importance of research in daily life as a student

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The Importance of Research to Students

Tags: cleveland university-kansas city , Communications Staff , health sciences , research

When exploring the impact of research, consider what it would be like if the automotive industry ceased all investigative efforts. The cars we drive would likely never improve in safety, comfort, or efficiency, and we would never know the benefits of the advancements we often take for granted. The same is true for the health sciences. Without research, advancements that have improved some lives and saved others may not have come to pass.

For universities, the research component allows for a broader educational experience whereby students are able to explore the effects of applying new thought processes through study and testing. Students are able to use that experience to see the practical application of their classroom experience represented in research projects. Cleveland University-Kansas City (CUKC), for example, offers a challenging curriculum, but also the opportunity to participate in various research studies on campus. ( Learn more about chiropractic here .)

Dr. Mark Pfefer, director of research at CUKC, collaborates with students on various projects. He said students have the opportunity to take an active role in research projects while at the same time learning about proper investigative techniques.

“We’ve had numerous students participate as co-authors on recent publications and presentations,” Pfefer said. “Students are taught strategies to search for information and assess the quality of the information found. Students learn good critical appraisal skills; all information is not the same, some information is good, and some is not.”

Research by Students in College

Pfefer said that students interested in research are mentored by faculty and assist in various ways, including literature searching, data collection, data entry, and manuscript development. The collective work between students and administrators has proven to be a successful combination, and he looks forward to the continuation of these efforts in future studies.

While time in the classroom is invaluable, having access to an on-site research department means that students are able to grow and challenge the boundaries that were established by their predecessors in the field. They are encouraged to open their minds and be open to the possibilities that research can reveal. Ultimately, they can become better health care professionals by engaging in work outside the classroom that challenges them in a similar fashion.

This will also have an impact on their future in their chosen profession by putting them in the position to attach their name to efforts that may have reshaped the parameters that were once the norm. Research can light the fire of curiosity that will continue throughout a professional career, and there is no end to what can be learned.

At Cleveland University-Kansas City (CUKC) , those are the exhilarating breakthroughs that research can deliver. It educates our students personally by opening their eyes to new possibilities. It rewards them professionally by getting their name out into the research community before they’ve even graduated.

Get to Know Cleveland University-Kansas City (CUKC )

CUKC is a private, nonprofit chiropractic and health sciences university in Overland Park, Kansas, a major suburb of the Kansas City metropolitan area. In addition to our 100-year legacy of offering the Doctor of Chiropractic (D.C.) degree, CUKC offers two-year degrees Radiologic Technology, and Biological Sciences. CUKC also offers the B.S. in Human Biology, B.S. in Exercise Science, the M.S. in Exercise Physiology and Sports Performance, and a 12-credit-hour Certificate in Sports Performance (CSP).

Explore our academic degrees/certifications here .

Research is a powerful part of the educational experience at CUKC and one we are proud to share with our students. As an example of the topics and issues explored, check out this research blog and our website for evidence-based research on chiropractic issues and topics .

CUKC is a student-focused, high academic quality University. Sound interesting to you? Get more information about CUKC here, and download a free guide to help you plot your college plan: Your Guide to Navigating College Financial Aid .

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Jacks Of Science

Simple Answers to Scientific Questions

Importance Of Research In Daily Life

Whether we are students, professionals, or stay-at-home parents, we all need to do research on a daily basis.

The reason?

Research helps us make informed decisions.

It allows us to learn about new things, and it teaches us how to think critically.

There is an importance of research in daily life.

Let’s discuss the importance of research in our daily lives and how it can help us achieve our goals!

6 ways research plays an important role in our daily lives.

• It leads to new discoveries and innovations that improve our lives. Many of the technologies we rely on today are the result of research in fields like medicine, computer science, engineering, etc. Things like smartphones, wifi, GPS, and medical treatments were made possible by research.
• It informs policy making. Research provides data and evidence that allows policymakers to make more informed decisions on issues that impact society, whether it’s related to health, education, the economy, or other areas. Research gives insights into problems.
• It spreads knowledge and awareness. The research contributes new information and facts to various fields and disciplines. The sharing of research educates people on new topics, ideas, social issues, etc. It provides context for understanding the world.
• It drives progress and change. Research challenges existing notions, tests new theories and hypotheses, and pushes boundaries of what’s known. Pushing the frontiers of knowledge through research is key for advancement. Even when research invalidates ideas, it leads to progress.
• It develops critical thinking skills. The research process itself – asking questions, collecting data, analyzing results, drawing conclusions – builds logic, problem-solving, and cognitive skills that benefit individuals in their professional and personal lives.
• It fuels innovation and the economy. Research leads to the development of new products and services that create jobs and improve productivity in the marketplace. Private sector research drives economic growth.

So while not always visible, research underlies much of our technological, social, economic, and human progress. It’s a building block for society.

Conducting quality research and using it to maximum benefit is key.

Research is important in everyday life because it allows us to make informed decisions about the things that matter most to us.

Whether we’re researching a new car before making a purchase, studying for an important test, or looking into different treatment options for a health issue, research allows us to get the facts and make the best choices for ourselves and our families.

• In today’s world, there’s so much information available at our fingertips, and research is more accessible than ever.
• The internet has made it possible for anyone with an interest in doing research to access vast amounts of information in a short amount of time.

This is both a blessing and a curse; while it’s great that we have so much information available to us, it can be overwhelming to try to sort through everything and find the most reliable sources.

What is the importance of research in our daily life?

Research is essential to our daily lives.

• It helps us to make informed decisions about everything from the food we eat to the medicines we take.
• It also allows us to better understand the world around us and find solutions to problems.

In short, research is essential for our health, safety, and well-being. Without it, we would be living in a world of ignorance and misinformation.

What is the importance of research in our daily lives as a student?

As a student, research plays an important role in our daily life. It helps us to gain knowledge and understanding of the world around us.

• It also allows us to develop new skills and perspectives.
• In addition, research helps us to innovate and create new things. 
• Research is essential for students because it helps us to learn about the world around us. Without research, we would be limited to our own personal experiences and observations.
• Research allows us to go beyond our personal bubble and explore new ideas and concepts.
• It also gives us the opportunity to develop new skills and perspectives. 
• In addition, research is important because it helps us to innovate and create new things. When we conduct research , we are constantly learning new information that can be used to create something new.

This could be anything from a new product or service to a new way of doing things.

Research is essential for students because it allows us to be innovative and create new things that can make a difference in the world.

Consequently, while each person’s daily life routine might differ based on their unique circumstances, the role that research plays in our lives as students is an integral one nonetheless.

Different though our routines might be, the value of research in our lives shines through brightly regardless.  And that importance cannot be overstated .

How does research affect your daily life?

Every day, we benefit from the countless hours of research that have been conducted by scientists and scholars around the world.

• From the moment we wake up in the morning to the time we go to bed at night, we rely on research to improve our lives in a variety of ways.
• For instance, many of the items we use every day, such as our phones and laptops, are the result of years of research and development.
• And when we see a news story about a new medical breakthrough or a natural disaster, it is often the result of research that has been conducted over a long period of time.

In short, research affects our daily lives in countless ways, both big and small. Without it, we would be living in a very different world.

What are the purposes of research?

The word “research” is used in a variety of ways. In its broadest sense, research includes any gathering of data, information, and facts for the advancement of knowledge.

Whether you are looking for a new recipe or trying to find a cure for cancer, the process of research is the same.

You start with a question or an area of interest and then use different sources to find information that will help you answer that question or learn more about that topic.

“The purpose of research is to find answers to questions, solve problems, or develop new knowledge.”

It is an essential tool in business , education, science, and many other fields. By conducting research, we can learn about the world around us and make it a better place.

How to do effective research 

Research is a process of uncovering facts and information about a subject.

It is usually done when preparing for an assignment or project and can be either primary research, which involves collecting data yourself, or secondary research, which involves finding existing data.

Regardless of the type of research you do, there are some effective strategies that will help you get the most out of your efforts:

• First, start by clearly defining your topic and what you hope to learn. This will help you to focus your search and find relevant information more quickly.
• Once you know what you’re looking for, try using keyword searches to find websites, articles, and other resources that are relevant to your topic.
• When evaluating each source, be sure to consider its reliability and biases.
• Finally, take good notes as you read, and make sure to keep track of where each piece of information came from so that you can easily cite it later.

By following these steps, you can ensure that your research is both thorough and accurate.

How to use research to achieve your goals.

Achieving your goals requires careful planning and a lot of hard work.

But even the best-laid plans can sometimes go awry.

That’s where research comes in.

By taking the time to do your homework, you can increase your chances of success while also learning more about your topic of interest.

When it comes to goal-setting, research can help you to identify realistic targets and develop a roadmap for achieving them.

It can also provide valuable insights into potential obstacles and how to overcome them.

In short, research is an essential tool for anyone who wants to achieve their goals.

So if you’re serious about reaching your target, be sure to do your homework first.

So the next time you are faced with a decision, don’t forget to do your research!

It could very well be the most important thing you do all day.

Jacks of Science sources the most authoritative, trustworthy, and highly recognized institutions for our article research. Learn more about our Editorial Teams process and diligence in verifying the accuracy of every article we publish.

• Social Sciences

7 Reasons Why Research Is Important

• Author: Leann Zarah

Learning to conduct research is an integral part of learning about life. The importance of research cannot be overstated—this article shows you why.

wutzkoh via Canva`

Why Is Research Important?

The significance of research cannot be understated. It is integral to succeeding in school as well as in many professions, such as law, writing, and finance. The main purposes of research are to inform action, gather evidence for theories, and contribute to developing knowledge in a field of study. This article discusses the significance of research and the many reasons why research is important for everyone—not just students and scientists.

Understanding that research is important might seem like a no-brainer, but many people avoid it like the plague. Yet, for those who like to learn, whether they are members of a research institution or not, conducting research is not just important—it's imperative.

Why Research Is Necessary and Valuable in Our Daily Lives

• It's a tool for building knowledge and facilitating learning.
• It's a means to understand issues and increase public awareness.
• It helps us succeed in business.
• It allows us to disprove lies and support truths.
• It is a means to find, gauge, and seize opportunities.
• It promotes a love of and confidence in reading, writing, analyzing, and sharing valuable information.
• It provides nourishment and exercise for the mind.

Conducting research doesn't just arm us with knowledge—it helps teach us how to think.

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A Tool for Building Knowledge and Facilitating Learning

The purpose of research is much greater than you might realize at first. Research is required not just for students and academics but for all professionals and nonprofessionals alike. It is also important for budding and veteran writers, both offline and online.

For nonprofessionals who value learning, doing research equips them with knowledge about the world and skills to help them survive and improve their lives. Among professionals and scribes, on the other hand, finding an interesting topic to discuss and/or to write about should go beyond personal experience. Determining what the general public may want to know or what researchers want others to realize or think about can serve as a reason to do research. Thus, research is an essential component in generating knowledge and vice-versa.

Knowledge is commonly described as a factual proposition in an individual's mind. It essentially refers to facts based on objective insights and/or study findings processed by the human brain. It can be acquired through various means, such as reading books and articles, listening to experts, watching documentaries or investigative shows, conducting scientific experiments, and interacting with other people. Facts collected during research can be checked against other sources to ensure truthfulness and accuracy.

Studies and Articles About the Importance of Research

In his article "Epistemology," Yale University's David Truncellito identifies three kinds of knowledge : procedural (competence or know-how), acquaintance (familiarity), and propositional (description of "a fact or a state of affairs").

Brain Research UK (formerly Brain Research Trust), a medical-research charity based in the United Kingdom, acknowledges the importance of research in building knowledge. It sees research as crucial to finding possible cures for diseases and ways to prevent them. Thus, research is necessary to ascertain whether previous studies support one's ideas or if these ideas still need further proof to be considered knowledge.

An example of one such endeavor is a 2016 study conducted by several psychologists to examine how sleep affects memory reactivation. In " Relearn Faster and Retain Longer: Along With Practice, Sleep Makes Perfect ," they discovered that "interleaving sleep between learning sessions not only reduced the amount of practice needed by half but also ensured much better long-term retention. Sleeping after learning is definitely a good strategy, but sleeping between two learning sessions is a better strategy." This study supports the fact that both repetition and sleep improve a person's long-term retention of information. Their findings also emphasize how highly important sleep is to healthy brain function.

A study by The World Bank in 2006 also underscored sleep as a key factor in efficient learning , which can be defined as the process of gaining optimal learning using few resources. The study reiterated the role of sleep in: (1) protecting and restoring memory, (2) advanced learning, and (3) enhancing mathematical ability and problem-solving. It further noted that "knowledge is better consolidated when people study at the time when they are supposed to be awake rather than, say, late-night sessions." It cited the need for research on "the memory capacity of the poor in low-income countries" to enable teachers to better help underprivileged students learn basic skills.

