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Journal articles on the topic 'Research education'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 June 2025

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1

Kutty, Dr Bindu M. "Orchestrating Research with Medical Education." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 06, no. 2 (2016): 42–43. http://dx.doi.org/10.58739/jcbs/v06i2.8.

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India is known for its educational prowess since ancient times and is considered as the seat of few of the oldest universities in the world. However, with this unmatchable herit-age and deference in the area of higher educa-tion worldwide, India is yet to make an impact on global education scenario qualitatively. India now has over six hundred degree award-ing institutions, whereas in 1950 there were just 30 and the institutions affiliated to these were 695. Currently, the numbers of universi-ties / higher learning centers have grown to nearly 700 with affiliated and constituent in-stitutions approaching 40000 maximum. Thus, it could be seen that there is quantum leap in the number of institutions. Though, the higher education is considered as the peak stage of formal education, it should include more spe-cialties required for socio economic develop-ment for a self-reliant country.

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Kurdziel, Josepha P., and Julie C. Libarkin. "Research Methodologies in Science Education: Human Subjects and Education Researchs." Journal of Geoscience Education 52, no. 2 (2004): 199–203. http://dx.doi.org/10.1080/10899995.2004.12028057.

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3

Martindale, Valerie E. "Education Research." Aerospace Medicine and Human Performance 88, no. 7 (2017): 615–16. http://dx.doi.org/10.3357/amhp.07pp.2017.

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4

Alexander, Patricia A., Felice J. Levine, and William F. Tate. "Education Research." Review of Research in Education 40, no. 1 (2016): ix—xviii. http://dx.doi.org/10.3102/0091732x16682960.

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5

Narguizian, Paul. "Education Research." American Biology Teacher 74, no. 7 (2012): 526. http://dx.doi.org/10.1525/abt.2012.74.7.18.

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6

Hansen, James, Carolyn Harris, Samuel Borenstein, Brendan Curran, and Mitchell Fox. "Research education." Journal of Geophysical Research: Atmospheres 102, no. D22 (1997): 25677–78. http://dx.doi.org/10.1029/97jd02172.

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7

KAUFFMAN, GEORGE. "EDUCATION RESEARCH." Chemical & Engineering News 86, no. 10 (2008): 72–73. http://dx.doi.org/10.1021/cen-v086n010.p072.

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8

Tello, César. "Theoretical Reflections on Research in Educational Policys. Epistemologies of Education Policy Approach." Advances in Social Sciences Research Journal 1, no. 7 (2014): 49–65. http://dx.doi.org/10.14738/assrj.17.638.

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9

Khan, Farhan Raza. "Dental Triology: Practice, Education and Research." Journal of the Pakistan Dental Association 28, no. 04 (2019): 153. http://dx.doi.org/10.25301/jpda.284.153.

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10

Dr. K. Lokeswari, Dr K. Lokeswari. "Research for Excellence In Higher Education." Paripex - Indian Journal Of Research 3, no. 5 (2012): 38–39. http://dx.doi.org/10.15373/22501991/may2014/13.

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Agulló, Joan Aleixandre, and Enrique Cerezo Herrero. "Bilingual education research: a bibliometric study." Elia, no. 19 (2019): 235–370. http://dx.doi.org/10.12795/elia.mon.2019.i1.13.

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Aleixandre Agulló, Joan, and Enrique Cerezo Herrero. "Bilingual education research: a bibliometric study." Elia, no. 19 (2019): 235–370. http://dx.doi.org/10.12795/elia.mon.2019.i19.13.

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13

Gulora, Raximova. "ETHNO-PEDAGOGICAL RESEARCH IN PRESCHOOL EDUCATION." International Journal of Advance Scientific Research 03, no. 06 (2023): 240–46. http://dx.doi.org/10.37547/ijasr-03-06-41.

