Impact of Research Training on Newly Graduated Health Professionals' Motivation to Undertake Research

Louisa M D'Arrietta; Venkat N Vangaveti; Melissa J Crowe; Bunmi S Malau-Aduli

doi:10.2147/JMDH.S377963

Impact of Research Training on Newly Graduated Health Professionals' Motivation to Undertake Research

J Multidiscip Healthc. 2022 Oct 1:15:2223-2240. doi: 10.2147/JMDH.S377963. eCollection 2022.

Authors

Louisa M D'Arrietta^{1

2}, Venkat N Vangaveti^{1

3}, Melissa J Crowe⁴, Bunmi S Malau-Aduli¹

Affiliations

¹ College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia.
² Library Services, Townsville University Hospital, Townsville Hospital and Health Service, Townsville, Queensland, Australia.
³ Townsville Institute of Health Research and Innovation, Townsville University Hospital, Townsville Hospital and Health Service, Townsville, Queensland, Australia.
⁴ Division of Tropical Health and Medicine, James Cook University, Townsville, Queensland, Australia.

Abstract

Background: Clinical research is vital for improved patient health outcomes. However, there has been a decline in the number of new researchers replacing an aging workforce. This is because multiple factors impact on newly graduated health professionals' (HPs) readiness and motivation to engage with research training and undertake research when taking up hospital clinical roles.

Methods: Drawing on the Expectancy-Value-Cost (EVC) theory, a sequential explanatory mixed methods design involving cross-sectional survey and purposely sampled participant interview data was utilised to investigate the factors that impact on motivation to undertake research for three newly graduated HP groups (allied health, medical and nursing and midwifery). Survey data were subjected to descriptive and inferential statistical analysis, while interview data were thematically analysed to identify recurring themes. Framework analysis was utilised for triangulation of findings.

Results: Participants' previous exposure to research training influenced their expectancy to undertake research. Participants who had previous research training reported significantly higher (P < 0.001) research confidence (Median (IQR) 3.0 (3.0-3.0)) compared to those who had no previous research training (Median (IQR) 0.0 (0.0-1.0)). However, in relation to types of values attached to research, participants who demonstrated intrinsic and attainment values were more engaged and motivated to undertake research despite a myriad of barriers compared to those who demonstrated utility value (P < 0.001). The qualitative data revealed six overarching themes in terms of factors that influence motivation (i) Importance of early immersion into formal research training (ii) Attitude to research (iii) Time constraints (iv) Poor visibility of research training opportunities (v) Lack of organisational support (vi) Low returns on effort.

Conclusion: Research training builds confidence, however, to foster motivation for the uptake and continued engagement with research, educators would need to help new HPs see the intrinsic and attainment values of research as they move through the career pipeline.

Keywords: barriers; expectancy-value-cost theory; facilitators; postgraduate research training.