The effect of sleep on the human brain is just one of the countless topics that academics and specialists have examined in various universities and medical institutions. A myriad of newer and even more specific research ideas likewise await the attention of avid scholars and inquisitive writers. Indeed, research is instrumental in building and improving knowledge and supporting existing knowledge with verifiable facts to facilitate learning.

A Means to Understand Issues and Increase Public Awareness

Using research to understand current issues.

Television shows and movies—both fictional and nonfictional—ooze with research. For instance, Oprah Winfrey would not have achieved remarkable success as a news anchor and television show host had she eschewed doing her research about certain topics and public figures . According to entrepreneur and lifestyle coach Paul C. Brunson, in his interview with emotional intelligence expert and author Justin Bariso (2017):

"Oprah spends a disproportionate amount of her time gathering information from communities of people outside of her core (different age groups, social classes, ethnicities, education levels, careers, etc.) and then she shares that information within her community."

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This kind of effort shows the necessary role of research in helping others and raising social consciousness.

Using Research to Understand People

Many film and TV actors also take time to interview individuals to understand their roles better. Actors have worked with detectives, boxers, scientists, business owners, criminals, and teachers, among others, to gain an inside understanding of what it's like to have a certain identity. Others even go through immersion to begin to understand their characters' issues better. This might look like living in jail or a drug rehabilitation center for a while, gaining or losing a significant amount of weight, or learning to captain a sailboat. Many read literature, biographies, or journals to have a better view or context of the story they've been hired to tell.

In her 2017 article about Daniel Day-Lewis, Lynn Hirschberg described how the award-winning actor prepared for his role as dressmaker Reynolds Woodcock in Paul Thomas Anderson's film, Phantom Thread . She wrote:

"To become Woodcock, Day-Lewis, who is 60, watched archival footage of fashion shows from the 1940s and ’50s, studied the lives of designers, and most important, learned to sew. He consulted with Cassie Davies-Strodder, then curator of fashion and textiles at the Victoria and Albert Museum, in London. And for many months he apprenticed under Marc Happel, who is head of the costume department at the New York City Ballet, watching intently and then helping to reconstruct the famous Marc Chagall costumes for a production of Firebird . At the end of the ballet season, Day-Lewis decided he needed to build a couture piece from scratch."

People both within and outside of the entertainment industry have, on occasion, belittled what actors do or even the profession of acting itself. However, professional thespians like Daniel Day-Lewis exert great effort to make their characters believable. Their dedication to studying their roles involves a tremendous amount of research .

Using Research to Create Realistic Fiction and Stories

Many films, theater plays, broadcast dramas, and online videos present stories based on real-life events and problems. A serious writer or content producer sees how vital research is in substantiating the context of the stories they are telling to entertain and educate audiences through different media platforms.

As Terry Freedman opined in " The Importance of Research for ICT Teachers " (2011): "Research can shed light on issues we didn't even know existed, and can raise questions we hadn't realised even needed asking." Thus, almost all writers of both imaginary tales and non-fictive accounts do research, as doing so helps them create good stories and achieve credibility.

Good business is built on sound research.

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Helping Us Succeed in Business

The importance of research and development (r&d).

Research benefits business. Many successful companies, such as those producing consumer goods or mass-market items, invest in research and development (R&D). Different industries that involve science and engineering processes (like agriculture, food and beverage, manufacturing, healthcare and pharmaceuticals, computer software, aerospace, aviation, and energy) have high R&D expenses because it is critical to the creation and improvement of their products and services.

The rise of artificial intelligence (AI) stems from substantial R&D. Based on Rockwell Anyoha's 2017 article, it may have sprung from the rich imagination of science fiction novelists L. Frank Baum ( The Wonderful Wizard of Oz in 1900) and Thea Gabriele von Harbou ( Metropolis in 1927) as well as polymath Alan Turing's Computing Machinery and Intelligence paper in 1950. On the other hand, the Association for the Advancement of Artificial Intelligence (AAAI) reckons that the human ideation of AI could be traced back to Greek mythology, while its rational roots could be linked to Aristotle's work on syllogistic logic in the 4th century BC.

The genesis of modern AI technology stems from the 1950s when the Research and Development (RAND) Corporation invested in the "Logic Theorist" program created by cognitive psychologist Allen Newell, systems programmer Cliff Shaw, and political scientist Herbert Simon (Anyoha, 2017). Part of this program's development is attributed to computer scientist and AI innovator Oliver Gordon Selfridge's work on pattern matching when he mentioned it to Newell while visiting RAND in 1954.

The evolution of AI from a mere fictive idea to a physical or mechanical humanoid form has resulted in boons for profit-minded organizations and looming banes for workers in various industries. Thus, gaining an advantage over competitors likewise entails R&D. Finding out how to make things happen more efficiently and differentiate a business's offerings from those of its competitors can raise a company's market value. Addressing work issues and other problems in relation to R&D-backed technologies like AI would require research as well.

In addition, a country's economy can benefit much from R&D, for it can support, boost, and sustain its progress. For instance, the United Kingdom's Department of Business Innovation and Skills, or BIS (now known as the Department for Business, Energy and Industrial Strategy), used to publish an annual R&D Scoreboard . The report served "...as a benchmarking tool for companies, investors and policymakers" for 20 years. However, due to the UK government's austerity measures, it has not been produced since 2010.

Market Research and Targeted Marketing

Research can also help a company maintain a positive commercial image, retain existing customers, and attract new customers through targeted marketing. Marketing is a type of communication, and for that communication to be effective, businesses need to understand their customers.

This usually happens through market research, which can involve examining psychological studies about consumption, hosting focus groups, beta testing products with a select group of customers, sending satisfaction surveys to existing customers, and researching the business's main competitors, among other strategies. The most successful businesses, large and small, base their product design, service offerings, and marketing communications on insights gleaned from thorough research processes.

Disprove Lies and Support Truths

Background research and private investigations.

Have you ever experienced the feeling that your partner is having an affair behind your back? Some people would overlook this and say that it's better not to know; others would take discreet action, hiring a private detective to find out for sure. What does research have to do with this situation? A lot. Doing research to reveal lies or truths involving personal affairs can contribute to either making a relationship work or breaking away from a dysfunctional one. For the monogamous lot, researching to disprove or prove infidelity is one way to find out the truth.

Field Testing and Peer Reviews

Scientists also deal with research to test the validity and reliability of their claims or those of other scientists. Their integrity and competence depend on the quality of their research.

Nevertheless, not everything scientists come up with gets accepted. Scientific work is typically peer-reviewed before being published. This means that when an individual publishes research, it is fact-checked and investigated for common biases, statistical errors, and methodological issues by others in the field before being shared with the scientific community at large. The case of Marc Trevor Tessier-Lavigne proves this matter. It shows how student-reporters at The Stanford Daily led by Theo Baker engaged in thorough research to find out if long-running rumors about the billionaire scientist's involvement in manipulated academic papers were true. As a result, Tessier-Lavigne resigned from his post as the 11th president of Stanford University.

Professional and credible journalists also undertake thorough research to establish the veracity of their stories. The 2003 movie Shattered Glass tells the rise-and-fall story of a real-life journalist who worked for The New Republic based in New York City. Suppose fellow journalists hadn't debunked his stories as fabricated. In that case, Stephen Glass could have written even more dubious pieces that would have been taken at face value by readers of the publication.

Fact-Checking to Discover Research Bias, Propaganda, and Fake News

With internet technology and social media, pseudo-journalism has become a social concern. Fake news took center stage during the 2016 presidential campaign period in the United States. For instance, Snopes.com, a rumor research site, debunked the following "news stories" posted online:

• An FBI agent believed responsible for the latest email leaks "pertinent to the investigation" into Hillary Clinton's private email server while she was Secretary of State was found dead in an apparent murder-suicide. (Reported on November 5, 2016, by the Denver Guardian )
• In a final speech to the synod, Pope Francis endorsed Senator Bernie Sanders for President of the United States. (Reported on October 26, 2015, by the National Report and USAToday.com.co)
• Thousands of pre-marked ballots for Hillary Clinton and other Democratic candidates were found in a warehouse in Ohio. (Reported on September 30, 2016, by the Christian Times Newspaper )
• Assange: Bernie Sanders was threatened and told to drop out of the presidential race. (Reported on August 29, 2016, by USA Supreme )
• News outlets around the world are reporting on the news that Pope Francis has made the unprecedented decision to endorse US presidential candidate Donald Trump. (Reported in July 2016, by the WTOE 5 News )
• After gay club massacre, Phoenix LGBT officially endorses Trump. (Reported on June 13, 2016, by the Gateway Pundit )
• African-American supporter of Republican presidential candidate Donald Trump has died after allegedly sustaining gunshot wounds in the aftermath of Friday night's chaos in Chicago. (Reported on March 12, 2016, by the Christian Times Newspaper )

According to Pew Research, social media, especially Facebook, serves as a primary source of news for over 60 percent of adult Americans (Chang, Lefferman, Pedersen, and Martz, 2016). In addition to fueling social media company profits, fake news has become profitable for pseudo-journalists whose main goal is to attract reader clicks that lead to Google Adsense revenue.

Fact-checking to determine the truth is integral to the process of research. Murray, Social News, and UGC Hub (2016) suggest that before news readers share information on social media, they need to assess the integrity of the news source and check for similar news on legitimate media outlets.

Genuine journalists do not rely on imagination for their news reports or avoid doing research. They eschew propaganda and have no intention of misleading the public. They are messengers of useful information—not lies.

Opportunities for success come more easily when we're well informed.

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Find, Gauge, and Seize Opportunities

Research helps people nurture their potential and achieve goals by taking advantage of various opportunities. This can mean securing employment, being awarded scholarships or grants, securing project funding, initiating a business collaboration, finding budget travel opportunities, or securing other little wins.

Using Research to Maximize Job and Career Options

Research is necessary for those looking for a job or seeking greener pastures. With thorough research, individuals can increase their chances of finding employment by scouring job-posting sites and contacting employment agencies. Research can also help inform them if work opportunities are legitimate . Without research, the gullible-yet-hopeful jobseeker or traveling worker may fall prey to unscrupulous headhunters, bogus employment opportunities, or even full-on scams.

Sites like Glassdoor and organizations like the Better Business Bureau allow job candidates to find out what experiences others have had with an employer they are considering or a placement agency they are thinking of using. After finding a free or low-cost academic course or skills-development training, students and professionals can assess their eligibility for certain roles and find out about application requirements and deadlines by conducting additional research.

Using Research to Maximize Investment

Research also benefits civil society and its members. Securing funding for projects and research initiatives is a top concern for those who want to address social issues. However, not all funding organizations accept proposals year-round, nor are they all interested in solving the same social problems. Thus, it is necessary to conduct research to find agencies whose missions match the objectives of particular advocacy programs or social-change projects.

An aspiring business owner can likewise meet potential investors through research. They can examine investor profiles to find a good fit in terms of vision, mission, goals, work ethic, and available capital.

Some hobbies and interests are expensive to pursue. One of these is traveling. For budget-conscious tourists, searching for airfare and hotel promos, discount rides, and cheap markets is undoubtedly a must to maximize the value of their money.

Seizing opportunities can broaden one's social network, raise awareness, or secure the support one direly needs to start a project or a business. Indeed, research contributes to a person's ability to make life-changing decisions. It encourages self-growth, participation in worthwhile causes, and productive living.

Promotes a Love of Reading, Writing, Analyzing, and Sharing Valuable Information

Research for critical thinking.

Research entails both reading and writing. These two literacy functions help maintain critical thinking and comprehension. Without these skills, research is far more difficult. Reading opens the mind to a vast reservoir of knowledge while writing helps us express our perspectives and transform our thoughts into more concrete ideas that others can understand.

Apart from reading and writing, listening and speaking are integral to conducting research. Conducting interviews, attending knowledge-generating events, and participating in casual talks can help us gather information and formulate research topics. These things also facilitate our critical thinking process, much like reading and writing. Listening to experts discuss their work can help us analyze issues from new perspectives and add new techniques to our information-gathering arsenal.

Sharing Research for Wider Understanding

With the wide array of ideas floating around and the interconnectedness of people and places through the internet, scholars and non-scholars involved in research can share information with a larger audience. Some view this process as ego-boosting, while others see it as a means to stimulate interest and encourage further research into certain issues or situations.

Literacy is integral in improving a person's social and economic mobility and increasing awareness, and research hones these basic life skills and makes learning a lifelong endeavor.

Exercising your mind is just as important as exercising your body.

Provides Nourishment and Exercise for the Mind

Critical thinking and mental health.

