Enhancing health students' understanding of generic research concepts using a web-based video resource.
Nurse education in practice, 11 (6):
375-9 (November 2011)6497<m:linebreak></m:linebreak>CI: Copyright (c) 2011; JID: 101090848; 2010/05/19 received; 2011/01/31 revised; 2011/03/13 accepted; 2011/04/20 aheadofprint; ppublish;.DOI: 10.1016/j.nepr.2011.03.012
Abstract
This paper presents the development and evaluation of a set of innovative video resources aimed at enhancing health students' understanding and learning of generic research concepts. It is vital that health students achieve a solid foundation in research methods in order to support and inform evidence-based practice. Research concepts were identified through a stakeholder consultation with research methods teaching staff from a variety of health professions. Research concepts and processes included reliability, validity, statistical significance, descriptive statistics, qualitative and quantitative methods, sampling and population, research ethics and searching for and evaluating literature. Videos were produced, informed by a 3-component model, including: first, animated slides of concept definition, second, acted analogical scenarios of concepts and third, interviews with staff regarding the application of the concepts in their own research. Workshop-style focus groups were conducted with 27 students from midwifery, paramedicine and physiotherapy degree programmes. Overall, students perceived the resources as demystifying the topic of research methods through the clarification of definition and application of concepts and making sense of concepts through the analogical videos. Students evaluated the resources extremely positively in comparison with books and lectures and believed that the combination of audio and visual media benefited their learning.