Research skills in departments of general practice

Abstract

Objectives: These were to find: the importance of various research skills in departments of general practice; the most useful methods of developing them; the support departments give researchers in developing skills; and what initiatives departments have made in research skills training.

Methods: A postal questionnaire was sent to all members of the United Kingdom-based Association of University Departments of General Practice (AUDGP) in May 1993.

Results: The response rate was 62%. Forty-five per cent were professors or senior lecturers, 32% were junior lecturers, and 23% held other posts; 77% held clinical posts. More than three quarters of responders rated eight research skills as ‘important’ or ‘very important’. Five skills were rated by more than a third of these responders as having been covered ‘not very well’ or ‘not at all’ in their training or experience. Most responders found self-directed learning and hands-on experience helpful in developing their skills, but less than half said that discussion of their research training needs or help in planning their education in research methods had been adequate. Initiatives in research skills training included running courses, appointing a named person to address training needs and establishing trainee posts in academic general practice.

Conclusions: The survey revealed areas in which research skills in departments of general practice could be improved. Individual departments have set up a variety of initiatives for raising skill levels; these may be of relevance to primary care researchers in other countries. Eur J Gen Pract 1996; 2: 62–4.