Curiosity may kill the cat, but it also fuels the mind to seek answers. An article by Todd Johnson for College Admission Partners (n.d.) notes how scientific research in particular "helps students develop critical reasoning skills...helpful for any field of higher education..." The acts of searching for information and thinking critically serve as food for the brain, allowing our inherent creativity and logic to remain active. Keeping the mind active may also help prevent certain mental illnesses like Alzheimer's.

Several studies have shown that mentally stimulating activities like doing research can contribute to brain health. In " Educating the Brain to Avoid Dementia: Can Mental Exercise Prevent Alzheimer Disease? " Margaret Gatz (2005) enumerated research findings that support such a position. However, she also noted that other factors might be involved in averting dementia and related issues. One of these is intelligence. A study involving 11-year-old pupils in Scotland in 2000, for instance, pointed to intelligence quotient (IQ) scores as "predictive of future dementia risk." Gatz opined that clinical trials are needed and that "conclusions must be based on large samples, followed over a long period of time." She further posited:

"...we have little evidence that mental practice will help prevent the development of dementia. We have better evidence that good brain health is multiply determined, that brain development early in life matters, and that genetic influences are of great importance in accounting for individual differences in cognitive reserve and in explaining who develops Alzheimer disease and who does not... For older adults, health practices that could influence the brain include sound nutrition, sufficient sleep, stress management, treatment of mood or anxiety disorders, good vascular health, physical exercise, and avoidance of head trauma. But there is no convincing evidence that memory practice and other cognitively stimulating activities are sufficient to prevent Alzheimer disease; it is not just a case of “use it or lose it."

Gatz would not have formed such a perspective if she had failed to conduct her research about the effects of mentally stimulating activities on the human brain. This demonstrates how research can be both an exciting and challenging cerebral endeavor. Various studies may or may not support each other based on gathered information and other evidence. Data collection and analysis are vital aspects of the research process. These are mental activities that both expend mental energy and nurture the brain.

Indeed, doing research encourages people to explore possibilities, understand existing issues, and disprove fabrications. Without research, our technological advancements and other developments would have remained fantasies. Reading, writing, observing, and analyzing facilitate an inquisitive mind's quest for knowledge, learning, and wisdom. Research is a bridge that we must cross to achieve all of our goals—both personal and societal.

How to Conduct Research for Beginners

Research is about contributing to a growing pool of knowledge and information. Although we are inherently curious as kids and young adults and often conduct informal research without even realizing it, there is a methodology for conducting formal, academic research. Use the following tips to get you started:

1. Organize and Prioritize Your Available Resources

It is important to set out a suitable timeframe for your project, assemble all the necessary literature, find sources of information, and establish a financial budget (if applicable).

2. Identify the Central Question That Will Be Explored in Your Paper

Generally, there is only one research question per project, so if your project prompts you to engage with several different questions, it could be good to break it up into several papers. For example, you may write a paper on both the impact and the validity of a written consent agreement form at a medical facility. Strong research questions are specific, original, and relevant to society and the scientific community.

3. Research Existing Literature Related to Your Topic on the Appropriate Database

Scientific journals are a good place to start. Identify the contribution that each study provides in the context of your research question. Examine relationships and methods of data interpretation with a critical mindset.

The Elements of a Research Paper

Common Errors in the Research Proccess

Designing a research project and writing a paper is no simple feat. Participants should be ready to dedicate ample time to avoid burnout. Here are some common mistakes that are made in both the setup of the project and the research paper itself.

Population Mistakes

Population mistakes are as avoidable as they are common in research. It helps to define the characteristics of the group that you wish to sample from in your project so you can specify the population in question. For instance, if you ask a question about the attitudes of Michigan residents, it would be important to make sure the population you're sampling from includes all counties in Michigan so your data isn't skewed to favor people from a specific and relatively homogenous area.

Sampling Mistakes

Sampling mistakes are another common research issue. Be sure to broaden the sample if you feel it is too small to generalize. For example, if 10% of therapists at Happy Clinic are dependent on marijuana, this does not mean that 10% of therapists in the nation are as well.

Sample-Selection Process Errors

The sample-selection process is another potential research issue. If you were randomly choosing participants in person, let's say at the mall, you would not want to only seek receptive and agreeable participants. These are usually your friends and acquaintances whose characteristics are similar to yours. Replace your non-probability selection method with true random samples from a defined population. These are usually the most scientifically sound.

Common Problems With Research Papers

• Research question or aim is vague or is not specific enough.
• Structure of the paper is unorganized.
• Introduction is an extensive list of previous findings and doesn't propose anything new.
• Tables do not relate to the main question.
• Method and results sections are not defined in detail.
• Discussion does not answer the stated research question.

How to Improve Your Research Skills

Are you interested in further developing your ability to do research? The following suggestions can help you hone your craft as a researcher while learning new things.

• Read books and articles about research . If you do not have a computer with an internet connection, you can go to the library or a nearby bookstore or ask a close friend or relative to lend you their smartphone or laptop so you can look for books or articles about research. If you have access to the internet, you can watch online tutorial videos on research.
• Watch films and read different kinds of books, including fiction and nonfiction. These sources can ignite your curiosity and drive you to seek more information. You might want to jot down notes about the topics that were discussed and/or what you learned. You might wonder why this is part of the research process. Watching movies, reading books, and writing notes help hone your comprehension and ability to analyze . These can improve your vocabulary and help you find your voice as a researcher.
• Attend training seminars, workshops, and conferences to deepen your knowledge and hone your critical-thinking skills. These events are conducted by various organizations, particularly universities and "think tank" agencies. Use search engines to look for these opportunities, as well as for scholarships that could help you finance your participation in these activities.
• Search for reputable researchers in your field of interest, especially if you plan to pursue collegiate or postgraduate studies. You could email an academic, a scientist, or another professional to inquire about their opinion on your thesis or dissertation topic. Having a research mentor can help you gain a broader understanding of what research is all about. They can likewise enrich your experience and insights as a researcher.
• Take JSTOR's free online research skills development course . Here you will learn how to manage information overload, verify online sources, and properly cite your sources, among other things.

Go Forth and Research!

The human quest to seek knowledge, satisfy one's sense of wonder, develop more abilities, connect with others, and understand society is integral to research. Perpetuating truths (and debunking lies and myths) requires inquisitive minds and priceless integrity. As the world evolves, doing research becomes more important and remains a skill with enduring rewards.

This content is accurate and true to the best of the author’s knowledge and is not meant to substitute for formal and individualized advice from a qualified professional.

Questions & Answers

Question: To invest in research is to invest in a better future. Does this statement sound true? If so, justify your answer.

Answer: It is true. If you have read my hub, you would be able to discern why. It is important that you think of the answer yourself, as it will help you improve your analytical skills.

Question: What are the purposes of research?

Answer: My hub somehow answers your question. The purpose also depends on your objectives or target goals for pursuing a certain research topic.

Question: How does research contribute to quality education?

Answer: My article is not about quality education, but it talks about the importance of research in general, including its role in generating knowledge and in facilitating effective learning. Please read my article, if you have time. Doing so might be able to help you gain some insights and think of the answer to your question. You might want to ponder on your definition of "quality education" and look for studies and other references discussing it.

Question: What is the role of research in society?

Answer: Research is critical to societal development. It generates knowledge, provides useful information, and helps decision-making, among others.

Question: What is the concept of research?

Answer: The concept of research depends on your objectives for doing it. Research is essentially an intellectual process that helps you examine a certain phenomenon or topic based on personal, academic, and/or corporate interests. There are different methodologies and tools for doing it. Please conduct further research to help you answer your question.

Question: What is the role of research in development?

Answer: Research is critical in various development endeavors. Economic development requires determining what factors affect market forces and business environment, including laws that may either block or boost investments. Organizational development likewise entails identifying what policies are either beneficial or detrimental to achieving institutional goals. Personal development also involves finding useful public and private resources that may help an individual improve his/her skills and knowledge. Attaining development is challenging, and doing research allows stakeholders to gain necessary information and insights as they pursue set targets.

Thanks for the question. If you need an answer with citation, I highly encourage you to do your own research and develop your skills and knowledge as a researcher.

Question: Can you give offer some examples that describe number six?

Answer: 6. A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable Information

When your teacher asks you to research a topic that you want, think of topics that you find interesting. If you are into anime, for instance, take steps to know more about anime. Knowing about anime goes beyond merely watching it. If you read about anime, write about what you read, analyze the nature of anime, and then share your findings. That's only one order of actions taken by a researcher.

There are people who initially write what they know about a certain topic like space exploration, while others analyze a situation or an issue first before reading and writing about it. Some researchers use previous studies as a take-off point in doing further research about a topic, primarily to determine if their study or experiment will reach or replicate the same findings or conclusions.

I hope what I said has somehow answered your query. Otherwise, you might want to research further the connection between researching reading, writing, analyzing, and sharing one's knowledge with other people.

Question: What are the main objectives of doing research?

Answer: My hub provides several reasons as to why doing research is essential in general, including (1) to build knowledge and facilitate efficient learning, (2) to understand various issues, (3) to know the truth and prove lies, and (4) to seek opportunities, among others. It somehow answers your question. However, if you are referring to a certain topic, then it does not provide the primary objectives based on the topic of your research. In this case, the main objectives largely depend on the reasons why you would like to do that particular research.

Question: What is the importance of identifying a problem in doing research?

Answer: Some people do research out of curiosity, while others do it because it is part of their job. Identifying a problem provides a basis for doing research. It also helps in figuring out the objectives and limitations of the research. These are just what I can think of at the moment. If you want an answer with citation, I encourage you to do further research related to your question.

Question: What are the subheadings of a research report?

Answer: My hub is about why doing research is important. It is not about how to write a research report and its different parts. This could be a good topic for a future hub though, so thank you for asking.

Please consider looking for information related to research report writing that is posted on university-based websites. These are both useful and authoritative sources of such information. However, research report format, including main headings and subheadings, varies from one organization to another. You may choose which among the available options you would like to adopt in your research report.

Question: When should research be undertaken?

Answer: My article somehow answers your question. A person may undertake research when he or she is curious about or seeking the latest info about a certain topic, or has to submit a paper. It is also conducted when one's job requires it or to verify certain information. There are other moments when it is undertaken. I suggest that you do your own research about it.

Question: What are the characteristics of research?

Answer: A few characteristics of research would include (1) objectivity, (2) accuracy of information, (3) understandable discussion of related literature, collected data, and analysis of results, and (4) written by credible and ethical experts/authors, among others.

Question: Which is the best topic for research?

Answer: It really depends on your interests and if you are doing it as a student or as an independent researcher. Otherwise, you should talk to a teacher or superior to help you figure out what research topic you would like to explore.

Question: Why is it important to conduct historical research?

Answer: Historical research helps verify certain facts and information about a topic. There are others reasons why it is undertaken. I suggest that you use academic websites to help you answer your question.

Question: What are the objects that are important in research?

Answer: Some of the things that are important in doing research are writing materials (paper/notebook and pen), reading materials (books, articles, journals, etc.), and communication devices (mobile phone, landline phone). Having a laptop or desktop computer or a smartphone that has access to the Internet and printing machine can certainly help you:

(1) write research ideas and drafts,

(2) read online references related to your research topic,

(3) facilitate printing of your reading materials and research manuscripts, and

(4) communicate with your research respondents, interviewees, mentors, and other resource persons via email, chat, and/or video conference.

It is also helpful to have a school library card or resident identification card that you can use to access books and other materials in a nearby community library. If your research involves interviewing people, then a tape recorder or digital recorder would be useful.

I may have missed several other objects, so please do further research to help you answer your question.

Question: What should I do in order to write a good research proposal?

Answer: Though my hub does not talk about how to write a research proposal (and a good one at that), I suggest that you ask yourself what topics would you like to examine further. For instance, if the field is broad like health, then list down health-related topics that you find interesting. Choose 1-3 issues that you would like to explore. Why more than one? Just for contingency in case, the others seem harder to do, if not impossible. The format, criteria, and requirements will depend on your teacher, the funding agency, and your preferred academic program/department at your chosen college or university.

Based on experience, a research proposal is considered "good" if it offers clear purpose/objectives, methods, potential benefits to stakeholders, and budget (if applicable). Some organizations ask for monitoring, evaluation, and sustainability plans. There are also agencies and assessors who are meticulous when it comes to the use of the English language, particularly grammar and spelling. Thus, you might want to hire a professional editor and a proofreader to help you polish your research proposal. Otherwise, there are online materials that you can use to help you improve your English writing skills.

I hope you will find this response somehow useful. Otherwise, please conduct further research on what makes "a good research proposal."

Question: How can I do a splendid job on my quantitative research?

