difficulties in the selection of theproblem is both scientific and practical Struggling not to know how to name the topicappropriately; In the group "Skills to develop research outlines", students were stillconfused in determining research purposes, building scientific hypotheses, projectingcontent research methods, etc About "Skills for collecting and processing information",students were not proficient in selecting research samples, drafting survey tools, etc.According to lecturers 15% of lecturers thought that it was good 40% was at a good levelgood 40% moderate and 5% weak This result showed that the students'scientific researchskills are not high, and the research quality is not good2

The majority of students are aware that training in scientific research skills isnecessary (65% think it’s necessary’, 35% think it's less necessary’) But when asked aboutthe meaning and effect of practicing scientific research skills, most of them were confused

or could not answer This shows that most students are not aware of the importance ofpracticing scientific research skills'

1.3 Some factors related to the current status of scientific research

1.3.1 Gender

Research by author N.K Ragab Ibrahim et al reported that there was nostatistically significant difference (p > 0.05) between scores on research skills and gender*However, a cross-sectional questionnaire-based survey conducted at an Indian medicalschool showed a difference between the total knowledge scores of sophomores based ongender1-'

1.3.2 The level of supervisor’s participation

Research by Srivani Pallamparthy and Asha Basavareddv shows that nearly 59% of students agree that the lack of

encouragement from lecturers is the biggest barrier to

participating in scientific research13 Some studies from Arab countries: Canada and Pakistan have also found about research barriers that a few students feel a lack of

encouragement from their lecturers because most students think that there is sufficient motivation and support from the lecturer to doing research13 According to the results of

a study (2019): the time of most lecturers in universities

is devoted to education: that is why the majority of

lecturers at universities in developing countries spend

little time on research4 According to a similar survey by Unnikrishnan et al-: faculty members spend only 1 -5 hours per week on research activities with students because of theừ busy schedules of work: teaching, and clinical practice4

Student development of a positive attitude towards research

by the presence of enthusiastic research-oriented teachers ability Teachers—as passionate instructors role models

valued mentors, and ambassadors of scientific research are predicted to draw students’ growing interest in research, shedding light on its integral relevance in contemporary medicine, encouraging a research-focused career, and

addressing any

research-related impediment on the student's side Unfortunately such lecturers are notpresent in many medical schools and universities - an issue that should be revisited bymedical education councils1

1.3.3 Research products

In 2009, Susanne Pruskil and her colleagues conducted a study on 147 fifth- vearmedical students from the Charite University Medical Center Berlin Germany to assess

their epidemiological and statistical knowledge" The results showed that there was nostatistically significant difference between students who started research for the thesis andthose who did not(17.6 ± 4.2 and 16.7 ± 4 5) ;p = 0.242) However, students who performedexperimental projects scored significantly higher than other students (18.6 = 4.1 and 16.5 ±4.0: p = 0.005).

In a cross-sectional survey of British medical students from seven medical schools

in the UK only 49% of students were involved in a research project, out of 515 medicalstudents, only 88 students submit papers for scientific meetings, only a small percentage ofBritish medical students submit papers for publication and presentation at conferences" As

a result of an Indian study on medical students, only 16.0% of cunent study participantswrote scientific papers25 In another study conducted by Ibrahim and colleagues in SaudiArabia, only 5.8% published scientific papers*5

The results of a study in Germany showed that the majority of medical studentsagreed that every student should undertake a research project during their medicalstudies*'3 Students who completed some scientific research product found themselves tohave more experience in writing and information gathering skills than students who took alecture-based course or elective basic skills 5 Participating in practical research activitieswill help them inculcate critical thinking, reasoning skills and develop a more positiveattitude towards scientific research later on than students who only attend the traditionalcourse in the university medical curriculum, especially in terms of equipping medicalstudents with writing and information retrieval skills5 In addition Lofgren and Ohlssonhave found a positive effect of the dissertation writing experience on students' preparationfor further research projects5

1.3.4 Training programs of scientific research

All over the world, medical schools are striving to meet the essential requirementsand core competencies for scientific research that all medical students must have at the end

of their studies35

Most medical schools have some research-related classes or courses in their

curriculum (be it clinical epidemiology, statistics, or research design)31 Most medicalschools in the United States, biostatistics, epidemiology, preventive health demographics,and health informatics, are taught in the first or second year for more than one semester2 Atthe university At Ziauddin School in Pakistan, courses in epidemiology, biostatistics, andsurvey methods are taught during the first two years of medical school32 In South Africabiostatistics and research methods are taught in years 1 and 2 with further reinforcementpracticed in years 3 and 4 in some universities, and at 44 medical schools in Turkey,biostatistics is usually taught in the first year32.