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The article discusses methods of formation of ethno-cultural and ethno-artistic competences, the place of the national ethnos in the world culture, methods of inculcating the national traditions and values of the Uzbek people into the minds of the young generation

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14

Jordan, Justin T., David Mayans, Logan Schneider, Nellie Adams, Ayaz M. Khawaja, and John Engstrom. "Education Research: Neurology resident education." Neurology 86, no. 11 (2016): e112-e117. http://dx.doi.org/10.1212/wnl.0000000000002463.

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15

Girod, Mark, Michael Pardales, and Gina Cervetti. "Returning Education Research to Teachers: Education Research As Advocacy." Networks: An Online Journal for Teacher Research 5, no. 1 (2002): 157. http://dx.doi.org/10.4148/2470-6353.1207.

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16

Shankar, Vinutha. "Research in Undergraduate Medical Education: Effectiveness of Conducting Research Methodology Workshops." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 13, no. 3 (2023): 65–66. http://dx.doi.org/10.58739/jcbs/v13i3.23.8.

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17

Lavette, Laura E., Alexandra Miller, Bobby Rook, et al. "Education Research: NeuroBytes." Neurology 97, no. 8 (2021): 393–400. http://dx.doi.org/10.1212/wnl.0000000000012133.

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ObjectiveTo determine whether NeuroBytes is a helpful e-Learning tool in neurology through usage, viewer type, estimated time and cost of development, and postcourse survey responses.BackgroundA sustainable Continuing Professional Development (CPD) system is vital in neurology due to the field's expanding therapeutic options and vulnerable patient populations. In an effort to offer concise, evidence-based updates to a wide range of neurology professionals, the American Academy of Neurology (AAN) launched NeuroBytes in 2018. NeuroBytes are brief (<5 minutes) videos that provide high-yield updates to AAN members.MethodsNeuroBytes was beta tested from August 2018 to December 2018 and launched for pilot circulation from January 2019 to April 2019. Usage was assessed by quantifying course enrollment and completion rates; feasibility by cost and time required to design and release a module; appeal by user satisfaction; and effect by self-reported change in practice.ResultsA total of 5,130 NeuroBytes enrollments (1,026 ± 551/mo) occurred from January 11, 2019, to May 28, 2019, with a median of 588 enrollments per module (interquartile range, 194–922) and 37% course completion. The majority of viewers were neurologists (54%), neurologists in training (26%), and students (8%). NeuroBytes took 59 hours to develop at an estimated $77.94/h. Of the 1,895 users who completed the survey, 82% were “extremely” or “very likely” to recommend NeuroBytes to a colleague and 60% agreed that the depth of educational content was “just right.”ConclusionsNeuroBytes is a user-friendly, easily accessible CPD product that delivers concise updates to a broad range of neurology practitioners and trainees. Future efforts will explore models where NeuroBytes combines with other CPD programs to affect quality of training and clinical practice.

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18

Irwin-Carruthers, S. "Education and Research." South African Journal of Physiotherapy 42, no. 1 (1986): 25–26. http://dx.doi.org/10.4102/sajp.v42i1.1387.

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19

JAMANN-RILEY, JOANN S. "Nursing Research Education." Annual Review of Nursing Research 8, no. 1 (1990): 177–91. http://dx.doi.org/10.1891/0739-6686.8.1.177.

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20

Yang, Xiaogang. "Education Marketing Research." Theoretical Economics Letters 06, no. 05 (2016): 1180–85. http://dx.doi.org/10.4236/tel.2016.65111.

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21

Cumyn, Annabelle, Sharon E. Card, and Paul Gibson. "Education Research - GIM." Canadian Journal of General Internal Medicine 14, no. 3 (2019): 13–29. http://dx.doi.org/10.22374/cjgim.v14i3.322.

