Factors influencing attrition from a researcher training program

2014 ◽  
Vol 5 (1) ◽  
pp. 56-67 ◽  
Author(s):  
David Schmidt ◽  
Keira Robinson ◽  
Emma Webster
Keyword(s):  
Training Program ◽  
Capacity Building ◽  
Research Training ◽  
Critical Time ◽  
Research Capacity ◽  
Attrition Rate ◽  
Chi Square ◽  
Content Type ◽  
Research Training Program ◽  
Building Program

Purpose – This study explored attrition from a novice health researcher training program. The aim of this paper was to identify factors contributing to attrition from the RRCBP that if understood could decrease attrition from this standalone researcher training program. Design/methodology/approach – Using a capacity building framework, this case-control study compared demographic characteristics and features of 30 withdrawn research trainees to 68 graduated trainees from the Rural Research Capacity Building Program, run by the Health Education and Training Institute of New South Wales, Australia between 2006 and 2010. Data were analysed using Exact Logistic Regression, Chi-square and Fisher's Exact tests. Findings – An attrition rate of 29 per cent was associated with a range of individual, organisational and supra-organisational factors. Withdrawals occurred prior to ethics submission (n=13, 43 per cent), after unsuccessful ethics submission (n=8, 27 per cent), or after receiving ethics approval (n=9, 30 per cent). Clinicians were less likely to withdraw than non-clinical staff (p=0.03). Profession, project ownership, funding sources and type of research were not significant factors in attrition, while the effect of location was mixed indicating a potential impact of peer support networks in areas with high numbers of trainees. Practical implications – This research demonstrates attrition from a research training program is associated with trainees receiving appropriate and timely support. In the formative stages researchers require support, particularly those working in professional or geographical isolation. Originality/value – This study is the first of its kind in examining in detail reasons for withdrawal from a standalone research training program and will allow coordinators of similar programs to target support to vulnerable research trainees at critical time points.

scholarly journals Mentored postdoctoral training in Zimbabwe: A report on a successful collaborative effort

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Danai T. Zhou ◽  
Charles C. Maponga ◽  
Munyaradzi Madhombiro ◽  
Admire Dube ◽  
Runyararo Mano ◽  
...  
Keyword(s):  
Training Program ◽  
Research Output ◽  
Research Training ◽  
Research Capacity ◽  
Middle Income ◽  
Postdoctoral Training ◽  
Grant Applications ◽  
Research Training Program ◽  
Hiv Research ◽  
The University

Low-and-middle-income countries (LMICs) have high disease burdens, necessitating increased research. However, LMIC research output constitutes only 2% of global total. To increase output, researchers must be capacitated. The University of Zimbabwe (UZ) and the University at Buffalo (UB), developed and implemented the AIDS International Research Training Program (AITRP), in 2008, that focused on graduate scholars. The subsequent HIV Research Training Program (HRTP), begun in 2016, and piloted post-doctoral training to enhance research productivity at UZ. This report discusses the collaboration. As of 2016, prospective candidates applied by submitting letters of intent, research proposals, curriculum vitae and biographical sketches. The scholars research training included hypothesis and project development, completion of grant applications, research project budgets, research presentations to diverse audiences and the application of advanced statistics to research data. The first cohort of five postdoctoral scholars were trained at UZ and UB, between 2016 and 2019. Through the formalized postdoctoral training approach, scholars identified areas of focus. In 2017, one of the scholars obtained a National Institutes of Health (NIH) Emerging Global Leader Award and is now a highly-rated researcher based in South Africa. A second scholar made NIH D43 and K43 grant applications, while the remaining three are academicians and early researchers at UZ. Although research output in Africa and many LMICs is low, it can be built through cooperation similar to the UZ-UB HRTP. This manuscript reports on an effort aimed at building individual and institutional research capacity in Zimbabwe. This can serve as a model for building other similar training programs.

scholarly journals Refining a Summer Biomedical Research Training Program for American Indian and Alaska Native (AIAN) Students

2018 ◽  
Vol 9 (1) ◽  
pp. 88-97
Author(s):  
Naomi Lee ◽  
Alfreda Nelson ◽  
Vanessa Svihla
Keyword(s):  
American Indian ◽  
Training Program ◽  
Alaska Native ◽  
Research Training ◽  
Attrition Rate ◽  
Biomedical Science ◽  
Economically Disadvantaged Students ◽  
Engineering Mathematics ◽  
Research Training Program ◽  
Post Baccalaureate