Answer: I suggest that you invest time and effort in learning about statistics and statistical analysis. Understanding statistics, as well as when, what, and how to apply certain statistical formulas/formulae in analyzing survey results will help you in conducting quantitative research. You may also look for experts, academics, or professionals who are adept at statistics and quantitative research. You may ask them if they are willing to mentor or guide you as you work on your study. There are also free online courses on statistics and quantitative research that you may use to help you complete your research.

If there is ample time (and also budget), please share your findings with your survey respondents prior to finalizing your study. It is part of research ethics to do this part because it aims to: (1) inform your respondents about the results of your study, (2) get their feedback, and (3) thank them for their participation and helping you finish your research.

Question: Who are the key figures in the study of research?

Answer: The key figures in doing research are the researcher, the study participants, and the funding agency, if applicable. The organization(s), community/communities, or country/countries where your participants reside or that serve as the subject(s) of your research are stakeholders of your chosen research as well.

Please conduct further research if you find my response inadequate, if not wrong.

Question: How do I conduct ‘micro’ research?

Answer: Please refer to Ian Glover's "Micro-research: An Approach to Teaching and Learning" published online in 2014.

© 2010 Leann Zarah

Atif Ashraf on September 01, 2020:

Jerome Charity on August 27, 2020:

nmborines on July 08, 2020:

Very relevant information and the best list of research importance that I've seen so far!

Fred on July 06, 2020:

This is wonderful. I have been enlightened

Xubi Valderrama on June 23, 2020:

I learned a lot from this. Thank you!

Ben Gonzales on June 21, 2020:

Ver relevant reference. The research environment is well-explained. I wanted to read more when I have time. Congratulation to the author(s)

esson on June 01, 2020:

very interesting.....I have gained alot

Leann Zarah (author) on April 26, 2020:

Thank you for appreciating my article, Awwal Shehu Mijinyawa and Godyson Dolfo.

You have my permission to cite it in your research manual, Godyson.

You're welcome, Awwal. Godspeed as well.

Godyson Dolfo on April 26, 2020:

I read your article and found it interesting and helpful. As a research coordinator, I am currently preparing a research manual for our students. May I ask permission to include or cite the 7 importance of the research you've mentioned in your article.

Awwal Shehu Mijinyawa on April 22, 2020:

I came across this article in search of difference between pure and social science researches. And I really found it very useful in such a way that it gives me different view of how fashion-out my own research on impact of wall gecko in some local government areas of my state. I really gained more insight on how mine should be designed base on the purpose and objectives.

Thank you so much for allowing all without restriction to benefit from the vast research understanding you acquire and shared free for all.

Thanks and God bless

Leann Zarah (author) on March 24, 2020:

Thank you for appreciating my article, jamal adams.

jamal adams on March 24, 2020:

nice piece.

will help me in my assignment

Leann Zarah (author) on February 27, 2020:

Thank you for reading my article, Akpan, Nomia, Ng'ida, and Nyika.

NYIKA SANGWENI on February 25, 2020:

good piece of information

Ng'ida Lemaron on February 25, 2020:

Very useful info thanks so much

Nomia Muranda on February 25, 2020:

Thank you so much this is good information

Akpan Victor on February 24, 2020:

Am great ful abaut this article remain blessed

Leann Zarah (author) on February 16, 2020:

Thank you for reading my article, K.ariyakeranage Chandi Perera.

K.ariyakeranage Chandi Perera on February 09, 2020:

That improve my interest on research.Thanks.

Leann Zarah (author) on January 16, 2020:

Thank you to sisay solomon, ayuen akau, and Kukil Rabha for reading my hub and for posting a comment.

sisay solomon on January 16, 2020:

wow it is amazing information for us more to be knowledgeable.......

ayuen akau on December 08, 2019:

thank you for sharing this info it really help

Kukil Rabha on November 29, 2019:

It's amazing sir, thanks for the hub. It helps me to better understand the need of research.

Leann Zarah (author) on September 29, 2019:

Thank you, Digitemie-Batubo Beleudaara. Likewise.

You have done great job here and it's very helpful to my current research. God bless you real good and give you more wisdom and grace. Thanks. Digitemie-Batubo Beleudaara on September 16, 2019:

I found this article very helpful. Thanks. God bless you real good and more grace

Leann Zarah (author) on May 24, 2019:

Thank you, Angel Malual and Winnie Malel, for reading and appreciating my hub.

Angel Malual on May 23, 2019:

Thank you very much for this piece of information about research, I was totally stuck not knowing what to do but this has helped me allot. we are still looking forward for more help.

Winnie Malel on May 13, 2019:

so encouraging and helpful. thanks for sharing

Leann Zarah (author) on April 17, 2019:

Thank you for reading and appreciating my hub, Jackson Muhingi, Atuhaire Macmillan, mossessjeremiah, Rehana, and Zubee.

JACKSON MUHINGI on April 16, 2019:

THANKS A LOT A GOOD JOB INDEED HELPFUL

mossesjeremiah on April 09, 2019:

thanks a lot its helpful

Rehana on March 31, 2019:

Amazing..it's helpful .

Zubee on March 30, 2019:

Leann Zarah (author) on March 17, 2019:

Thank you for reading my hub and for your kind words, Ezeagwasinwa chidi.

Ezeagwasinwa chidi on March 15, 2019:

this is a very useful article. keep it up!!

Leann Zarah (author) on March 14, 2019:

Thank you for reading my hub, Nyasha, samie tsvang, Gamuchirai Ziyavaya, and Michael Jairos.

Nyasha on March 10, 2019:

Thank you,,, this is really

samie tsvang on March 09, 2019:

Thank you for the add of knowledge

Gamuchirai Ziyavaya on March 08, 2019:

thanx for e hub

MICHAEL JAIROS on March 06, 2019:

thank you i found your hub really helpfull...

Leann Zarah (author) on February 02, 2019:

You're welcome, Eliazar and philippines. Thanks for reading my hub.

philippines on January 31, 2019:

super thanks!!!

Eliazar Ong'ara on January 25, 2019:

Many thanks Zarah for taking your time to respond to the multiple quiz shared, indeed they are very informative and a guide to a number of concerns regarding research. Really appreciate.

Leann Zarah (author) on December 08, 2018:

Thank you for appreciating my hub, sauda.

sauda on December 06, 2018:

thank you, its very impressive and helpful

Leann Zarah (author) on December 03, 2018:

Welcome, godwin.

godwin on December 03, 2018:

thanks much

Leann Zarah (author) on November 29, 2018:

Thank you for reading my hub, Crystalquintero. I appreciate your kind words. May your awareness and understanding of social issues continue to enrich your life and your relationship with other people.

Thank you Patricia A. Tusay and Chelsie Vizcarra for reading and appreciating my hub. May you succeed in your future research endeavors and in your journey as a hubber.

Crystalquintero on November 29, 2018:

it was really interesting learning about these 7 reasons why it's important to do research. The one that best resonated with me and my life the most was #2 as I have always found myself trying to look out for others before myself. I think it matched well with me because I tend to lean towards the morality aspect and how it affects others. I agree that reason #2, for the most part, does that.

Chelsie Vizcarra on November 29, 2018:

This hub is really helpful I took pleasure in taking the time to read it. The one I enjoyed the most was number 7 about nourishment and exercise for the mind. This one I felt most connected to because as a student I am still improving my research skills. I agree that curiosity is what fuels the mind to seek for answers. Especially nowadays when you can basically research about anything on the internet.

Patricia A Tusay on November 29, 2018:

I really enjoyed reading all the reasons for doing research. I especially liked number 4. This one was about learning the truth and facts. It is very important to know what all the facts are today since everyone is talking about fake everything.

Leann Zarah (author) on November 22, 2018:

You're welcome, Er.chandra. Thanks for reading my hub.

Er.chandra on November 17, 2018:

Thanks for explaining lots of knowledge about research.

Leann Zarah (author) on November 12, 2018:

Thank you for reading my hub, Ayuen Bol, martin mwansa., and Y-raaa Nicole.

Ayuen Bol on November 12, 2018:

The web or side is very helpful and educative to freelance Researchers.

thank those who make it operational.

martin mwansa. on November 09, 2018:

I really appreciate for your posts and today i have ideas on the importance of educational rasearch. God bless you all!

Y-raaa Nicole on November 06, 2018:

Thank you for sharing your knowledge to us author! Claps for you! This article really helps me! Continue writing! :)

Leann Zarah (author) on November 04, 2018:

Thank you for reading and appreciating my hub, Ananya.

Ananya on November 02, 2018:

Thank you.. Its a perfect clear cut answer.

Leann Zarah (author) on October 26, 2018:

Thanks for reading my hub, Aliyu.

Aliyu Jibrin Abdullahi on October 10, 2018:

Good pls continue help us

Leann Zarah (author) on October 06, 2018:

You are welcome, sevval. Thanks for reading my hub.

sevval on October 01, 2018:

Thank you so much for your article

Leann Zarah (author) on September 19, 2018:

Thanks for appreciating my hub, Alex, John, Nyamwiza, and Aquila.

Aquila Kanyemba on September 19, 2018:

thanks.. it's really helping in my research

Nyamwiza on September 14, 2018:

John sylivestor on September 06, 2018:

well precise and concise summary for adequate knowledge in research method

Alex ssendege on August 27, 2018:

Leann Zarah (author) on August 22, 2018:

Thank you, Rebecca Tukamushaba.

Rebecca Tukamushaba on August 22, 2018:

thanks for the information i have appreciated. well done.

Leann Zarah (author) on August 10, 2018:

Hi, nik ida.

Thank you for the kind words. Good luck to your future research endeavors.

nik ida on August 07, 2018:

very usefull for me as beginnerto do research. thanks.good job

Leann Zarah (author) on July 30, 2018:

Thank you for appreciating my hub, Alhaji.

Alhaji Usman Musa on July 29, 2018:

The importance of research you gave is fantastic.

Leann Zarah (author) on July 27, 2018:

Thanks for reading and appreciating my article, Isah, Emmaugoh, and Lazarus.

ISAH DINYA on July 24, 2018:

thank u, now I'm understanding it better

Emmaugoh on July 18, 2018:

lazarus julius on July 06, 2018:

very interesting. I real appreciate

Leann Zarah (author) on June 28, 2018:

Thank you for appreciating my hub, Micaela G7, Alida Rwanda, and Ibrahim Yisau.

Good luck to all of you.

Micaela G7 on June 26, 2018:

Alidah Rwanda on June 25, 2018:

thank you for the information provided above..

Ibrahim Yisau on June 19, 2018:

This is a great write up, thank you for sharing.

Leann Zarah (author) on June 17, 2018:

Thank you for reading my hub, Oscar peter. Glad to know you find it useful.

Good luck to you and your research endeavors.

Oscar peter on June 13, 2018:

Now I have understood what research is and it's main objectives, the reasons for carrying out research. I love it thanks

Leann Zarah (author) on May 04, 2018:

Thank you for reading and appreciating my hub, Festus Iranlade Adeyemi.

Festus Iranlade Adeyemi on May 04, 2018:

Useful write-up.

Leann Zarah (author) on April 15, 2018:

Thanks for reading my hub, Annacky A. Alweendo, Ntombi, and LexisNexis Educational Research Solutions.

LexisNexis Educational research Solutions on March 27, 2018:

Educational research is important in education because it is conducted in order to provide reliable information regarding educational issues and their solutions

Ntombi on March 24, 2018:

Annacky A. Alweendo on March 22, 2018:

very interesting. happy for reason number four.

Leann Zarah (author) on March 21, 2018:

Thank you for reading my hub and for your comments, MUHIRE Jean de Dieu, Kate Tr, and Kareul.

Yes, Kate Tr, you and your team may use reason #7. Good luck on your presentation and may you inspire your workshop participants to engage in research.

I appreciate your encouraging words, Kareul.

Thanks for sharing your insight, Muhire.

Kareul on March 12, 2018:

Thank you for this author. Please do continue and don't stop making such helpful hubs

Kate Tr on March 10, 2018:

Hello there,

I'm really impressed with the words that you has written. That is so clear and easy to understand.

My team from Vietnam is going to have a workshop about researching skill next month so i want to ask for your permission to use the point no.7 "Nourishment and Exercise for the Mind " in your article to prove our standpoint. We just want to take notes and a quote from it and give the link of the articles in the reference.

If you are happy for me to use it, please let me know.

Thank you so much and keep on your great job.

Best regards,

MUHIRE Jean de Dieu on March 06, 2018:

Research is very important because no research carried out society will remain where they were before to mean there is new discoveries and the problems in the society will not answered.

Leann Zarah (author) on February 19, 2018:

Thanks for reading my hub, Leigh1983 and Christyluv.

As for your comment, Christyluv, there are in-text citations in some parts of the article. The insights and tips given are based on my experience as a researcher. Thanks again.