In Germany, during the second year of study for medical students at ChariteUniversity Berlin, there were lectures and seminars on basic research methods22 Duringthe fourth semester RMC students must undertake a 4-week individual research project inone of the faculty’s faculties and write a scientific report During the seventh semester,they took part in a mandator)' weeklong seminar on the principles of the scientific method

in medicine At the end of this semester students must pass a multiple-choice test (MCQ) Inthe fifth year, students were introduced to major public health issues, epidemiology, andEBM in eight 90-minute lectures including a multiple-choice test (MCQ) at the end of thefinal lecture A 5-day module then begins with a session on the strengths and weaknesses

of key epidemiological, and medical study designs, followed by the development of acohort or case-control study design and critical evaluation of a randomized controlled trial1.3.5 Evaluation factor

Assessment is the most important driving force for learning, so an assessmentprocess should also be incorporated to evaluate the research activities of medical studentsStudents at the University of Malaysia Sarawak are required to undertake research projectsduring their second academic year53 In Amsterdam (Netherlands) Academic MedicalCenter (AMC) EBM and research skills of sophomores are assessed by a short researchreport, third-year students must participate in an undergraduate research project3 Thecurriculum requires students to choose a topic to Independent study and completion of adocument review, or a clinical project under the supervision of a school teacher Studentsmust spend a large amount of independent study time on their projects Furthermore,

students are offered weekly seminars for three months: in self-contained seminars In thevoluntary workshop, students leam to search for material write scientifically and evaluatecritically document and present their findings; at the end of the process, students mustdemonstrate their mastery of the topic in a written diesis and a presentation1

1.3.6 Impact factor

The contest "Student for scientific research" is organized by the Ministry ofEducation and Training (MOET) in collaboration with the Ministry of Science andTechnology, the Central Committee of the Ho Chi Minh Communist Youth Union, and theVietnam Union of Science and Technology Associations every year to encourage students

to participate in scientific research, including in the field of Medical Science34

The 6th Scientific Research Conference 2019 for students to encourage creativityand passion for scienttfic research: The number of students participating in reports as well

as the quality of scientific research projects has increased over the past 36 years Ever)' yearthe University’s students have scientific works to participate in the University's YoungScience Conference, Provincial Science and Technology Award: Youth scientificconferences of national medical schools, awards for students in scientific researchorganized by the Ministry of Education and Training ?5

In addition to the Medical University in general as well as the Hanoi MedicalUniversity in particular, there are many clubs to support students to participate in scientificresearch activities such as Student Club for Active Study and Scientific Research of HanoiMedical University Scientific Research Club - the Department of Biostatistics andMedical Informatics to develop research skills for students

1.3.7 Medical innovation policies

Research competence is recognized as an important educational standard forgraduates in many health professions, and research skills are fundamental to evidence-based medical practice5 Accreditation bodies worldwide are emphasizing the need formedical schools to develop then students' research competencies by increasing theirexpectations of research-worthy graduates' In Australia, this is regulated by the AustralianMedical Council, which requires medical graduates to be able to apply knowledge of

scientific methods to formulate relevant research questions (AMC standard 3.4) Similarly,the Royal College of Physicians and Surgeons of Canada recently updated the CanMEDSframework (2015) to include a requirement for medical students to be able to contribute tothe creation and dissemination of knowledge and practice In the United Kingdom, theGeneral Medical Council has mandated that medical graduates must be able to applyscientific methods and approaches to medical research

In recent years, many medical schools in Vietnam have

implemented innovative training programs in general medicine

to meet the competency standards, which were issued by the Ministry of Health under Decision No 1854 QD-BYT on May 18*2015 based on the competency standards of medical doctorsissued by the

