Research Competencies of Medical University Teachers: Evaluation, Perception, and Perspective

Gulbakit K. Koshmaganbetova; Saule S. Kurmangaliyeva; Alima R. Kashkinbayeva; Kairat B. Kurmangaliyev; Nurgul U. Alekenova

doi:10.3889/oamjms.2020.3954

Authors

Gulbakit K. Koshmaganbetova Family Medicine and Primary Care Research Center, West Kazakhstan Marat Ospanov Medical University, Aktobe, Kazakhstan
Saule S. Kurmangaliyeva Department of Microbiology, West Kazakhstan Marat Ospanov Medical University, Aktobe, Kazakhstan
Alima R. Kashkinbayeva Center for Continuing Professional Development, West Kazakhstan Marat Ospanov Medical University, Aktobe, Kazakhstan
Kairat B. Kurmangaliyev Department of Strategic Development and Quality Management, West Kazakhstan Marat Ospanov Medical University, Aktobe, Kazakhstan
Nurgul U. Alekenova Department of Academic Work, West Kazakhstan Marat Ospanov Medical University, Aktobe, Kazakhstan

DOI:

https://doi.org/10.3889/oamjms.2020.3954

Keywords:

Research competence, Medical education, Teacher, Evaluation

Abstract

BACKGROUND: Research competence is one of the important competencies of a medical teacher.

AIM: The aim of study was to evaluate the research competencies teachers (n = 90) by online questionnaires.

METHODS: The questionnaire assessed transferable research skills, research-specific skills (research design, data collection, and analysis), research experience, attitude, and motivation to conduct research.

RESULTS: About 55% of respondents are fully aware of the research activities at their university. Higher rates in transferred skills were established: Teamwork (average score 8/10: 55.5%), and ability to collect information (average score 8/10: 47.9%). Low general skills (project management and time management) are 15.6% and 12.2% of the teachers surveyed. Low indicators of specific research skills of biostatistics (average score 1/4–18.9%) and article submission (average score 1/4–13.2%) were revealed. Competence of male teachers is higher than that of women in their transmitted information collection skills (Z = 2.6, p = 0.008), evaluation of information (Z = 2.4, p = 0.015), and problem solving (Z = 2.3, p = 0.02). Specific research skills did not depend on the gender and affiliation to the department. Most teachers understood the term “research” as “the process of obtaining new knowledge,” and “experimenting and/or testing hypotheses.” Skills require improvement: Biostatistics skills, design definition, preparation of abstracts, and articles. Most respondents showed high motivation (71.1%) to conduct research.

CONCLUSION: The research competencies of university teachers’ need to be improved. It is necessary to focus on the integration of special research skills in programs on all levels of education.

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