Christyluv on February 14, 2018:

This is helpful. But no reference ma

Leigh1983 on February 14, 2018:

Hi Im leigh 34.. thanks for this.. it is so so useful on my research process... you can email me [email protected]

Leann Zarah (author) on February 13, 2018:

Thanks for reading my hub, Mushtaq Dogar.

I'm female, by the way.

Mushtaq Dogar on February 12, 2018:

thank you sir.it is very helpful for me

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Patented game-changing tech to detect drunk drivers, exciting research courses in india after 12th, a deep dive into shoolini’s pioneering summit research program, why and how does research matter in a student’s life.

The essence of student life is lost in the quest to be a class topper. Unfortunately, the world only cares about a report card and top grades. Bereft of choice, students take the easy way out  they lose interest in going above and beyond the academic curriculum. Is a degree just a means to financial independence? What about the fire, the passion for exploring unchartered territory? What about innovations that can change the world?

Only a handful of students understand that research has the power to change the world, to change the very fabric of our being, and to create something innovative and novel.

Every student should go through the journey of research, see why?

Success comes from curiosity, concentration, perseverance and self-criticism  Albert Einstein

The irresistible desire to learn and know new things is the foundation of research. A curious student will observe, question, experiment, and then learn. This will lead him to discover and uncover new things, which may change the face of the world forever.

Research is critical for improving society, sustaining the economy, propelling innovation, and tackling problems that ordinary people confront daily. Studying, analysing, experimenting and discovering teach students about our rich history and help them understand our present context and plan their future.

The research component provides a comprehensive learning experience as students can investigate the impact of implementing new thought processes through research and testing. Discoveries are being made in numerous domains daily, particularly science-related, and research is at its centre.

Research keeps you from lagging or harbouring inaccurate information about a subject. You might utilise the most recent data to expand on ideas or speak eloquently about a topic. This brings us to the second point about establishing credibility.

Research enables us to tackle global challenges and make evidence-based decisions. It sheds light on issues that have remained buried for long and allows people to discuss concerns and answer questions that society does not address.

Let us discuss why and how research matters in a students life.

Research for self-sufficiency: Importance

The benefits of scholarly research in higher education are innumerable. With a more functional deep dive into the subject matter under investigation, students improve their capacity to analyse and discuss any topic. The educational journey of research helps students learn all about current discussions. Developing essential library skills is a huge benefit to becoming self-sufficient. Thus, research aids in evaluating other writing styles and improving one’s reading and writing skills. A thoroughly explained bibliography is often an essential initial step in performing scholarly research. Reviewing, assessing, and synthesising information from multiple sources helps students improve their critical thinking power. Research takes effort and time, but it can yield enormous benefits and help students grow personally & professionally.

Find, measure & grab opportunities

Research is a way to nurture students potential and diversify opportunities and goals. This includes obtaining work, receiving scholarships or grants, project funding, beginning a business relationship, or getting other minor victories. These opportunities can help broaden one’s social network, raise awareness or start a new business or a project. Its a way to help people make the right life-changing decisions. This helps in self-growth and productive living.

Industry & research

When in need, industries inadvertently turn to academics to solve vital issues. The need to share knowledge, explore, innovate, and create is paramount to industrial and research interdependency. Without academic research, it is impossible to plan, strategise, and discover solutions. Thus, global development is dependent on research in higher education institutions .

Encourages research-based practice & knowledge production

In-depth research during higher education motivates students to publish their journals, implement research activities in studies, etc. Thus, educational institutes, colleges, and universities should also understand the significance of research and design their academic curriculum accordingly. This can be achieved if individually assigned professors encourage and mentor students in researching and writing high-impact journal publications.

Start your research journey with Shoolini Universitys elite programs

In the modern age of dynamic globalisation, research cannot be conducted in isolation. As a result, the importance and demand for research-driven universities have grown exponentially.

Shoolini, India’s No.1 Research University , has always been at the forefront of research-based education. Shoolini University is ranked first in India and 9th in Asia for citations per paper by QS World University Rankings Asia 2023 .

The institution is located in the foothills of the Himalayas and is well-known for its treasure trove of herbs. The infrastructure is designed to foster cutting-edge research in various fields such as science , engineering , yoga , management , and liberal arts .

Shoolini University is also well-known for its elite research programs. To make these programs more impactful, students are given hands-on experience with cutting-edge research and are guided to create technical articles. Personal mentoring elevates the curriculum to a new level, transforming it into a research-based Shoolini University innovation.

Shoolini has maintained an H-index (index used to assess Research Output and Quality) of 100, the highest for any university created after 2009. The FWCI is 2.22, which is equivalent to the top 10 worldwide colleges. Students and professors have submitted over 1200+ patents , making it the top research institution in India.

Artificial intelligence, bioenergy, biofuels, ageing and nutrition, drug discovery for cancer, genomics, water purification, probiotics, and other fields are being researched broadly at Shoolini university.

Shoolini has been placed third in patent filings (2019), joining the ranks of research institutions such as IITs and IIMs.

Shoolini’s dedicated research centres aid in achieving these goals. These centres offer comprehensive research facilities for producing qualitative research findings. Recognition from major institutes such as SCIMAGO and QS Rankings validate that Shoolini Research Centres have performed splendidly.

Benefits of taking part in Shoolini research programs:

• You can work closely with a faculty mentor and have the opportunity to network with academic and student researchers in your field.
• You can earn academic credit, scholarships, stipends, and/or other awards for research efforts.
• You can hone leadership and teamwork skills.
• You can acquire academic credentials to build a well-rounded resume by publishing works and collaborating with a research team.
• You can learn essential skills, such as how to use online research tools.
• You can learn vital life and classroom skills (professionalism, time management, multi-tasking).
• You can learn how to effectively communicate thoughts while analysing and criticising the work of others.
• You can better grasp scientific processes as you design research questions, form hypotheses, and test them.
• You can learn to work in a lab, plan studies, write grants, and report findings.
• You may be compensated, sometimes as an employee, sometimes as a scholarship recipient.
• You have the option to publish your work. If you assist a faculty member, they may acknowledge your work, or you may mention your work.
• This is an excellent opportunity to meet faculty members who work in your field of interest and network with fellow researchers. After developing a solid working relationship with them, you can request a letter of recommendation from a faculty mentor.

Also read: Benefits of Conducting Research at Indias No.1 Research University

Realising the need to promote research that can develop solutions to world problems and issues, Shoolini University has risen to the top. Its support for researchers and sustained research activities have resulted in ground-breaking innovation and the filing of more than 1200 patents. No wonder Shoolini researchers have featured in the World’s Top 2% Scientists List released by Stanford University.

Impactful research that can change the world is in high demand. You can join this exclusive group of scholars by enrolling in any research program at Shoolini University!

Admissions Open. Apply Now!

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Empowering students to develop research skills

February 8, 2021

This post is republished from   Into Practice ,  a biweekly communication of Harvard’s  Office of the Vice Provost for Advances in Learning

Terence D. Capellini, Richard B Wolf Associate Professor of Human Evolutionary Biology, empowers students to grow as researchers in his Building the Human Body course through a comprehensive, course-long collaborative project that works to understand the changes in the genome that make the human skeleton unique. For instance, of the many types of projects, some focus on the genetic basis of why human beings walk on two legs. This integrative “Evo-Devo” project demands high levels of understanding of biology and genetics that students gain in the first half of class, which is then applied hands-on in the second half of class. Students work in teams of 2-3 to collect their own morphology data by measuring skeletons at the Harvard Museum of Natural History and leverage statistics to understand patterns in their data. They then collect and analyze DNA sequences from humans and other animals to identify the DNA changes that may encode morphology. Throughout this course, students go from sometimes having “limited experience in genetics and/or morphology” to conducting their own independent research. This project culminates in a team presentation and a final research paper.

The benefits: Students develop the methodological skills required to collect and analyze morphological data. Using the UCSC Genome browser  and other tools, students sharpen their analytical skills to visualize genomics data and pinpoint meaningful genetic changes. Conducting this work in teams means students develop collaborative skills that model academic biology labs outside class, and some student projects have contributed to published papers in the field. “Every year, I have one student, if not two, join my lab to work on projects developed from class to try to get them published.”

“The beauty of this class is that the students are asking a question that’s never been asked before and they’re actually collecting data to get at an answer.”

The challenges:  Capellini observes that the most common challenge faced by students in the course is when “they have a really terrific question they want to explore, but the necessary background information is simply lacking. It is simply amazing how little we do know about human development, despite its hundreds of years of study.” Sometimes, for instance, students want to learn about the evolution, development, and genetics of a certain body part, but it is still somewhat a mystery to the field. In these cases, the teaching team (including co-instructor Dr. Neil Roach) tries to find datasets that are maximally relevant to the questions the students want to explore. Capellini also notes that the work in his class is demanding and hard, just by the nature of the work, but students “always step up and perform” and the teaching team does their best to “make it fun” and ensure they nurture students’ curiosities and questions.

Takeaways and best practices

• Incorporate previous students’ work into the course. Capellini intentionally discusses findings from previous student groups in lectures. “They’re developing real findings and we share that when we explain the project for the next groups.” Capellini also invites students to share their own progress and findings as part of class discussion, which helps them participate as independent researchers and receive feedback from their peers.
• Assign groups intentionally.  Maintaining flexibility allows the teaching team to be more responsive to students’ various needs and interests. Capellini will often place graduate students by themselves to enhance their workload and give them training directly relevant to their future thesis work. Undergraduates are able to self-select into groups or can be assigned based on shared interests. “If two people are enthusiastic about examining the knee, for instance, we’ll match them together.”
• Consider using multiple types of assessments.  Capellini notes that exams and quizzes are administered in the first half of the course and scaffolded so that students can practice the skills they need to successfully apply course material in the final project. “Lots of the initial examples are hypothetical,” he explains, even grounded in fiction and pop culture references, “but [students] have to eventually apply the skills they learned in addressing the hypothetical example to their own real example and the data they generate” for the Evo-Devo project. This is coupled with a paper and a presentation treated like a conference talk.

Bottom line:  Capellini’s top advice for professors looking to help their own students grow as researchers is to ensure research projects are designed with intentionality and fully integrated into the syllabus. “You can’t simply tack it on at the end,” he underscores. “If you want this research project to be a substantive learning opportunity, it has to happen from Day 1.” That includes carving out time in class for students to work on it and make the connections they need to conduct research. “Listen to your students and learn about them personally” so you can tap into what they’re excited about. Have some fun in the course, and they’ll be motivated to do the work.

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The importance of undergraduate research

The importance of research and its impact on education

Tertiary education is indeed a big investment, so looking for the right university takes time, patience, and dedication. In case you hadn’t noticed, most universities tend to highlight research as one of their most distinguished and competitive strengths. But the question here is why ?

From an individual point of view, the advantages of research extend beyond having an impressive degree certificate. Through detailed research, students develop critical thinking expertise, as well as effective analytical, research, and communication skills that are globally sought-after and incredibly beneficial. Ultimately, research is essential to economic and social development of our globalised society, forming the foundations governmental policies around the world.

“Knowledge generated by research is the basis of sustainable development, which requires that knowledge be placed at the service of development, be converted into applications, and be shared to ensure widespread benefits,” says Mary-Louise Kearney, Director of the UNESCO Forum on Higher Education, Research and Knowledge.

One institution which understands this is the University of Skovde . Though the university is actually much younger than most, its education and internationally-competitive research are highly respected, particularly within the School of Bioscience . The university has a well-developed collaboration between education, research, the business community, and society on both a national and international level.

The school has three divisions : – The Division for Bioinformatics and Ecology, The Division for Cognitive Neuroscience and Philosophy, and The Division for Molecular Biology; offering a total of 13 academic programs at the undergraduate and advanced levels. Besides providing an impressive array of courses, the school has its own research centre known as the Systems Biology Research Center , where research is conducted in the following areas:- Infection Biology , Bioinformatics , Biotechnology , Cognitive Neuroscience and Philosophy and Ecological Modeling . Here are some examples of what Skovde’s experienced research teams have been working on:

Infection Biology

Research from the Infection Biology Group focuses on the development of mathematical and statistical models as well as experimental methodology used to help understand the complex systems that make up infection biology. The Group’s current funded projects focus on:

• Identifying new biomarkers to help diagnose sepsis patients at an early stage
• Identifying biomarker profiles for immunosuppressive drugs
• Developing new methods for the detection of plant pathogens

Bioinformatics

Formed by computer science researchers, this area of investigation focuses on the development and application of algorithms for the analysis of biological data. Skovde’s research has incorporated the development of algorithms, software and databases, as well as solving biological research problems with these tools. As part of the research team, students get to work with other researchers such as stem cell and tumour biologists from other groups within the university , industrial partners and other establishments.

