Current status and training need of scientific research of postgraduate students from hanoi medical university in 2020 2021 and some related factors

MINISTRY OF EDUCATION AND TRAINING MINISTRY OF HEALTH HANOI MEDICAL UNIVERSITY NGUYEN THI THU HA Training secior; Bachelor of Public Health Industry code: D720301 THESIS OF GRADUATION BACHELOR DEGREE Count: 2017- 2021 Supervisor: LE XƯAN HUNG MSc Hinol-2021 ACK XOWI EDGEMENTS First of all I would like- to thank my supervisor Le Xu an Hung MSc - Lecturer in the Department of Biostatistics and Medical informatics Hanoi Medical Unh CTsi tv for guiding and supporting me throughout Thank you for enthusiastically teaching and caring believing in me and giving me direction when needed I would like to express my sincere thanks to the Department of Biostatistics and -Medical Informatics teachers for creating conditions for ine to complete the thesis in the best way I would also like to thank friend Nguyen Ngoc Anh who accompanied and supported me during this thesis Finally would like to thank my family and friends who are tire greatest encouragement and positive motivation during dial lime Hanoi Max- 15* 2021 NGUYEN THI THU HA COMMITMENT Respectfully addresses to: - Board of Training - Hanoi Medical University • Institute for Preventive Medicine and Public Health - Thesis committee members I guarantee that this research with the title: "Cirreut status and training needs of scientific research of postgraduate students from Hanoi Medical University and some related factors" is to accomplish my training program The data and results presented in tins thesis were conducted by myself and have not been published on any other scientific platform Hanoi May 15* 2021 NGUYEN THI THƯ HA -w •* CN «G LIST OF CONTENT BACKG ROUND CHAPTE R 1: 1.1 o\ ERVI EW Some related definitions 1.1.1 Scientific research— - 1.1.2 Scientific research capacity - 113 Output standard 1.3 Thesis dissertation 1.3 Scientific research topics at all levels 113 Scientific articles 11.34 Presentation at a conference on scientific research 1.1.4 Scientific research training methods — 5 1.2 General situation of scientific research in the w orld and Vietnam 13 Essential research skills 3.1 13.2 Building research topic skiBs: Research design skills 8 1.3.3 Skills to collect data for the research topic 3.4 Data analysis and use of analytical tools skill 13.5 Scientific reasoning skill 36 Writing scientific articles skill (reports) 1.4 How to calculate points for research skills 1.5 Some factors related to students' research skills 5.1 Demographics 15.11 Age and gender -w •* CN «G 10 1.5.1.2 Education level • !•••••«(••(••••••*ia•••ata Iate•••« «««•*••!•«••••«I!••••••«• •••aaaaaatItaaaatt 10 15.2 Conditions for research practice 10 152.1 The influence of lecturers- 10 152.2 Funding-Facilities _ _ 10 1.52.3 Current knowledge and learningmaterials — 1.6 11 1.52.4 Duration and course of study — 11 52 Foreign languages 11 Research in the world and Vietnam on scientific research 11 6.1 Research in the world 11 6.1 Cunent status of research skills in the world- - 11 16 12 Demand forscientific research in the world 16.2 12 13 Research in Vietnam 62 Current status of research skills in Vietnam Batata 13 162 Demand for scientific research training in Vietnam CHAPTE R 2: 14 RESEA RCỈI PARTICIPANTS AND METHODS 15 2.1 Research participants _ - 2.2 Study location and time 22.1 Research location 22.2 Research period - 15 .15 15 - 15 2.3 Research Methods 2.4 Research design *M«aaaaa wr*' t»•• 44 .46 48 LIST OF ABBREVIATIONS D! Doctot -w ã* CN ôG LIST OF TABLES Table 3-1: General information 24 Table 3-2: The avenge score of research design skill 26 Table 3-3: The average score of collecting information skill 27 Table 3-4: The average score of data analysis skill and use analysis tool by education level 31 Table 3-5: The average score of research skill by education level 32 Table 3-6: The demand for training in scientific research subjects by education level 34 Table 3-7: The demand for increasing content of scientific research training by education level 34 Table 3-8: The demand for training in scientific research by education level 35 Table 3-9: The level of supervisor's participation by education level 37 Table 3-10: The level of supervisor's participation by education level 38 Table 3-11: The level of supervisor's participation by education level 39 Table 3-12: Some factors related to scientific research skill 40 -w •* CN «G -* LIST OF FIGURES Figure 3-1: The average score building research topic skill by education level25 F igure 3-2: The average score of argument s kill by education level 29 Figure 3-3: The average score ofscientific product implementation skill 30 Figure 3-4: The axerage score of scientific research skill 31 Figure 3-5: The average score of scientific research skill by education level 33 Figure 3-6: The level of supervisor's participation in each pan of thesis -w •* CN «G -* 36 Thực trạng kỳ nâng vả cầu học nghiên cứu khoa học cùa học viên sau đại hục trường dại hục Y Hà Nội sổ yểu tổ lien quan Túm tít: Kỳ nâng nghiên cửu lã quan trọng đỗi với tất ca híx: viên y khoa, không