Ministry of Health students will well apply basic scientific knowledge and basic medicalknowledge into clinical science in interpreting signs, and symptoms interpreting diagnosisand tteatment options w The inclusion of academic modules in the curriculum will allowstudents to participate in small projects in medicine, hone skills in teamwork, scientificresearch, and promote creativity the dynamism of students*

At Hanoi Medical University, on November 17th 2017, the 3rd Medical TrainingInnovation Conference introduced a new training program framework for the genera]practitioner system based on 4 focuses force; integrated, focus on clinical skills, andcommunication skills; foreign language ability and scientific research9 In addition, in

2017, a new form of teaching subjects on scientific research including statistics andscientific research methods will be implemented for students, from the traditional form tothe new form combining direct teaching and E-learning This hybrid form of training offersthe advantage of increased flexibility for students through taking the course online whilemaintaining face-to-face contact with teachers and other students'- It is defined as aninnovative form of traditional face-to-face instruction combined with technology-mediatedinstruction Optimal learning is achieved through a careful combination of traditionalteaching and online learning In addition, it is predicted to be the "new traditionalparadigm” or the "new normal” 111 higher education3

1.3.8 Some other barriers

Some studies on barriers to scientific research include overloaded academicworkload, lack of time to pursue scientific research activities, and inadequate guidance onknowledge, basics of scientific research in medical colleges’

Many other studies showed that some barriers to research such as overload of studyprograms, time constraints, inadequate training in research11 More than three-fifths(60.7%) of students believe that current educational processes and programs do not allowstudents to participate in research activities; Most students (75.0%) said that thecurriculum was too overloaded to allow enough time to practice research or anv otherscientific interests Almost a third of students (32.1%) said that they do not have time tolook for up-to-date information-* In a cross- sectional study of eight-year senior medicalstudents in China, the results revealed major obstacles or challenges to researchperformance as follows: academic burden (72.5%), lack of scientific research ability (4O.S

%), and lack of access to the appropriate search pool (21 -3%)39 Furtheimore 70% ofmedical students are not willing to research because of existing barriers and challengesincluding lack of access to information resources, lack of expertise in English regulationsrestricting practice Insufficient research budget and inability to write formal research4

According to authors Somdatta Patra and Amir Maroof Khan, the qualitative analysisshowed that some students find it difficult when the research topic chosen by the group isnot related to medicine: Computer use was also a problem reported by students'*4

According to the results of another study, in terms of awareness, studentsthemselves are not active, self-disciplined, have not built the right attitude and motivationfor research: In temis knowledge, the practice has shown that, because they are notequipped with basic and systematic knowledge and methods of scientific research whenembarking on scientific research activities, students are often confused and have notmastered the methods of scientific research legal research; In addition, the lack ofdocuments and research facilities also limit file ability of students to do scientificresearch-"

1.4 Training needs of scientific research

Quantitative analysis of a German study showed that medical graduates rated thecontent of the research curriculum as rather low40 The majority of medical students atKing Abdulaziz University, Jeddah agree that they should be provided with more researchprojects (74.1%) research training (79 8%), attracting medical students Faculties

participate in mentored research (78.1%) and provide required courses in research methods(71.7%) as the main solution to improve research skills38.

A study in China showed that there was a need for medical students, especiallygraduates, to enhance course delivery and teaching quality in terms of research design,advanced statistical methods and applications using statistical software* ‘ Medical schoolsshould enhance statistical training and incorporate more case studies and statisticalsoftware to emphasize the real-world conditions in which statistical methods are appliedThis approach will enhance the capacity of medical students to use statistical software toprocess and interpret statistical results34

The findings of Millar et al (2009) suggest that research should be best integratedwith real-world research33 That way, students can put what they've learned in class into areal-world environment As such, students will indữectly develop a positive attitude andinculcate research culture in their future careers In addition, early entry into research maypromote continued research ữends in later stages of the medical profession

Another study by Jamali et al (2012) suggested that attending a research methodseminar is one of the important factors that can strengthen knowledge about the researchprocess In addition, students have tended to like to leam in small groups, they think this isthe core form to ensure interaction32

1.5 Scientific research skills

Research skills are defined as described by Stark et al (2005), which can be divided intofour main skill areas: (1) research methods; (2) information collection (3) critical analysisand review; (4) data processing43

According to Tran Thanh Ai scientific research is a system of many different skills,including15:

- The skill of developing research topics is extremely important because it determines thesuccess or failure of the research The research topic is not what is available but is the result

of a complex and dialectical process from the records obtained in the process of acquiringspecialized knowledge to the skills of observation and real economic analysis, and the

comparison of those analyzes with the current state of knowledge, to uncover researchproblems.

