Table 2 Rural health research training implementation characteristics
Design components |
-Address the varying educational needs of health professionals -Select appropriately trained research educators to mentor and engage health professionals throughout the research process -Provide health professionals with support beyond initial training sessions to apply new research skills -Embed research educators with broad research and education skills sets within health services -Consider jointly funded research translation positions between universities and health services -Record and share workshop content -Tap into existing rural research/practice networks, and establish and maintain communities of practice -Co-design and co-deliver training with rural health professionals -Incentivise research education through university and peak body recognition of training participation e.g., formal qualifications, CPD points |
Education and training mechanisms |
-Adopt a combination of face-to-face and virtual training – regular, regionally focused training sessions for different skills levels -Provide training in a range of durations -Use a “just in time” approach – specific training is delivered as the health professionals need it -Adopt longer term education and training programs -Set realistic deadlines for health professionals to conduct research projects -Use peer review and mentors -Increase awareness of research training via a training calendar accessible to all rural health services |
Training content |
-Cover a broad scope of topics, e.g., identifying a research question and applying for ethics approval -Encourage health professionals to identify research projects that address issues relevant to their organisations and/or communities |