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Background Obstetric Medicine is an area of expertise within General Internal Medicine (GIM) in Canada. Essential content for clinical rotations for GIM residents was identified by subject-matter experts (N=204 items). However, this work did not address the perspective of curriculum stakeholders. Methods Members of the Canadian GIM Specialty Committee (GIMSC) were surveyed to obtain their perspective on essential content that GIM residents should acquire in Obstetric Medicine. Results GIMSC members (N=14) selected “core content” which reduced the initial content blueprint by 72%. Some sections of the blueprint were left largely unchanged (e.g., hypertensive disorders of pregnancy), whereas others were removed entirely (e.g., transplant medicine). Interpretation GIMSC were more selective than Canadian Obstetric Internists in choosing the essential content for GIM residents, with a moderate overall agreement of 78% (kappa coefficient of 0.53). Comparison of perspectives and content mapping may provide useful validity evidence for further work.

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22

Ritter, J. M. "Research and Education." British Journal of Clinical Pharmacology 66, no. 1 (2008): 1–3. http://dx.doi.org/10.1111/j.1365-2125.2008.03228.x.

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23

Wheeler, M. L., J. Wylie-Rosett, and J. W. Pichert. "Diabetes Education Research." Diabetes Care 24, no. 3 (2001): 421–22. http://dx.doi.org/10.2337/diacare.24.3.421.

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24

Brink, Pamela J. "Education about Research." Western Journal of Nursing Research 19, no. 1 (1997): 8–10. http://dx.doi.org/10.1177/019394599701900101.

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25

Volkova, Zhanna V., Olga N. Kalachikova, Dzmitry Yu Karol, Aliasksandr A. Palonnikau, and Alexandra V. Solonenko. "Research ergo education." Vestnik Tomskogo gosudarstvennogo universiteta, no. 399 (November 1, 2015): 220–27. http://dx.doi.org/10.17223/15617793/399/36.

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26

Oermann, Marilyn H. "Nursing Education Research." Nurse Educator 45, no. 3 (2020): 115. http://dx.doi.org/10.1097/nne.0000000000000830.

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27

Page, Ginny, and Michael Reiss. "Biology Education Research." Journal of Biological Education 44, no. 2 (2010): 51–52. http://dx.doi.org/10.1080/00219266.2010.9656193.

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28

OYANE, Moriya. "Education and Research." Transactions of the Japan Society of Mechanical Engineers Series A 53, no. 495 (1987): 1967–68. http://dx.doi.org/10.1299/kikaia.53.1967.

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29

Aggarwal, Rajesh. "Surgical Education Research." Annals of Surgery 261, no. 2 (2015): e55-e56. http://dx.doi.org/10.1097/sla.0000000000000681.

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30

Frith, Simon. "Education: Research matters." Critical Quarterly 41, no. 3 (1999): 123–29. http://dx.doi.org/10.1111/1467-8705.00251.

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31

Baral, Gehanath. "Medical Research Education." Journal of Nepal Health Research Council 19, no. 2 (2021): i—ii. http://dx.doi.org/10.33314/jnhrc.v19i2.3827.

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Research for clinical practice becomes robust if appropriate researchers are identified and trained. Utilization of research findings and its ownership can assure the appropriateness and real time research in society. Research on felt need would carry the better applicability than the observed need by external researcher. Thus the structured education program in medical research would be worth to start with.Keywords: Education program; medical research; research gap

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32

Kemmis, Stephen. "Critical Education Research." Canadian Journal for the Study of Adult Education 5 (January 1, 1991): 94–119. http://dx.doi.org/10.56105/cjsae.v5i0.2317.