- Research design skills must correspond to the research objectives of the topic, thetype of data to be collected, the method of analysis There is no fixed formula such

as mathematical formulas for the researcher for all different studies Therefore, theresearcher must have research design skills to be able to conduct it independently

- Science research data collection skills are very important, especially in humanitiesand social research and education Educational science has very complex researchsubjects, such as the relationships between people, between people and socialorganization systems, behaviors, attitudes so researchers must have skills inorganizing data collection to ensure scientific objectivity

- Skills in data analysis and use of analytical tools to highlight the characteristics,characteristics, and properties of the research object (descriptive research) or tohelp the researcher test the hypothesis (research explains) Today, informationtechnology plays a very important role in scientific research, even in the socialsciences and humanities Therefore, the researcher must know how to use a variety

of analytical software This is a very important technical assistance, giving it asignificant advantage when it comes to international publication

- Critical skills are based on the comparison between current knowledge andobjective reality, to discover the inability of current knowledge to interpret reality.Modern science is based on the principle that human knowledge is always outdatedwith reality, so humanity always has to discover those shortcomings to constantlyadd new knowledge, by having to accept a revision of the theory, however,complete it may be

- Scientific research reasoning skills based on persuasion by arguments and proofs.Arguments must be based on science that has been recognized by the scientificcommunity, not on subjective feelings, or public opinion Reasoning skills not onlyhelp scientists build their arguments coherently and persuasively, but they can also

help them discover inadequacies between theory and reality', laving the foundationfor their science findings makes sense.

- The skill of writing scientific articles (reports) requires researchers to haveinformation skills, write what needs to be written, accurately express the nature ofthe matter so that all readers can understand the same Nowadays, scientists havemany opportunities to attend international scientific forums, and especially the role

of international publication is increasingly important, so language skills areindispensable, especially in English

1.6 Assessment of scientific research skills

Scientific research is part of many medical curricula however, there is no unifiedassessment tool to properly assess research core competencies at different levels4-

Scientific research skills are built on the results of Tran Thanh Ai's research on theelements that make up scientific research capacity11 and a toolkit designed by the CityUniversity of Medicine and Biological Sciences Kansas City (KCUMB) used to assess thecompetency-related skills for graduates41 The KCUMB toolkit is structured around six corecompetencies (documentation skills, analytical skills, discussion skills, etc ) In addition,the toolkit of this study refers to the scoring of studies in Ecuador and Malaysia, medicalstudents self-assessed the average score of their scientific research ability on a 5-pointLikert scale (5 points= high levels, 1 = low level)4141

A set of questions to measure graduate medical students' research skills was developed forthis study It builds on the content and components of research skills gathered fromliterature based on reviews and previous studies but has been adapted to make thequestionnaire consistent with the process of implementing a research proposal and theprocess of learning scientific research of Hanoi Medical University Scientific researchskills are rated on a 5-point Likert scale (from "very bad'* to "very good")

1.7 Studies on the current status and training needs of scientific research ofmedical students

1.7.1 Current status of scientific research

In 2009 Susanne Pruskil and her colleagues conducted a study on 147 fifth- yearmedical students from the Charite University Medical Center Berlin Germany, to assesstheir epidemiological and statistical knowledge The results showed that the mean =standard deviation score on the MCQ test was 17.5 = 4.2 (range 8-28) There was nostatistically significant difference between students who started research for the thesis andthose who did not (17.6 ± 4.2 and 16.7 = 4.5; p = 0.242 ) Students who performedexperimental projects scored significantly higher than other students (18 6 = 4 1 and 16.5 s4.0; p = 0.005)22.

