Research education programs in health settings often fail to account for adult learning principles and theories and are not always formally evaluated¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? Research education programs occur in pockets within health organisations, are not always formally evaluated, and often fail to account for adult learning principles and theories. → King 2022

Evidence¶

King 2022¶

King, O., West, E., Lee, S., Glenister, K., Quilliam, C., Wong, S. A., & Beks, H. (2022). Research education and training for nurses and allied health professionals: a systematic scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-022-03406-7

q2 · i? · review · r3

Authors' observation from a cursory review of the RCB and research education literature and discussions with four content experts, reported in the introduction as motivation for the scoping review; it is an interpretive claim, not a tested result.

"it became apparent that research education programs take different forms, occur in pockets within health organisations across health districts and regions, are not always formally evaluated, and often fail to account for adult learning principles and theories."

Discussion¶

Related Claims¶

• Research education is a mainstay, individual-level strategy within multidimensional research capacity building initiatives in health settings — related
• Outcome evaluation of research education programs concentrated at lower levels of the modified Kirkpatrick typology, with few objective or organisational outcomes — related