Literature shows that students who enter the science, technology, engineering, mathematics, and medical-related (STEMM) pipeline at earlier stages of their career are more likely to be successful. This is especially true for under-represented and economically disadvantaged students. Despite the increasing number of students entering the pipeline, American Indian and Alaska Native (AIAN) students still have a higher attrition rate compared to other ethnic groups. Educators and government agencies have worked to improve the success rate for AIAN students across all levels and fields by developing various programs aimed at training and mentorship. In 2007, the National Institute of Neurological Disorders and Stroke (NINDS) of the National Institutes of Health (NIH) in Bethesda, MD, increased their outreach efforts for recruiting AIAN students for the summer internship program. Our goal was to develop a culturally tailored research-training program that could recruit and retain AIAN students into STEMM degrees and careers. We adapted an existing program that provides training in biomedical science and mentorship at an NINDS research laboratory. From 2007 to 2016, of the 41 AIAN interns who participated, 35 (85%) remained in STEMM fields. Five interns obtained post baccalaureate positions at NIH and four entered graduate or medical school. These successful outcomes were brought about only after navigating myriad obstacles. We identified obstacles for AIAN student participation, and made adaptations to the summer internship. We made design decisions regarding recruitment, feasibility, lab placement and mentorship, supporting research and social networking, and sustaining AIAN culture. This design case highlights the obstacles and strategies for success that we developed.

scholarly journals Research capacity strengthening in South Asia: based on the experience of South Asian Hub for Advocacy, Research and Education on Mental Health (SHARE)

2017 ◽  
Vol 4 ◽  
Author(s):  
M. Sharma ◽  
B. Razzaque
Keyword(s):  
Mental Health ◽  
South Asia ◽  
Capacity Building ◽  
South Asian ◽  
Research Training ◽  
Research Capacity ◽  
Research Capacity Building ◽  
The South ◽  
Research And Education ◽  
Building Program

AbstractThe South Asian Hub for Advocacy, Research and Education (SHARE) was a five-year National Institute of Mental Health (NIMH)-funded program that aimed to stimulate the research base for task-shifting mental health interventions to address the mental health treatment gap in low and middle-income countries. During its 5 years (2011–2016) SHARE made notable accomplishments, including providing 20 studentships for short courses and ten fellowships to conduct mentored study, developing a new humanitarian research training course, implementing distance learning courses, creating an online repository of training materials, creation of a network of public health researchers at different career stages in South Asia, strengthening of partnerships amongst institutions of SHARE network and supporting its member's to produce peer reviewed publications. Furthermore, additional research capacity building and research grants leveraged on SHARE network were secured. The salient lessons learned in the 5-year program were that research capacity-building opportunities need to be tailored to the local context, as SHARE sought to develop and support courses that can build the capacities in specific areas identified as weak in the South Asian region. Mentoring was recognized as a critical component for which innovative and effective models of mentoring in the region need to be developed. Diverse platforms and mediums ought to be utilized to deliver the research training programs. Finally, research capacity-building program requires collaborative efforts of multiple stakeholders working locally, nationally and globally to attain the maximum impact in a region.

scholarly journals Building Educational Research Capacity: Challenges and Opportunities From the Perspectives of Faculty Members at a National University in Oman

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110326
Author(s):  
Waheed Hammad ◽  
Wajeha Al-Ani
Keyword(s):  
Capacity Building ◽  
Educational Research ◽  
Research Training ◽  
Research Capacity ◽  
Faculty Members ◽  
Supportive Environment ◽  
Qualitative Research Design ◽  
Challenges And Opportunities ◽  
National University ◽  
Group Interviews

The purpose of this article is to explore the perceptions of faculty members regarding research capacity building in the field of Education. It particularly seeks to identify the challenges and opportunities associated with this practice from the perspectives of these members. The study adopted a qualitative research design, using focus group interviews to collect data from a sample of faculty members in the College of Education at a national university in Oman. The results revealed the existence of some challenges that hampered educational research, including time constraints, the lack of a collaborative research culture, the lack of research training, and the absence of a clear research agenda. The analysis also identified a number of capacity building opportunities such as a research-supportive environment, the availability of research funding, and the role of research groups. The study concludes with some recommendations to improve educational research capacity both in Oman and in the Arab region in general.

Sign in / Sign up

Export Citation Format

Share Document