Cognitive neuroscience and philosophy

Research in cognitive neuroscience seeks to increase knowledge and understanding of human abilities, reflected in the form of cerebral activity. One of the main goals of the research is to increase our understanding of human consciousness, as well as to study methods that might increase human wellbeing.

Biotechnology

Defined as the application of biological organisms, systems, or processes by various industries, stakeholders and researchers, Biotechnology encompasses science and life, improving the value of materials and organisms through pharmaceuticals, crops, livestock and the environment. While research in plant biotechnology seeks to identify specific genes to eliminate various forms of arsenic contamination, Skovde’s research projects in microbial biotechnology can also be used to develop microbial bioreactors. The mussel research project that is run together with ecologists includes development of molecular markers that will enable scientists to identify different mussel species.

Skovde’s high-impact research also extends far beyond the laboratory, where the school collaborates with  Life Science companies, public organisations and other universities to strengthen its research. Through these partnerships, the school has access to specific expertise, highly advanced laboratories and equipment, as well as PhD studies.

Additionally, the university works with business partners like AstraZeneca , Abbott Diagnostics AB and EnviroPlanning to teach industrial PhD students, and also conduct research in the interest of the company. Students who register for an industrial PhD will be employed by these companies, and receive PhD training at the School of Bioscience – a great career experience that enhances their CV tremendously.

In short, studying at a university with a reputable research foundation not only gives you a firm platform on which you can continue learning, but the skills you master also provide a real advantage over others in the real-world.

Click here to view Skovde’s recent research publications

Follow University of Skovde on Facebook and YouTube

All images courtesy of University of Skovde

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2.1 Why Is Research Important?

Learning objectives.

By the end of this section, you will be able to:

• Explain how scientific research addresses questions about behavior
• Discuss how scientific research guides public policy
• Appreciate how scientific research can be important in making personal decisions

Scientific research is a critical tool for successfully navigating our complex world. Without it, we would be forced to rely solely on intuition, other people’s authority, and blind luck. While many of us feel confident in our abilities to decipher and interact with the world around us, history is filled with examples of how very wrong we can be when we fail to recognize the need for evidence in supporting claims. At various times in history, we would have been certain that the sun revolved around a flat earth, that the earth’s continents did not move, and that mental illness was caused by possession ( Figure 2.2 ). It is through systematic scientific research that we divest ourselves of our preconceived notions and superstitions and gain an objective understanding of ourselves and our world.

The goal of all scientists is to better understand the world around them. Psychologists focus their attention on understanding behavior, as well as the cognitive (mental) and physiological (body) processes that underlie behavior. In contrast to other methods that people use to understand the behavior of others, such as intuition and personal experience, the hallmark of scientific research is that there is evidence to support a claim. Scientific knowledge is empirical : It is grounded in objective, tangible evidence that can be observed time and time again, regardless of who is observing.

While behavior is observable, the mind is not. If someone is crying, we can see behavior. However, the reason for the behavior is more difficult to determine. Is the person crying due to being sad, in pain, or happy? Sometimes we can learn the reason for someone’s behavior by simply asking a question, like “Why are you crying?” However, there are situations in which an individual is either uncomfortable or unwilling to answer the question honestly, or is incapable of answering. For example, infants would not be able to explain why they are crying. In such circumstances, the psychologist must be creative in finding ways to better understand behavior. This chapter explores how scientific knowledge is generated, and how important that knowledge is in forming decisions in our personal lives and in the public domain.

Use of Research Information

Trying to determine which theories are and are not accepted by the scientific community can be difficult, especially in an area of research as broad as psychology. More than ever before, we have an incredible amount of information at our fingertips, and a simple internet search on any given research topic might result in a number of contradictory studies. In these cases, we are witnessing the scientific community going through the process of reaching a consensus, and it could be quite some time before a consensus emerges. For example, the explosion in our use of technology has led researchers to question whether this ultimately helps or hinders us. The use and implementation of technology in educational settings has become widespread over the last few decades. Researchers are coming to different conclusions regarding the use of technology. To illustrate this point, a study investigating a smartphone app targeting surgery residents (graduate students in surgery training) found that the use of this app can increase student engagement and raise test scores (Shaw & Tan, 2015). Conversely, another study found that the use of technology in undergraduate student populations had negative impacts on sleep, communication, and time management skills (Massimini & Peterson, 2009). Until sufficient amounts of research have been conducted, there will be no clear consensus on the effects that technology has on a student's acquisition of knowledge, study skills, and mental health.

In the meantime, we should strive to think critically about the information we encounter by exercising a degree of healthy skepticism. When someone makes a claim, we should examine the claim from a number of different perspectives: what is the expertise of the person making the claim, what might they gain if the claim is valid, does the claim seem justified given the evidence, and what do other researchers think of the claim? This is especially important when we consider how much information in advertising campaigns and on the internet claims to be based on “scientific evidence” when in actuality it is a belief or perspective of just a few individuals trying to sell a product or draw attention to their perspectives.

We should be informed consumers of the information made available to us because decisions based on this information have significant consequences. One such consequence can be seen in politics and public policy. Imagine that you have been elected as the governor of your state. One of your responsibilities is to manage the state budget and determine how to best spend your constituents’ tax dollars. As the new governor, you need to decide whether to continue funding early intervention programs. These programs are designed to help children who come from low-income backgrounds, have special needs, or face other disadvantages. These programs may involve providing a wide variety of services to maximize the children's development and position them for optimal levels of success in school and later in life (Blann, 2005). While such programs sound appealing, you would want to be sure that they also proved effective before investing additional money in these programs. Fortunately, psychologists and other scientists have conducted vast amounts of research on such programs and, in general, the programs are found to be effective (Neil & Christensen, 2009; Peters-Scheffer, Didden, Korzilius, & Sturmey, 2011). While not all programs are equally effective, and the short-term effects of many such programs are more pronounced, there is reason to believe that many of these programs produce long-term benefits for participants (Barnett, 2011). If you are committed to being a good steward of taxpayer money, you would want to look at research. Which programs are most effective? What characteristics of these programs make them effective? Which programs promote the best outcomes? After examining the research, you would be best equipped to make decisions about which programs to fund.

Link to Learning

Watch this video about early childhood program effectiveness to learn how scientists evaluate effectiveness and how best to invest money into programs that are most effective.

Ultimately, it is not just politicians who can benefit from using research in guiding their decisions. We all might look to research from time to time when making decisions in our lives. Imagine that your sister, Maria, expresses concern about her two-year-old child, Umberto. Umberto does not speak as much or as clearly as the other children in his daycare or others in the family. Umberto's pediatrician undertakes some screening and recommends an evaluation by a speech pathologist, but does not refer Maria to any other specialists. Maria is concerned that Umberto's speech delays are signs of a developmental disorder, but Umberto's pediatrician does not; she sees indications of differences in Umberto's jaw and facial muscles. Hearing this, you do some internet searches, but you are overwhelmed by the breadth of information and the wide array of sources. You see blog posts, top-ten lists, advertisements from healthcare providers, and recommendations from several advocacy organizations. Why are there so many sites? Which are based in research, and which are not?

In the end, research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.

NOTABLE RESEARCHERS

Psychological research has a long history involving important figures from diverse backgrounds. While the introductory chapter discussed several researchers who made significant contributions to the discipline, there are many more individuals who deserve attention in considering how psychology has advanced as a science through their work ( Figure 2.3 ). For instance, Margaret Floy Washburn (1871–1939) was the first woman to earn a PhD in psychology. Her research focused on animal behavior and cognition (Margaret Floy Washburn, PhD, n.d.). Mary Whiton Calkins (1863–1930) was a preeminent first-generation American psychologist who opposed the behaviorist movement, conducted significant research into memory, and established one of the earliest experimental psychology labs in the United States (Mary Whiton Calkins, n.d.).

Francis Sumner (1895–1954) was the first African American to receive a PhD in psychology in 1920. His dissertation focused on issues related to psychoanalysis. Sumner also had research interests in racial bias and educational justice. Sumner was one of the founders of Howard University’s department of psychology, and because of his accomplishments, he is sometimes referred to as the “Father of Black Psychology.” Thirteen years later, Inez Beverly Prosser (1895–1934) became the first African American woman to receive a PhD in psychology. Prosser’s research highlighted issues related to education in segregated versus integrated schools, and ultimately, her work was very influential in the hallmark Brown v. Board of Education Supreme Court ruling that segregation of public schools was unconstitutional (Ethnicity and Health in America Series: Featured Psychologists, n.d.).

Although the establishment of psychology’s scientific roots occurred first in Europe and the United States, it did not take much time until researchers from around the world began to establish their own laboratories and research programs. For example, some of the first experimental psychology laboratories in South America were founded by Horatio Piñero (1869–1919) at two institutions in Buenos Aires, Argentina (Godoy & Brussino, 2010). In India, Gunamudian David Boaz (1908–1965) and Narendra Nath Sen Gupta (1889–1944) established the first independent departments of psychology at the University of Madras and the University of Calcutta, respectively. These developments provided an opportunity for Indian researchers to make important contributions to the field (Gunamudian David Boaz, n.d.; Narendra Nath Sen Gupta, n.d.).

When the American Psychological Association (APA) was first founded in 1892, all of the members were White males (Women and Minorities in Psychology, n.d.). However, by 1905, Mary Whiton Calkins was elected as the first female president of the APA, and by 1946, nearly one-quarter of American psychologists were female. Psychology became a popular degree option for students enrolled in the nation’s historically Black higher education institutions, increasing the number of Black Americans who went on to become psychologists. Given demographic shifts occurring in the United States and increased access to higher educational opportunities among historically underrepresented populations, there is reason to hope that the diversity of the field will increasingly match the larger population, and that the research contributions made by the psychologists of the future will better serve people of all backgrounds (Women and Minorities in Psychology, n.d.).

The Process of Scientific Research

Scientific knowledge is advanced through a process known as the scientific method . Basically, ideas (in the form of theories and hypotheses) are tested against the real world (in the form of empirical observations), and those empirical observations lead to more ideas that are tested against the real world, and so on. In this sense, the scientific process is circular. The types of reasoning within the circle are called deductive and inductive. In deductive reasoning , ideas are tested in the real world; in inductive reasoning , real-world observations lead to new ideas ( Figure 2.4 ). These processes are inseparable, like inhaling and exhaling, but different research approaches place different emphasis on the deductive and inductive aspects.

In the scientific context, deductive reasoning begins with a generalization—one hypothesis—that is then used to reach logical conclusions about the real world. If the hypothesis is correct, then the logical conclusions reached through deductive reasoning should also be correct. A deductive reasoning argument might go something like this: All living things require energy to survive (this would be your hypothesis). Ducks are living things. Therefore, ducks require energy to survive (logical conclusion). In this example, the hypothesis is correct; therefore, the conclusion is correct as well. Sometimes, however, an incorrect hypothesis may lead to a logical but incorrect conclusion. Consider this argument: all ducks are born with the ability to see. Quackers is a duck. Therefore, Quackers was born with the ability to see. Scientists use deductive reasoning to empirically test their hypotheses. Returning to the example of the ducks, researchers might design a study to test the hypothesis that if all living things require energy to survive, then ducks will be found to require energy to survive.

Deductive reasoning starts with a generalization that is tested against real-world observations; however, inductive reasoning moves in the opposite direction. Inductive reasoning uses empirical observations to construct broad generalizations. Unlike deductive reasoning, conclusions drawn from inductive reasoning may or may not be correct, regardless of the observations on which they are based. For instance, you may notice that your favorite fruits—apples, bananas, and oranges—all grow on trees; therefore, you assume that all fruit must grow on trees. This would be an example of inductive reasoning, and, clearly, the existence of strawberries, blueberries, and kiwi demonstrate that this generalization is not correct despite it being based on a number of direct observations. Scientists use inductive reasoning to formulate theories, which in turn generate hypotheses that are tested with deductive reasoning. In the end, science involves both deductive and inductive processes.

For example, case studies, which you will read about in the next section, are heavily weighted on the side of empirical observations. Thus, case studies are closely associated with inductive processes as researchers gather massive amounts of observations and seek interesting patterns (new ideas) in the data. Experimental research, on the other hand, puts great emphasis on deductive reasoning.

We’ve stated that theories and hypotheses are ideas, but what sort of ideas are they, exactly? A theory is a well-developed set of ideas that propose an explanation for observed phenomena. Theories are repeatedly checked against the world, but they tend to be too complex to be tested all at once; instead, researchers create hypotheses to test specific aspects of a theory.

A hypothesis is a testable prediction about how the world will behave if our idea is correct, and it is often worded as an if-then statement (e.g., if I study all night, I will get a passing grade on the test). The hypothesis is extremely important because it bridges the gap between the realm of ideas and the real world. As specific hypotheses are tested, theories are modified and refined to reflect and incorporate the result of these tests Figure 2.5 .