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This paper makes an argument that "critical" educational research is oppositional in four senses: epistemological, cognitive, cultural and political. It utilises a critique of conventional approaches to educational research to outline five key requirements of an adequate educational science. These requirements provide a foundation for a critical approach to educational research. The paper distinguishes "critical theory" from "critical social science" and goes on to show how critical educational research is oppositional in the four senses outlined, and how it meets the suggested criteria for an adequate educational science. A program of educational research conducted by a group of Aboriginal and non-Aboriginal researchers in North East Anaheim Land (in Northern Australia) provides an example of critical educational research, in some ways demonstrating its promise in the development of educational theory and practice. >Résumé Cet article soutient que la recherche «critique» en éducation présente des positions antagonistes au sens épistémologique, cognitif, culturel et politique. Suite à un examen critique des approches habituellement utilisées dans la recherche en éducation, l'article dégage cinq conditions essentielles à une véritable science de l'éducation. Ces conditions constituent les fondements d'une approche critique de la recherche en éducation. L'article distingue d'abord théorie critique et science de la critique sociale, puis il inontre en quoi la recherche «critique» en éducation présente des positions antagonistes et en quoi elle satisfait aux conditions essentielles qui ont été dégagées. Un programme de recherche en éducation mené par un groupe de chercheurs/es aborigènes et non-aborigènes de North East Arnheim Land (au nord de l'Australie) donne un exemple de recherche critique en éducation tout en démontrant, d'une certaine façon, ce qu'elle a de prometteur dans le développement de la théorie et de la pratique en éducation.

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33

Glasgow, Russell E. "Diabetes Education Research." Diabetes Educator 25, no. 6_suppl (1999): 5–6. http://dx.doi.org/10.1177/014572179902500617.

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34

Spohrer, Jim. "ATG education research." ACM SIGCHI Bulletin 30, no. 2 (1998): 124–33. http://dx.doi.org/10.1145/279044.279173.

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35

Goodlad, John I. "Teacher Education Research." Journal of Teacher Education 53, no. 3 (2002): 216–21. http://dx.doi.org/10.1177/0022487102053003004.

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36

Whitcomb, Michael E. "Medical Education Research." Academic Medicine 79, no. 10 (2004): 907. http://dx.doi.org/10.1097/00001888-200410000-00001.

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37

Amer, Maysa A. "Medical education research." Journal of the Egyptian Public Health Association 88, no. 1 (2013): 1–2. http://dx.doi.org/10.1097/01.epx.0000428087.93868.5f.

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38

Pasachoff, Jay M. "ASTRONOMY EDUCATION RESEARCH." American Journal of Physics 73, no. 11 (2005): 997. http://dx.doi.org/10.1119/1.1947199.

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39

Beasley, Malcolm R., and Lawrence W. Jones. "Education for Research." Physics Today 39, no. 6 (1986): 36–45. http://dx.doi.org/10.1063/1.881030.

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40

Buffett, Catherine S. "Health Education Research." NASNewsletter 20, no. 2 (2005): 11. http://dx.doi.org/10.1177/104747570502000207.

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41

Elam, Rick. "Accounting education research." Journal of Accounting Education 14, no. 2 (1996): 255–58. http://dx.doi.org/10.1016/0748-5751(96)00015-2.

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42

Emanuel, Linda L. "Education and Research." Clinics in Geriatric Medicine 21, no. 1 (2005): 79–80. http://dx.doi.org/10.1016/j.cger.2004.11.007.

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43

Newell, Rob. "Education for research." Clinical Effectiveness in Nursing 8, no. 1 (2004): 1–3. http://dx.doi.org/10.1016/j.cein.2004.03.001.

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44

Marín Suelves, Diana, Ana Rodríguez Guimeráns, Mª Mercedes Romero Rodrigo, and Silvia López Gómez. "Cyberbullying: Education Research." Education Sciences 13, no. 8 (2023): 763. http://dx.doi.org/10.3390/educsci13080763.

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Today’s society is characterised by a high degree of digitisation and the use of electronic devices at an increasingly early age. Data from recent studies and news reports from different parts of the world have focused on the malicious use of these devices by some young people to engage in peer-to-peer bullying, now known as cyberbullying. Given the negative impact of exposure to these situations on the health and well-being of children and young people, we felt it was important to analyse the scientific evidence from a dual perspective. To this end, we carried out a bibliometric study of 131 articles selected from the Scopus database using the PRISMA method to quantify the scientific literature in terms of productivity, collaboration, impact and dissemination. In addition, we carried out a content analysis to explore this polyhedral reality further through three main categories. The results made it possible to identify the places, authors, and journals where useful information can be found. We were also able to highlight the need for training for the various educational and social actors and to identify risk factors associated with cyberbullying and the importance of primary prevention.

