ORIGINAL ARTICLE |
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Year : 2016 | Volume
: 6
| Issue : 1 | Page : 34-40 |
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Research and publishing practices, attitudes, and barriers among dental faculty: Results of a survey study of 200 teachers across India
Arpita Rai1, Ansul Kumar2, Lejoy Abraham3, Akhilesh Chandra4, Mandeep Kaur1, Shamimul Hasan1
1 Department of Oral Medicine and Radiology, Faculty of Dentistry, Jamia Millia Islamia, New Delhi, India 2 Department of CTVS, Rajendra Institute of Medical Sciences, Ranchi, India 3 Department of Oral Medicine and Radiology, SDM College of Dental Sciences and Hospital, Dharwad, Karnataka, India 4 Department of Oral Pathology, Vananchal Dental College, Garhwa, Jharkhand, India
Correspondence Address:
Arpita Rai Department of Oral Medicine and Radiology, Faculty of Dentistry, Jamia Millia Islamia, New Delhi India
Source of Support: None, Conflict of Interest: None | Check |
DOI: 10.4103/jeed.jeed_14_17
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Objectives: Research experience imparts skills such as literature search, analyzing data, and critical appraisal of evidence and is associated with continued academic development, evidence-based clinical practice, and future research activity. There is a paucity of literature reflecting attitude of dental faculty toward research and publication. This study aims to ascertain research and publishing practices, attitudes, and barriers among dental faculty.
Materials and Methods: A cross-sectional survey of dental faculty (mean age 37.6 years, 100 males/100 females) from dental colleges across India was done between June and August 2015. A 24-point questionnaire was framed and validated, and data from 200 participants were collected after seeking informed consent.
Results: This study revealed that 138 (69%) teachers were involved in research projects and 180 (90%) had articles published in journals. The most common reason for not being involved in research was lack of time (25.8%) and for not having publications was lack of opportunity (50%). The main motivation to consider publication was career progression (53%) and selection of journal was mainly based on journal's prestige (40%). Majority of faculties were aware of impact factor, plagiarism, and H-index; however, 45% were unaware of MeSH keywords. Forty-three percent had training in research methodology, scientific writing, or publishing practices, and 93% were willing to participate in such a conference. The entire faculty agreed that research methodology should be made part of the curriculum at postgraduate level, 96% agreed that research hours should be allotted separately in the curriculum, whereas 51% of teachers approved that the completion of research project should be mandatory for promotion.
Conclusion: This study revealed the positive attitude of teachers toward research and publication. |
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