In 2013 N.K Ragab Ibrahim et al conducted a study on a group of recent graduatesfrom King Abdulaziz University, Jeddah to determine the knowledge, attitudes andpractices towards the study and to identify the factors affecting knowledge, research Theresults show that research knowledge is generally low (2.44=1.96) In practice, 38.1% ofmedical students and internship students participated in the research and 5.8% of workers,publishing scientific articles5

In 2016 Abdelrahman and colleagues conducted a study on 420 students from theFaculty of Medicine Ain Shams University on theữ knowledge, and some of their barriers

to scientific research The study results showed that their research knowledge scores werelow on a six-question scale, and several barriers to entry included lack of time andappropriate mentoring25

In a study in China by Yazhou Wu et al., the results show that the overall statistical capacity of undergraduates, graduates and medical staff is lacking and die

ability to apply statistical knowledge limited in practice, which creates an unsatisfactorystatus for education in health statistics"*

Recently, a study in Germany by Antonius Buscher et al conducted study thatassessed the current level of basic science competence of 2380 German medical students

by asking them to self-assess According to the results of this study, the majority ofstudents rated their ability to search for relevant documents as good (12 4% very good.57.4% good) and discuss (12 9% veiy good), 59 1% is quite good) However, the majority

of students indicated incompetence in statistics (22.7% very bad 46.8% good) andscientific writing (10.8% very bad 44.6% quite bad/9

1.7.2 Training needs of scientific research

In 2009 Millar et al suggested that the research course should be best integratedwith real-world research52 That way, students can put what they’ve learned in class into areal-world environment As such students will indirectly develop a positive attitude andinculcate research culture in their future careers In addition, early entry into research maypromote continued research trends in later stages of the medical profession

Research by N K Ragab Ibrahim et al showed that the need for scientific researchamong medical students at King Abdulaziz University Jeddah is that they should beprovided with additional research projects (74.1%), research training (79 08%), attractingmedical students to participate in mentored research (78.1%) and providing requiredcourses in research methods (71 7%) are the main solutions to improve research skills5'

Another study by Jamali et al (2012) suggested that attending a research methodseminar is one of the important factors that can strengthen knowledge about the researchprocess52 In addition, students have tended to like to leam in small groups, they think this

is the core form to ensure interaction

A Study in China showed that there was a need for medical students, especiallygraduates, to enhance course delivery and teaching quality in terms of research design,advanced statistical methods, and applications using statistical software-

In 2018 Antonius Buscher and colleagues conducted a study on 2380 medicalstudents from all 37 German medical faculties, the results showed that according to thestudents, the current medical curricula were not fully sufficient for scientific studies, andmore courses on other aspects are needed to address this issue They strongly advocateextensive research training based on three pillars: (i) core science curriculum: (ii)extracurricular research projects, and (iii) research programs Special study for studentswith a strong interest in medical research-*

1.8 Overview of the study site

In the announcement of graduation decision of Hanoi Medical University, the number of graduates from Hanoi Medical

University (HMU) every year is as follows:

Table 1-1: Number of graduates from Hanoi Medical University even year

Doctor degree Bachelor degree Total

CHAPTER 2: RESEARC H SUBJECTS AND METHOD

2.1 Research subject

The study was conducted on graduates from 2008 to 2020 from Hanoi Medical University at thetime of the study

♦Inclusion criteria:

• Students who graduated from 2008 to 2020

• Students who not participated in postgraduate

• Students who studied the research methods course

• Students who agreed to join in the study

♦Exclusion criteria:

Students have studied research methods course but have not passes

2.2 Research period and location

2.2.1 Research period

The study was carried out from October 2020 to May 2021

2.2.2 Research location

The study was conducted at Hanoi Medical University

2.3 Sample size and sample selection method

2.3.1 Sample size

• Apply the sample size formula to estimate a population means using the followingformula:

In which

• the expected accuracy of the study is 95% =1.96;

• s: standard deviation of the total research skills from the study of Nahla et al (s=2.42)n;

• X mean value of the total research skills from the research of Nahla et al 11 (x=3.91);

• E: acceptable relative error (E = 0.05).