chi đe theo duỗi nghiệp nghiên cứu má cỏn đê thực hành y học dựa chững Nghiên cứu chung lôi dưực tiẻn hành VỚI mực tiêu” Mó tu thực trụng kỹ nũng, nhu câu đảo 1*0 nghiên cửu khoa học cua học viên MU đại hoe trường dại học Y Hù NỘI so yen tố liên quan" Nghiên cứu mô tà cãt ngang thực trẽn 234 dối tượng học viên sau đại học qua thu thập mầu thuận tiện Kei qua chư thầy điếm kỳ nâng nghiên cứu khoa học nhóm thục SI* 3.45(0.51 cao hon nhỏm bác SI*nội trú 3.20 (0.62) khác biệt có ý nghía thổng kẽ Trong kỳ nảng thục sun phàm khoa học có diêm trưng binh cao nhât ca hai nhóm thi kỹ nàng phân tích dử liệu vả sư dụng cóng cự phán tích cỏ diem trung bính thấp Ve nhu cầu đào tạo thống ké nội dung tạo nhùng học vicn mong muon học tảng thèm Mirc dộ tham gia cua giáng viên vào dê lài cuối khóa kinh phí thưc hiên nghiên cứu lã nhùng yếu tư có mối liên quan (p*H «s> ■> Good Very [good good Determine the object, time, B21 and location of the study B22 Selection of research samples B23 Calculating sample size B24 Ctoosing the right research method Determining research B25 indicators and variables B26 Build a data collection tool B27 Balding research ethics B3: Collecting information i‘m confident with my sklUs collecting information about Sentences Question Answer code B31 Very Not bad good Neutral Good Very good Develop appropriate collection methods B32 Collect objective data B4: Data analysis Mdllt and Ute of analytical took I'm confident with my 5kiUs Data analysis skills and use of analytical tools abứiíL TWM*M«K> *4: Sentence Question Answer code Ven* bad Not good Neutral Good Very good B41 Data entry and data management (kobotoolbox, cpidala > B42 Information B43 enctẠ-ption — Data processing and cleaning B44 Descriptive statistics (proportional description, average, etc.) B45 Inferential statistics B46 Present the results in tables and graphs B47 Using analytical software (stata R spss ) TWM*M«K> *4: B5: Scientific reasoning sldll i’m confident with my skills Scientific reasoning about Sentence Question Answer code Ven- Not bad good Neutral Good good ' Explain the research results B41 Very according to each objective Using scientific documents to B42 discuss B43 Compare the results of the study with the results of other studies State the sưengths and B53 limitation of the study Summarize and draw B63 conclusions 86: Scientific product implementation skills I'm confident with 111) skills Scientific product implementation skills about Sentence Answer Question code 861 Ven Not bad good Identify die parts and TWM*M«K> * *4: Neutral Good Very good content of each part of the scientific product Presenting results B62 according to goals Synthesize and refine B63 tile necessary results B64 Use words that are easy to understand aud logical B65 Foreign language especially English C: LEX EL OF TEACHER PARTICIPATION WITH PARTIES OF TIDE RESEARCH Tở what extent yourthesis topic engaged by your Murers with each part? Choose J of3 levels below; l 'nqffected/ Affected'1 ery affected Sentence Question code Answer Unaffected Affected Very affected bl Research overview ỊC2 Collecting research tope C3 Introduction Literature review Researched TWM*M«K> ■> *4: C6 Data analysis and processing C7 Results C8 Conclusion C9 Discussion c 10 sen ting references 1): RESEARCH COURSE Sentence Answer Question code DI How would you like the Keep stable content to change? Reduce content Increase content What training methods Research-oriented training you find appropriate? Small group training (Many choices) Encourage the creation of an What content needs to be increased? Wlrat content needs to be reduced? D2 environment for students to engage in mentored research Get more instructor guidance and cooperation Encourage students to make and publish scientific papers TWM*M«K> *4: Tlreoretica] training in parallel with practice WTiat form of evaluation D3 you think is Answer questions in the form of direct question and answer appropriate? (Many choices) Implement personal graduation thesis E: FACTORS AFFECTING SCIENTIFIC RESEARCH SKILLS How (toyou rate Ute lecturer's participation ỉn the final thesis? You select In levels: unaffected; affected, very affected Sentence Question Answer code I n affected Affected Very affected El Lack of guidance and coojier alien of lecturers in rhe learning process E2 Funding to conduct research E3 Lack of time to practice scientific research E4 Lack of time to practice scientific research E5 Lack of scientific research training courses E6 Lack of foreign language skills TWM*M«K> *4: ... the training needs of postgraduate students in scientific research 1.1 1.2 4.2 41 Current status of research skills 41 Training needs of scientific research course 43 Some factors related. .. graduate students such as intensive combination ofboth methods training, online training, and a Centralized training: Centralized training takes the form of traditional training in the form of face-to-face... postgraduate students of Hanoi Medical University and some related factors" with two objectives: Describing Hanoi Medical University postgraduate student’s current situation and scientific research needs