To see how this process works, let’s consider a specific theory and a hypothesis that might be generated from that theory. As you’ll learn in a later chapter, the James-Lange theory of emotion asserts that emotional experience relies on the physiological arousal associated with the emotional state. If you walked out of your home and discovered a very aggressive snake waiting on your doorstep, your heart would begin to race and your stomach churn. According to the James-Lange theory, these physiological changes would result in your feeling of fear. A hypothesis that could be derived from this theory might be that a person who is unaware of the physiological arousal that the sight of the snake elicits will not feel fear.

A scientific hypothesis is also falsifiable , or capable of being shown to be incorrect. Recall from the introductory chapter that Sigmund Freud had lots of interesting ideas to explain various human behaviors ( Figure 2.6 ). However, a major criticism of Freud’s theories is that many of his ideas are not falsifiable; for example, it is impossible to imagine empirical observations that would disprove the existence of the id, the ego, and the superego—the three elements of personality described in Freud’s theories. Despite this, Freud’s theories are widely taught in introductory psychology texts because of their historical significance for personality psychology and psychotherapy, and these remain the root of all modern forms of therapy.

In contrast, the James-Lange theory does generate falsifiable hypotheses, such as the one described above. Some individuals who suffer significant injuries to their spinal columns are unable to feel the bodily changes that often accompany emotional experiences. Therefore, we could test the hypothesis by determining how emotional experiences differ between individuals who have the ability to detect these changes in their physiological arousal and those who do not. In fact, this research has been conducted and while the emotional experiences of people deprived of an awareness of their physiological arousal may be less intense, they still experience emotion (Chwalisz, Diener, & Gallagher, 1988).

Scientific research’s dependence on falsifiability allows for great confidence in the information that it produces. Typically, by the time information is accepted by the scientific community, it has been tested repeatedly.

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• Book title: Psychology 2e
• Publication date: Apr 22, 2020
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• Book URL: https://openstax.org/books/psychology-2e/pages/1-introduction
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• Education and Beyond

Why Research is Important for Students, Humans, Education

What is research.

Research means to carefully analyze the problems or to do the detailed study of the specific problems, by making use of special scientific methods.

Research can be done on any topic, be it medical, non-medical, IT, or anything else. In order to do research, first of all, you need to have a topic or the problem on which you can do research. The topic must have relevant questions to answer.

For research, certain steps have to follow like first observation, then background research then preparing of hypothesis, eventually conducting a simple experiment.

The Importance of Research:

Study implications:.

The main purpose of the research is to get deep into the topic so that something helpful can churn out, which can be helpful for everybody and used in that particular niche sector.

The quality which you maintain while research should always be high so that the information that you get can be used in certain policies and any future project implications.

Goals of Research:

Working on a research project will obviously be a challenging and rewarding experience, provided you put the best of your expertise and skill in it.

It is an opportunity that helps you to pursue an in-depth or deep original study about any topic which interests you.

The main aim of the goals is to provide the best of the solution to some of the world problems and also to enhance our knowledge.

The “Iterative” Process of Research:

Iteration is one of the keys to successful research. Researches usually do not end, the study goes on deep and deep.

There may be instances when you will take the time to find the expected results but ultimately you will be getting the outcome.

One thing that you will always observe during research, are the questions that arise one after the other. These questions usually lead to new ideas, revisions, and improvements.

All these, in turn, will be very helpful in the research process making data more effective and useful.

How does research impact our daily life:

In simple words, have you ever thought about how would be the world have been without any development of technology or anything?

Well, the life people enjoy now or the things that we do in minutes which earlier looked impossible are all because of the research.

Research not limited to any one sector but has been done for almost every sector.

Some of them are technology, healthcare, defense, precautionary steps against natural calamities and many more.

So research plays a very important role in our day to day life.

Research is the best and reliable way to understand and act on the complexities of various issues that we as humans are facing.

What is Educational Research?

Any kind of educational research requires a few steps of inquiry to provide the solution to any particular research query.

Creswell defines educational research as,

Types of Educational Research:

There are majorly 3 types of educational research.

Descriptive:

This type of research will try to describe things as they presently are.

Correlation:

This type of study will try to identify the relationship between two or more things.

Experimental:

This research tries to display a relation between two or more things. They usually might be groups.

The Importance of Research in the Advancement of Society:

“Human needs never end”

Believe it or not, but it is the truth. We have habituated to adapt to new things, as our desires and wants increases day by day.

As our demands increase, the requirement of research also rises. It can also be said that research is what that makes our life easier. It is just the result of curiosity or a new innovative idea.

When we have any problem, we usually think of a solution or get confused. Several questions arise in our mind like what do you think will the next big thing? or what to do to overcome this problem.

Here comes the role of research. This helps us in many ways and provides us with a complete solution to the problems faced by humans. Now when we humans, satisfied without any problems, this results in the advancement of society. So research overall helps in the advancement and development of society.

Why Research is Important to Students?

The research is important for the students because it helps them to have a detailed analysis of everything. When you have a proper in-depth analysis of any topic, the result comes out to be fruitful and also the knowledge is enhanced. Other benefits of research to the students are as follows:

1. Enhances knowledge:

When you research any topic, you get to know detailed information about that topic. The more the knowledge of the topic, the more successful is the research. So, in order to get good output, the student needs to do maximum research.

2. Clarifies confusion:

The research helps in clarifying the complicated facts and figures. If the student has any doubt on the subject, the student must research and study it in detail so as to remove all sorts of confusion and get a proper understanding of the content.

3. To have a proper understanding of the subject:

To understand the subject, one needs to go in depth of the lines. The scanning of the content will never do any good for the students.

In order to learn the subject and to know the unknown facts, research, detail study, and full analysis are the must.

4. To learn about the methods and issues:

Proper reading , the finding is the only way by which you can learn about the methods and the current issues. Not just the current issues, rather the previous past issues can also learn in detail through the research. The research includes various methods by which it can be done.

5. Understand the published work:

Research is done through the work already published. The experts and the researchers had already done some of the research and the students are asked to go through that published material to understand the idea and the vision of those researchers.

6. Learn to create a balance between collaborative and individual work:

When the students do research, they get to know how to create a balance between the collaborative and the individual work . Individual work in which the student has to do, while the collaborative work means that work which has already been done by the previous researchers.

So, in this manner, the students get to know which points to take into consideration and which points are to be ignored.

7. To know the interest:

The students also get to know their area of interest. Sometimes, the students aspire to become researchers only in their near future which is quite helpful.

So, through this, we come to know that the research not only helps with the accomplishment of the work but also helps in understanding what needs to be done in their future.

8. To know how the original study originated:

Research is performed to understand the concept from scratch. Like, if you wish to know from where has the concept originated, then this could be done only through the research work.

It can also define as an investigation because the student eventually ends up with expanded research.

9. Understanding the rationale:

By engaging in the process of research, the students understand the concept in an easier manner as the rationale of the topic know in a better manner.

For example, by preparing the hypothesis, one truly understands the nuances of the research topic. Not just this, the research also helps in being a source of one on one mentorship which also plays a vital role in the brain development of the individual.

So, above are the reasons by which we come to know the benefits of the research for the students.

What is the Importance of Research to Humankind:

Humankind involves everything from a pin to an elephant. Every bit of information, the things to live and survive are needed for mankind, should be known.

As if the essentials will not be known then we will remain illiterate, unaware of what is happening in the society or around the world. Research is important for humankind because of the various factors:

1. Helps in understanding society:

When one does some research related to society, the human becomes aware and also alert of the good and bad things. In order to know society’s norms, policies, code of conduct, one needs to do proper research or it may become difficult to survive in society.

2. Helps in knowing the culture:

Every society has it’s own culture. In order to understand the culture of a particular society, research about that society needed.

If you do not do research or read maximum about any topic, you will fail to know the hidden meanings and the concepts about society’s culture and will remain unaware of the same. So, if you are curious to know and learn something new , then the research work will help.

3. For more awareness, research needed:

To make yourself aware, reading is the key. Read the published books and the research already done by an expert.

Once you have gone through the research work of great alumni, you feel like being on the top of the world as the information flows into your head. Not just this, if you wish to plan any holiday, you become aware of the weather and the requirements of that particular place. This way also research is very helpful.

4. For making the right choices for a career:

Research needed in all fields, i.e. it is pervasive. For even the smallest information, one needs to research and understand.

For example, if you need to know about careers with greater scope overseas, you will have to research that too. So, this way research is of great importance to everyone, be it a student, a traveler, teacher, professor, researcher himself.

5. Knowing the truth:

If you wish to know the truth about anything like reading, learning, and research is the only way. When you read and research on any topic, you get to know the truth.

The real facts and statistics come across which enlightens the person and also increases one’s knowledge.

6. Update about the technology:

If there comes any new technology, the human gets to know about that also through the research work.

So, basic research is helpful to humans to know what new is coming in the market. Also, it helps in being updated about the present scenario of the society one is living in.

7. Differences between good and bad:

When a person reads the already published material, it builds trust and also enlightens one’s mind. The person is able to differentiate between right and wrong which further helps in the decision making process .

So, above are the reasons which say why one should do research or what is the importance of research. It is for the whole of mankind, which involves individuals from every group and age. Whatever an individual reads, it somewhere and at sometime surely helps as it gets accumulated in the knowledge bank of an individual.

Why is Research Important in Education:

As earlier said, the role of research is important in all fields, in a similar manner, the importance of research in education is very vital. This is because of various reasons like:

1. It is a systematic analysis:

In education, research is essential as it gives a systematic analysis of the topic. Also, the objectives clearly defined in the research process. One needs to study in a systematic and controlled manner, and this is exactly what the research work provides an individual.

2. Leads to great observations:

In the field of education, the research helps in coming to one conclusion. That conclusion can achieve by observing the facts and figures in depth.

So, such in depth knowledge is provided by following various research methods only. In this way, research also assists in leading to greater observations.

3. Results in predictions, theories, and many principles:

The researchers come up with valid predictions, theories, and great results through the observations, hypothesis and research queries. So, this way also helps researchers to come up with great conclusions.

4. Improving practices:

The educational research is important for the students to improve practices and at the same time, it helps in improving those individuals who really wish to bring improvement in those practices.

So, this way educational research helps in the overall improvement of the individual . Be it a student or any teacher who is researching on some topic, it is of great help to them. It acts as a lighthouse and empowers the individual.

5. Develops new understanding related to the learning, teaching, etc:

The educators benefited through various research as it helps them in having a better understanding of the subject. Along with this, it develops greater understanding related to teaching, learning and other educational administration.

The new knowledge further helps in improving the educational practices of the teachers and professors.

6. Helps in initiating the action:

The research you do should result in performing some action or practice. So, the research should aim to produce the highest result which compliments the study. Also, you should make sure your study ensures the applicable findings so as to match the result.

Research helps in performing well and also sheds away all the problems. This way, you are able to understand the role of research which further helps in the decision making process.

7. Helps in decision making:

Good research requires proper time and effort. It prepares the person for taking essential decisions which further necessitates the same from all the participants involved in the process.

For better results, the participants need to consider the required consequences and all the risks involved in the whole process.

8. Brings consistency in the work:

When the work is done with full in-depth analysis, it tends to be right and accurate. The process of research help brings consistency in the work, which lessens the flaws and mistakes in the final outcome of the process.

The consistency needed in all sorts of work or you might have to end up getting the wrong and inaccurate result. The research takes lots of time and effort, so the researcher has to be specific and sure with the facts so that the end result is clean and without any silly mistakes.

9. Motivates others:

Educational research builds patience because it is a lengthy process. In order to get fruitful results, you need to build patience and only then you will be able to motivate others.

Also, if your research is full of the right facts and figures, it will ultimately motivate others. Not just this, accurate research assists in enhancing the reader’s knowledge which might not be possible for any other person.

So, above are some of the benefits that research provides in the field of education. Every kind of research, every kind of method has been always useful and gives a positive result. In case, you find something fishy during the research work, it is advisable to consult someone superior to you, or some expert.

Research is useful in all the fields and is used by all the departments, whether public or private. The research work is done by all age groups, whether the students or the teachers and even humankind in order to understand the society, it’s rules and other policies.

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In This Article Expand or collapse the "in this article" section Research Methods for Studying Daily Life

Introduction, general overviews.

