目标:虽然对于研究能力建设至关重要,在非洲研究生居留计划中,论文项目和出版物的作者身份的发展被忽视了。本研究旨在探索肯尼亚两所大学研究生健康专业学员的作者身份。它还评估了英语习得年龄对写作信心的影响。
方法:本探索性案例研究利用了定量和定性数据。讲习班前和讲习班后的调查是从学习目标中产生的,并评估了对写作和剽窃意识的信心,作者身份的两个重要属性。因为对写作的信心可能会受到英语习得年龄的影响,问卷还包括来自语言经验和能力问卷的项目。使用计划的比较分析了研讨会前和研讨会后的反应。焦点小组讨论进一步探讨了参与者之间的作者身份,并进行了主题分析。
结果:共有来自9个医学专业的57名研究生学员参加了这项研究。研讨会后,对写作和抄袭意识的信心都有了显着提高:对写作前测试(M=3.20,SD=0.59)和后测试(M=3.97,SD=0.61)的信心,t(56)=6.93,P<.001,d=0.9;剽窃意识前测(M=3.01,SD0.72),后测(M=3.92,SD0.65),t(56)=6,8,P<.001,d=0.9。平均英语习得年龄为4.98岁,与写作信心无关。参与者认识到真实的作者身份需要艰苦的工作,并建议抄袭是由不足的写作指导驱动的。他们提出,改变对研究和写作的看法可以克服学员的毕业要求心态。
结论:使用程序和包装方法的交互式研讨会可能有助于在肯尼亚研究生卫生专业人员中发展作者身份。需要进一步研究如何使用学习的直接指标和其他课程改革来评估研讨会的有效性,以促进作者身份。
OBJECTIVE: Though essential for research capacity building, development of authorial identity for thesis projects and publications has been overlooked in African postgraduate residency programs. This
study aims to explore authorial identity among postgraduate health professional trainees at two universities in Kenya. It also evaluated the effect of Age of Acquisition of English on confidence in writing.
METHODS: This exploratory case
study utilized quantitative and qualitative data. Pre- and post-workshop surveys were generated from learning objectives and evaluated confidence in writing and plagiarism awareness, both important attributes of authorial identity. As confidence in writing might be influenced by the English Age of Acquisition, the questionnaire also included items from the Language Experience and Proficiency Questionnaire. Pre- and post-workshop responses were analyzed using planned comparisons. Focus group discussions further explored authorial identity among participants and were analyzed thematically.
RESULTS: A total of 57 postgraduate trainees from nine medical specialties participated in the
study. Both confidence in writing and
plagiarism awareness improved significantly after the workshop: confidence in writing pre-test (M = 3.20, SD = 0.59) and post-test (M = 3.97, SD = 0.61), t(56) = 6.93, P < .001, d = 0.9; plagiarism awareness pre-test (M = 3.01, SD 0.72) and post-test (M = 3.92, SD 0.65), t(56) = 6,8, P < .001, d = 0.9. The average English Age of Acquisition was 4.98 years and showed no correlation with confidence in writing. Participants recognized that authentic authorship requires hard work and suggested
plagiarism is driven by inadequate writing instruction. They proposed that changing perceptions of research and writing could overcome a graduation requirement mindset among trainees.
CONCLUSIONS: Interactive workshops using procedural and enculturation approaches may be useful to develop authorial identity among postgraduate health professionals in Kenya. Further research is needed on evaluating workshop effectiveness using direct indicators of learning and other curricular reforms to promote authorship.