Table 1 Participant perceptions of obstacles to educational research
From: Do the benefits continue? Long term impacts of the Anatomy Education Research Institute (AERI) 2017
Themes | Codesb | Accepted Applicants | Invited Speakers | Total (all AERI participants) | Change in frequency of codes between surveys | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
Number of coded responses on Pre-AERI survey (n = 91) | Number of coded responses on Post-AERI survey (n = 84) | Number of coded responses on 6 month survey (n = 30) | Number of coded responses on Pre-AERI survey (n = 50) | Number of coded responses on Post-AERI survey (n = 53) | Number of coded responses on 6 month survey (n = 18) | Number of coded responses on Pre-AERI survey (n = 141) | Number of coded responses on Post-AERI survey (n = 144)a | Number of coded responses on 6 month survey (n = 48) | |||
Community needs | Time | 8 (8.8%) | 20 (23.8%) | 14 (46.7%) | 6 (12.0%) | 11 (20.7%) | 7 (38.9%) | 14 (9.9%) | 31 (21.5%) | 21 (43.8%) | Increase |
Money | 13 (14.3) | 9 (10.7) | 2 (6.7) | 9 (18.0) | 10 (18.9) | 2 (11.1) | 22 (15.6) | 20a (13.9) | 4 (8.3) | Decrease | |
Respect/ support | 18 (19.8) | 22 (26.2) | 6 (20) | 12 (24.0) | 14 (26.4) | 1 (5.6) | 30 (21.3) | 38a (26.4) | 7 (14.6) | Increase, decrease | |
Collaboration | 4 (4.4) | 6 (7.1) | 4 (13.3) | 3 (6.0) | 4 (7.5) | 3 (16.7) | 7 (5.0) | 10 (6.9) | 14 (29.2) | Increase | |
IRB | 0 | 0 | 1 (3.3) | 0 | 0 | 1 (5.6) | 0 | 0 | 2 (4.2) | Increase | |
Concerns about educational research | Background Knowledge | 22 (24.2) | 16 (19.0) | 1 (3.3) | 3 (6.0) | 6 (11.3) | 1 (5.6) | 25 (17.7) | 24a (16.7) | 2 (4.2) | Decrease |
Controls | 15 (16.5) | 8 (9.5) | 0 | 11 (22.0) | 4 (7.5) | 0 | 26 (18.4) | 15a (10.4) | 0 | Decrease | |
Quality | 3 (3.3) | 1 (1.2) | 0 | 7 (14.0) | 2 (3.8) | 0 | 10 (7.1) | 3 (2.1) | 0 | Decrease | |
Participation | 9 (9.9) | 5 (5.9) | 1 (3.3) | 2 (4.0) | 4 (7.5) | 0 | 11 (7.8) | 9 (6.2) | 1 (2.1) | Decrease | |
Options | Deciding among multiple project | 0 | 0 | 1 (3.3) | 0 | 0 | 3 (16.7) | 0 | 0 | 4 (8.3) | Increase |