• Study Designs and Sampling Methods
• Advantages and Limitations of Daily-Life Methods
• Sampling and Measurement Considerations
• Technology/Equipment for Daily Assessments
• Additional Considerations and Future Directions

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Research Methods for Studying Daily Life by Carla Arredondo , Gloria Luong LAST REVIEWED: 24 April 2019 LAST MODIFIED: 24 April 2019 DOI: 10.1093/obo/9780199828340-0243

Methods for studying daily life have blossomed since the 1980s. Although these methods have been around for years, their popularity is always increasing as technological innovations have made the use of these methods easier and more reliable to employ. Methods for studying daily life typically include taking repeated real-time assessments of individual behaviors, physiology, and/or psychological experiences, over the course of an individual’s everyday life. These methods include experience sampling methodology (ESM), ecological momentary assessments (EMA), ambulatory assessments (AA), and daily diary or day reconstruction methods. All of these methods include repeated or detailed assessments of daily- life experiences but vary in terms of the frequency of assessments, technological tools to administer assessments, and timing of assessments (e.g., real time assessments versus retrospective recall). Given that these methods are intended to capture observations of psychological experiences in daily life, they require careful consideration of study design, measurements, and assessment tools. This article will provide a general overview of daily-life methods, including discussions about the different study designs and sampling methods. Furthermore, it will describe the advantages and limitations of using these methods along with examples of empirical studies that illustrate the usefulness of these techniques. It will also provide information on important considerations for sampling and measuring experiences in daily life and provide examples of the technology available for daily-life assessments.

Mehl and Conner 2012 is an all-encompassing review that discusses theoretical, methodological, and statistical considerations for conducting daily-life studies. Conner and Lehman 2012 focuses on providing practical advice for designing and conducting daily-life studies, while Stone and Shiffman 2002 outlines standardized reporting guidelines for researchers and provides recommendations for the information that should be included in study reports. Broderick, et al. 2003 and Green, et al. 2006 discuss issues of participant compliance and provide examples of how to monitor and improve participant compliance in daily-life studies. Barta, et al. 2012 discusses issues of measurement reactivity, whereby measurements bring about changes in study participants, and Conner and Reid 2012 is an example of testing for measurement reactivity. Lastly, Bolger, et al. 2003 provides an outline of areas of research that will need further investigation as intensive longitudinal designs become more prevalent.

Barta, W. D., H. Tennen, and M. D. Litt. 2012. Measurement reactivity in diary research. In Handbook of research methods for studying daily life . Edited by M. R. Mehl and T. S. Conner, 89–107. New York: Guildford Press.

Reviews factors that can affect measurement of constructs in daily-life studies. Discusses some of the sources of measurement reactivity, such as social desirability of the construct under investigation and conditions that influence reactivity of self-monitoring, such as participant motivation. They conclude with a review of studies demonstrating mixed findings on measurement reactivity and recommend that more daily-life studies explicitly test for measurement reactivity.

Bolger, N., A. Davis, and E. Rafaeli. 2003. Diary methods: Capturing life as it is lived. Annual Review of Psychology 54:579–616.

DOI: 10.1146/annurev.psych.54.101601.145030

Discusses areas of research that will need further consideration as intensive longitudinal study designs become more common. The article also discusses using technology to monitor objective measurements, such as heart rate, in conjunction with subjective experiences (i.e., mood). Also covered is the need to develop and test measures that can capture within-person changes and ideas for formulating research questions to further understand how these processes unfold in everyday life.

Broderick, J., J. Schwartz, S. Shiffman, M. Hufford, and A. Stone. 2003. Signaling does not adequately improve diary compliance. Annals of Behavioral Medicine 26:139–148.

DOI: 10.1207/S15324796ABM2602_06

Tested the extent to which signaling participants, via a programmed wristwatch, improved compliance in a twenty-four-day experience sampling study of individuals with chronic pain. The study used photo sensors to detect when diaries were opened and closed by participants to make an entry, and this information was cross-referenced with participant self-reports of compliance.

Conner, T. S., and B. Lehman. 2012. Getting started: Launching a study in daily life. In Handbook of research methods for studying daily life . Edited by M. R. Mehl and T. S. Conner, 89–107. New York: Guildford Press.

Provides an overview of important considerations for designing and conducting daily-life studies. It begins with preliminary considerations, such as participant characteristics, and moves into sampling strategies and platforms. Practical concerns, such as ethical considerations, are also discussed.

Conner, T. S., and K. A. Reid. 2012. Effects of intensive mobile happiness reporting in daily life. Social Psychology and Personality Science 3:315–323.

DOI: 10.1177/1948550611419677

An example of an experience sampling study that explicitly tested measurement reactivity. The study examined the extent to which there was measurement reactivity in a measure of happiness. Results demonstrate that overall the measure in question did not show reactivity. However, participant characteristics, such as depressive symptoms and trait neuroticism, contributed to measurement reactivity.

Green, A. S., E. Rafaeli, N. Bolger, P. E. Shrout, and H. T. Reis. 2006. Paper or plastic? Data equivalence in paper and electronic diaries. Psychological Methods 11:87–105.

DOI: 10.1037/1082-989X.11.1.87

See this article for a brief review of concerns regarding participant compliance in diary studies (pp. 87–88). The article also discusses other issues such as important considerations for improving the data quality from diary studies, recommendations for defining compliance, and individual differences in compliance (pp. 102–104). The article concludes with recommendations for improving diary studies.

Mehl, M. R., and T. S. Conner, eds. 2012. Handbook of research methods for studying daily life . New York: Guildford Press.

This book provides an all-encompassing review for researchers conducting daily-life studies. It is a resource for conducting high-quality research and provides guidelines to select and implement methods for studying daily life. The book begins with fundamental theoretical and methodological considerations for conducting these studies and then reviews statistical techniques that can be used to analyze these data. The book concludes with examples of these methods and techniques across different sub-fields in psychology.

Stone, A. A., and S. Shiffman. 2002 Capturing momentary, self-report data: A proposal for reporting guidelines. Guidelines for Momentary Research 24:236–243.

Proposes criteria for collecting momentary data. Argues that strategies for sampling daily-life data should be based on theoretical, statistical, and practical considerations of the phenomena in question that allow researchers to adequately collect data for hypothesis testing. The article also provides recommendations on reporting guidelines to facilitate study replication.

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The Importance of Research—A Student Perspective

Rachel arena.

grid.252546.20000000122978753Department of Psychology, Auburn University, Magnolia Street and Duncan Drive and West Thatch Ave, Auburn, AL 36849 USA

Sheridan Chambers

Angelyn rhames, katherine donahoe.

As students, we will focus on the importance of an objective ranking system, research, and mentorship to an applicant. We will address points raised in the (Behavior Analysis In Practice 8(1):7–15, 2015) article as well as debate the usefulness of proposed standards of objective ranking.

A Student’s Perspective on Research

A little more than a year ago each of us was madly scrambling to negotiate the process of graduate program admissions. Like many people who go to graduate school, each of us had some history of viewing academic efforts through the lens of “too much is never enough,” and we applied our obsessive habits to the challenge of gathering information about graduate programs. We pored over Web sites and printed brochures. We stalked program faculty at conferences, via email and phone, and during campus visits. We talked to trusted mentors about the programs they respected. When in professional settings, we tried to find out where people who impressed us had attended graduate school, and we sometimes eavesdropped on strangers’ conversations for potentially valuable tidbits about the graduate programs they were considering.

Based on this chaotic and exhausting experience, we agree with Dixon et al. ( 2015 ) that consumers in our field need standardized information about the relative merits of graduate programs in applied behavior analysis (ABA). When we began the process of screening graduate programs, we knew that we were uninformed but we were less sure about what we needed to learn to become better consumers. We suspect that, like us, most college seniors find it difficult to know what aspects of a graduate program are crucial to the training of highly qualified ABA practitioners. To us, the most important contribution of Dixon et al. ( 2015 ) was to emphasize that our field should not abandon students to an uncertain process of self-education.

We agree with Dixon et al. ( 2015 ) that our field is better equipped than outside bodies (e.g., U.S. News & World Report ) to determine what constitutes top-quality graduate training. We were aware that the Behavior Analysis Certification Board publishes the rates at which graduates of various programs pass its certification exam, and we considered this information during our respective searches. Even as undergraduates, however, we knew that there is more to being a capable practitioner than simply passing the certification exam, and we would have appreciated much more guidance from our field than we received.

In the absence of standardized, objective information about graduate programs, prospective graduate students have to rely heavily on hearsay. As we gathered information on program reputations from mentors and colleagues, it occurred to us that this information sometimes says as much about the person providing it as about graduate programs themselves. We learned that some people are impressed by graduate programs that have a reputation for highly selective admissions, but we were not sure how or whether this predicted the quality of training that we could hope to receive. We learned that certain mentors thought highly of certain programs, but different people thought highly of different programs, and it was not always obvious how these opinions related to specific features of the training offered by the programs. We weren’t always sure whether the opinions were generic or had been offered with our individual needs and interests in mind.

Among the features of graduate programs that interested us was the type and degree of emphasis on research. Here, a few words of explanation will provide context for our perspective. As undergraduates, we learned to value evidence-based practices, data-based case management, and the science-based critical thinking that should guide clinical case management. But each of us decided to seek graduate training not just to apply current best practices; we also wanted to contribute to clinical innovation (e.g., Critchfield 2015 ). For various reasons, none of us wished to conduct research for a living, and we chose our program at Auburn University in part because its accelerated, 12-month, non-thesis curriculum would get us swiftly into the workplace where we knew, from past field experiences, our main reinforcers are to be found. Still, program research emphasis was important to us.

Unfortunately, far too much time and effort was required for us to understand that different programs have different types of research emphases. “Research training” comprises not a single repertoire but many. One involves conducting research. Another involves locating and consuming available research on a topic of interest. Yet, another involves translating from research findings in order to develop innovative interventions (Critchfield 2015 ; Critchfield & Reed, 2005 ). It is here that we would quibble with the position of Dixon et al. ( 2015 ), which suggests a one-size-fits-all approach to assessing the research climate at ABA graduate programs.

In order to gain insight about the research environment in graduate programs, undergraduates often compare their own research interests to those of faculty as described on program web sites and as illustrated in published articles. This comparison is most relevant to students who seek to become independent researchers. Our own goal is to become life-long consumers of research. It may not be the full-time job of Masters-level practitioners to conduct research, but in a field that is growing quickly it is pivotal that people like us not be limited to the state of our field’s knowledge at the time we take a certification exam. We need skills for tracking scholarly developments across the full breath of our careers.

We agree with Dixon et al. ( 2015 ) that it is helpful for ABA program faculty to maintain active research programs, but our concern is with what program graduates are able to do with the fruits of research, not how many articles a faculty member can publish. It has been suggested that the process of developing effective and transportable interventions from research findings requires a skill set that is independent of either conducting research or implementing existing interventions (e.g., Critchfield 2015 ; Critchfield and Reed, 2005 ). No skill set seems more relevant to our lifelong professional development.

Yes, we want to learn how to read and critically evaluate research, but we want to learn to do this from faculty who know how to translate and who care about helping us to become translators. Our ideal ABA program faculty member will have the time and inclination to focus on this. We want mentors who can conduct research, but more importantly who will discuss research with us on a regular basis and explore with us how research findings relate to the behavioral processes operating in practice settings. We want mentors whose skills and schedules allow them to provide on-site clinical supervision through which the connections between research and practice can be drawn explicitly.

While we applaud the efforts of Dixon et al. ( 2015 ) to rank ABA graduate programs in terms of program research climate, we stress that this climate has multiple facets. We represent a category of consumer who cares very much about our field’s research foundations, but we wish to harness rather than add to those foundations. Faculty publication counts may not be the best measure of a program’s ability to help us to this. Unfortunately, the program attributes that we particularly value are hard to quantify and thus will be difficult to incorporate into an objective system for ranking programs. Yet, if the purpose of rankings is to assist consumers (Dixon et al., 2015 ), then the needs of consumers like us should not be ignored.

Contributor Information

Rachel Arena, Email: ude.nrubua@0200azr .

Sheridan Chambers, Email: ude.nrubua@5400cms .

Angelyn Rhames, Email: ude.nrubua@7400rza .

Katherine Donahoe, Email: ude.nrubua@4200drk .

• Critchfield TS. What counts as high-quality practitioner training in applied behavior analysis? Behavior Analysis In Practice. 2015; 8 (1):3–6. doi: 10.1007/s40617-015-0049-0. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Critchfield TS, Reed DD. Conduits of translation in behavior-science bridge research. In: Burgos JE, Ribes E, editors. Theory, basic and applied research, and technological applications in behavior science: Conceptual and methodological issues. Guadalajara, Mexico: University of Guadalajara Press; 2005. pp. 45–84. [ Google Scholar ]
• Dixon MR, Reed DD, Smith T, Belisle J, Jackson RE. Research rankings of behavior analytic graduate training programs and their faculty. Behavior Analysis In Practice. 2015; 8 (1):7–15. doi: 10.1007/s40617-015-0057-0. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

What Is Research, and Why Do People Do It?

• Open Access
• First Online: 03 December 2022

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• James Hiebert 6 ,
• