Perceived Barriers to Research among Substance Use Treatment Providers

2004 ◽  
Vol 94 (3) ◽  
pp. 983-986E
Author(s):  
Jean Oggins
Keyword(s):  
Substance Use ◽  
Research Training ◽  
Clinical Work ◽  
Perceived Barriers ◽  
Substance Use Treatment ◽  
Research Experience ◽  
Research Focus ◽  
Treatment Providers ◽  
Good Research ◽  
And Training

To help understand substance use treatment providers' attitudes about research, 164 providers completed surveys about experiences with research, perceived barriers, and training needs. Providers tended to consider their agencies' lack of research expertise to be less of a barrier to research than their agencies' focusing on clinical work rather than research. Providers with good or neutral research experience were less likely than others to consider agency's lack of research focus a barrier. However, only providers with good research experience were less likely than others to consider agency's clinical focus a barrier to research. Providers with bad research experience were the least interested in getting further research training. Implications for research are discussed.

Developing a training package

2017 ◽  
Vol 30 (5) ◽  
pp. 458-466
Author(s):  
Virginia Minogue ◽  
Anne-Laure Donskoy
Keyword(s):  
Service User ◽  
Research Training ◽  
Production Model ◽  
Working Relationships ◽  
Service Users ◽  
Research Experience ◽  
Content Type ◽  
Training Package ◽  
Health And Social Care ◽  
And Training

Purpose The purpose of this paper is to outline the development of a training package for service users and carers with an interest in NHS health and social care research. It demonstrates how the developers used their unique experience and expertise as service users and carers to inform their work. Design/methodology/approach Service users and carers, NHS Research and Development Forum working group members, supported by health professionals, identified a need for research training that was tailored to other service user and carer needs. After reviewing existing provision and drawing on their training and support experience, they developed a training package. Sessions from the training package were piloted, which evaluated positively. In trying to achieve programme accreditation and training roll-out beyond the pilots, the group encountered several challenges. Findings The training package development group formed good working relationships and a co-production model that proved sustainable. However, challenges were difficult to overcome owing to external factors and financial constraints. Practical implications Lessons learnt by the team are useful for other service users and carer groups working with health service professionals. Training for service users and carers should be designed to meet their needs; quality and consistency are also important. The relationships between service user and carer groups, and professionals are important to understanding joint working. Recognising and addressing challenges at the outset can help develop strategies to overcome challenges and ensure project success. Originality/value The training package was developed by service users and carers for other service users and carers. Their unique health research experience underpinned the group’s values and training development.

scholarly journals How does the outcome of research training fellowships funded via the NHS compare with that from competitively funded fellowships from the MRC and other charities: a cross-sectional retrospective survey of trainees undertaking research training in the West Midlands

BMJ Open ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. e019630
Author(s):  
Charlotte Maybury ◽  
Matthew David Morgan ◽  
Russell Smith ◽  
Lorraine Harper
Keyword(s):  
Clinical Training ◽  
Online Survey ◽  
Research Training ◽  
Clinical Care ◽  
Clinical Work ◽  
Research Experience ◽  
The West ◽  
Cross Sectional ◽  
West Midlands ◽  
The Impact

ObjectivesThis study aimed to investigate the impact of research training funded via the National Health Service (NHS) on medical trainees compared with traditional clinical research training fellowships (CRTFs).Design, setting and participantsOnline survey of 221 clinical trainees who had completed a period of research during their clinical training between 2009 and 2015 in the West Midlands.Main outcome measuresResearch outcomes.ResultsOverall response rate was 59%, of whom 72 participants were funded by CRTFs and 51 funded by the NHS. Although participants with CRTFs were more likely to be awarded a higher degree compared with those on NHS-administered funding (66/72 CRTFs and 37/51 NHS, P=0.005), similar proportions of NHS-funded and CRTF-funded participants entered clinical lecturer posts on completing initial research training (8/51 NHS and 16/72 CRTF, P=0.37). 77% of participants had three or more publications (CRTF 57 and NHS 39, P=0.72). 57 participants had completed clinical training; similar proportions of CRTF-funded and NHS-funded trainees had research included in their consultant contract (12/22 NHS and 14/26 CRTF, P=0.96) or were appointed to academic posts (3 of 25 NHS funded and 6 of 32 CRTF, P>0.05). 95% of participants would recommend to colleagues and 82% of participants felt the research experience improved their provision of clinical care with no difference between CRTF-funded and NHS-funded participants (P=0.49). Continuing to participate in clinical work during the research reduced reports of trainee difficulty on returning to clinical work (23/108 continued clinical work vs 12/22 no clinical work, P=0.001).ConclusionResearch training funded by the NHS provides a quality experience and contributes to the clinical academic capacity within the UK. More needs to be done to support NHS participants to successfully achieve a higher degree.

scholarly journals Sociology Graduate School Requirements and Competitive Advantage

2019 ◽  
Vol 11 (1) ◽  
pp. 1-19
Author(s):  
Meghan E. Duffy ◽  
Diane G. Symbaluk
Keyword(s):  
Graduate School ◽  
Grade Point Averages ◽  
Research Experience ◽  
Research Focus ◽  
Grade Point ◽  
Admission Requirements ◽  
Curriculum Vitae ◽  
Programs Of Study ◽  
Master Of Arts ◽  
And Training

This study examines the admission requirements of Canadian Master of Arts in Sociology programs. A content analysis was performed on a sample of 58 programs based on information provided on department and university websites. Admission requirements centred on high grade point averages, strong letters of support and prior academic and research experience as indicated in a Curriculum Vitae, samples of work or a statement of intent. Results revealed admission preferences for applicants with minimum entrance grades of 80%, an honours degree, prior courses in research methods, statistics and social theory, and a demonstrated research focus. In addition to maintaining high grades, our findings suggest that undergraduates planning to pursue a Master’s degree in sociology should aim to incorporate substantive courses early on in their programs of study and take advantage of other opportunities to develop research skills, networks and training.

Sign in / Sign up

Export Citation Format

Share Document