Health research-strengthening and capacity development: Research support system model in an academic healthcare system

Introduction: Healthcare research contributes to the well-being of a population; hence, it is important to use the right system to ensure that junior researchers develop the required skills. Current research-strengthening and capacity development programs might lack a research process-based common framework or model leading to variable and suboptimal outcomes. This study aimed to describe the development and evaluation of a model for health research-capacity development at both individual and institutional levels in a Joint Commission International-accredited governmental healthcare organization in Qatar. Methods: This retrospective observational study evaluated a research support system employed in Qatar for 1 year and constituted of16 stations, each covering a different topic and supported by an experienced faculty member. We recorded how many faculty members were involved and how many people accessed which stations. We developed an outcomes logistic model and obtained feedback about their experience of using the research support system through a short survey. Results: Twenty-one faculty members supported a total of 77 participants, representing various professions and specialties. The majority of the participants received support on multiple stations, and the most solicited were study design and methodology (n = 45, 58.4%) and research idea (n = 29, 37.7%). The most common type of research that participants required support for was clinical research (n = 65, 84.4%). Moreover, 58.4% of the participants answered the survey, and their responses attested to their perceived benefit of making use of the research support system. Conclusion: The research support system presented was positively evaluated by participants and promoted networking. Such aspects are favorable to the development of a research culture within an organization and would be a good addition for implementation in universities running healthcare programs and hospitals with residency programs and a large and varied healthcare workforce. This would contribute to the development of health-related research capacity and quality of research outputs in these institutions.

[1]  Mohamed Salem Nasrallah,et al.  Medicine Residency Training Program during COVID-19: Qatari Experience , 2020, The Pan African medical journal.

[2]  M. MacLeod,et al.  Patient-oriented research competencies in health (PORCH) for researchers, patients, healthcare providers, and decision-makers: results of a scoping review , 2020, Research Involvement and Engagement.

[3]  B. Roberts,et al.  A narrative review of health research capacity strengthening in low and middle-income countries: lessons for conflict-affected areas , 2019, Globalization and Health.

[4]  R. Brownson,et al.  Building Capacity for Evidence-Based Public Health: Reconciling the Pulls of Practice and the Push of Research. , 2018, Annual review of public health.

[5]  C. Bylund,et al.  The current practice of mentoring across Accreditation Council of Graduate Medical Education – International accredited programs in Qatar from faculty and trainees perspectives , 2018, Advances in medical education and practice.

[6]  M. Zwarenstein,et al.  North–south collaboration and capacity development in global health research in low- and middle-income countries – the ARCADE projects , 2016, Global health action.

[7]  M. Zwarenstein,et al.  ‘Research clinics’: online journal clubs between south and north for student mentoring , 2016, Global health action.

[8]  A. Goodman.  The Development of the Qatar Healthcare System: A Review of the Literature , 2015 .

[9]  David A. Williams,et al.  Model for a University-Based Clinical Research Development Infrastructure , 2015, Academic medicine : journal of the Association of American Medical Colleges.

[10]  B. Uzochukwu,et al.  Assessment of capacity for Health Policy and Systems Research and Analysis in seven African universities: results from the CHEPSAA project , 2013, Health policy and planning.

[11]  J. Hirsch,et al.  Rethinking health research capacity strengthening , 2013, Global public health.

[12]  J. Haafkens,et al.  Addressing research capacity for health equity and the social determinants of health in three African countries: the INTREC programme , 2013, Global health action.

[13]  Terri L. Edwards,et al.  Clinical and Translational Research Studios: A Multidisciplinary Internal Support Program , 2012, Academic medicine : journal of the Association of American Medical Colleges.

[14]  Guillaume Alinier,et al.  Development and design of objective structured clinical examinations (OSCE) in undergraduate pharmacy education in a new School of Pharmacy in England , 2011 .

[15]  R. Dennis,et al.  Building capacity in health research in the developing world. , 2004, Bulletin of the World Health Organization.

[16]  A. Hyder,et al.  Capacity development for health research in Pakistan: the effects of doctoral training. , 2003, Health policy and planning.

[17]  F. White.  Capacity-building for health research in developing countries: a manager's approach. , 2002, Revista panamericana de salud publica = Pan American journal of public health.

[18]  T. Nchinda.  Research capacity strengthening in the South. , 2002, Social science & medicine.

[19]  R. Horton.  North and South: bridging the information gap , 2000, The Lancet.

[20]  E. Schuster,et al.  Situated Learning and Interprofessional Education: An Educational Strategy Using an Apprenticeship Model to Develop Research Skills for Practice , 2018 .

[21]  Y. Nuyens.  No Development without Research A challenge for research capacity strengthening , 2008 .