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45

Dynarski, Mark. "Connecting Education Research to Practitioners — and Practitioners to Education Research." Phi Delta Kappan 92, no. 1 (2010): 61–65. http://dx.doi.org/10.1177/003172171009200111.

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46

Ryu, Tae. "University Education Guided by Education Research." TRENDS IN THE SCIENCES 2, no. 2 (1997): 88–89. http://dx.doi.org/10.5363/tits.2.2_88.

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47

Kirst, Michael W. "Bridging Education Research and Education Policymaking." Oxford Review of Education 26, no. 3-4 (2000): 379–91. http://dx.doi.org/10.1080/713688533.

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48

Redish, Edward F. "Discipline-Based Education and Education Research." Journal of Applied Developmental Psychology 21, no. 1 (2000): 85–96. http://dx.doi.org/10.1016/s0193-3973(99)00052-0.

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49

Nascimento, Fábio A., Hong Gao, Roohi Katyal, et al. "Education Research: Competency-Based EEG Education." Neurology: Education 2, no. 4 (2023): e200094. http://dx.doi.org/10.1212/ne9.0000000000200094.

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Background and ObjectivesWe recently published expert consensus-based curricular objectives for routine EEG (rEEG) interpretation for adult and child neurology residents. In this study, we used this curriculum framework to develop and validate an online, competency-based, formative and summative rEEG examination for neurology residents.MethodsWe developed an online rEEG examination consisting of a brief survey and 30 multiple-choice questions covering EEG learning objectives for neurology residents in 4 domains: normal, abnormal, normal variants, and artifacts. Each question contained a deidentified EEG image, displayed in 2 montages (bipolar and average), reviewed and optimized by the authors to address the learning objectives. Respondents reported their level of confidence (LOC, 5-point Likert scale) with identifying 4 categories of EEG findings independently: states of wakefulness/sleep, sleep structures, normal variants, and artifacts. Accuracy and item discrimination were calculated for each question and LOC for each category. The test was disseminated by the International League Against Epilepsy and shared on social media.ResultsOf 2,080 responses, 922 were complete. Respondents comprised clinical neurophysiologists/experts (n = 41), EEG/epilepsy clinical fellows (n = 211), EEG technologists (n = 128), attending neurologists (n = 111), adult neurology residents (n = 227), child neurology residents (n = 108), medical students (n = 24), attending non-neurologists (n = 18), and others (n = 54). Mean overall scores (95% CI) were 82% (77–86) (clinical neurophysiologists), 81% (79–83) (clinical fellows), and 72% (70–73) (adult and child neurology residents). Experts were more confident than clinical fellows in all categories but sleep structures. Experts and clinical fellows were more confident than residents in all 4 categories. Among residents, accuracy and LOC increased as a function of prior EEG weeks of training. Accuracy improved from 67% (baseline/no prior EEG training) to 77% (>12 prior EEG weeks). More than 8 weeks of EEG training was needed to reach accuracy comparable with clinical neurophysiologists on this rEEG examination. Increase in LOC was slower and less robust than increase in accuracy. All but 3 questions had a high discrimination index (>0.25).DiscussionThis online, competency-based rEEG examination, mapped to a published EEG curriculum, has excellent psychometrics and differentiates experienced EEG readers from adult and child neurology residents. This online tool has the potential to improve resident EEG education worldwide.

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50

Sirkka, Andrew, and Juraj Čáp. "ENHANCING RESEARCH COMPETENCES IN HEALTHCARE HIGHER EDUCATION." Profese online 8, no. 1 (2015): 30–38. http://dx.doi.org/10.5507/pol.2015.005.

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