-> The minimum sample size was 589 The final sample size collected was 842 subjects

2.3.2 Sampling method

Convenient sampling

2.4 Research design and process

- Study design: A cross-sectional study

- Research process:

- Build an online data collection toolkit on Kobotoolbox tool

- Make a list of students to send invitations via email

- Collect data:

Step 1 Send the toolkit to students by following the link in the emailStep 2: After 3 days, send the first reminder letter to students who have not responded to the toolkit

Step 3: After 7 days, send a second reminder letter to students who have not responded to the toolkit

2.5 Data collection methods and took

Subjects filled in theữ answers to a 6 parts online questionnaire that was predesigned on the Kobotoolbox tool according to the link in the email

The online questionnaire was built on the Kobotoolbox tool and sent to the research subjects via the available email The toolkit

is built on the skills needed for scientific research15

2.6 Research indicators and variables

Table 2-1: Describe scientific research skills and training needsVariables Indicators Definition Classification Method ToolBuilding a research topic

Self-fillonline

Self-fill online

Self-fill online

Self-fillonline

Self-fill online

Questionnaire

identify objects 3 Average

times, places, and 4 Good

I am confident with 1 Very not good Ordinal

Self-fill

Questionnaire

sampling method 3 Average

suitable for each 4 Good

I am confident with I Very not good Ordinal

Self-fill

Questionnaire

calculating sample 3 Average

size suitable for the 4 Good

I am confident in 1 Very not good Ordinal

Self-fill

Questionnaire

mv ability to

identify the type of 3 Average

research design that 4 Good

is appropriate for 5 Very’ good

the topic

I am confident with I Very’ not good Ordinal

TM/ V*: -u

my skills in 2 Not good variable online

identifying research 3 Average

I am confident in 1 Very not good Ordinal Self-fill Questionnaire

determining data 3 Average

collection methods 4 Good

5 Ven’ good

I am confident in 1 Very not good Ordinal Self-fill Questionnaire

collection tools 4 Good

5 Very good

I am confident with 1 Very not good Ordinal Self-fill Questionnaire

building research 3 Average

5 Ven goodInformation collection

I am confident with 1 Very not good Ordinal Self-fill Questionnaire

document search 3 Average

5 Very good

I am confident with 1 Very not good Ordinal Self-fill Questionnaire

selectively using 3 Average

reputable sources 5 Very good

Self-fillonline

Questionnaire

Data analysis and using analysis took

I am confident in 1 Very not good Ordinal Self-fill Questionnaire

fillonline

Self-Questionnaire

I am confident with my

data encryption skills

1 Very not good

fill online

fill online

descriptive statistics 2 Not good variable online

analysis skills 3 Average

4 Good

5 Ven'good

I ant confident with 1 Very not good Ordinal Self-fill Questionnaire

statistical analysis 3 Average

5 Ven’ good

I am confident in 1 Very not good Ordinal Self-fill Questionnaire

effectively present 3 Average

research results in 4 Good

tables, charts 5 Ven good

I am confident with 1 Very not good Ordinal Self-fill Questionnaire

analytical software 3 Average

(Stata R excel 4 Good

Scientific reasoning

I am confident with 1 Very not good Ordinal Self-fill Questionnaire

references in the 4 Good

I am confident in 1 Very not good Ordinal Self-fill Questionnaire

interpret research results

according to

3 Average

4 Good

objectives 5 Very good

Self-fillonline

Questionnaire

I am confident with my

limited research skills

1 Ven not good

Self-fillonline

Self-fillonline

Questionnaire

conclude results 3 Average

4 Good

5 Very good

Training needs of scientific research

Self-fill

Questionnaire

(specify’)

3 Increase training content(specify)

Self-fill

Questionnaire

find appropriate0 from supervisors

(Multiple choice) 2.Encourage

students to

TM/ V*: -u

conduct and publish scientific articles

3 Theoretical training parallel with practice

4 Competencybased training

5 Other (specify-)

form do you think is

appropriate? (Multiple

choice)

research in groups

2 Conduct research in an individual

3 Question and answer form, comment

4 Other (specify-)

Table 2-2: Some factors related to scientific research skills

Variables Indicators Definition Classificatio

Binary-Self-fillonline

Questionnaire

Year of graduation Year of graduation

education level

Continuousvariable

Self-fillonline

Questionnaire

Cunent main workplace 1 Hospital

2 Medicalcenters facilities

Nominal variable

Self-fillonline

Questionnaire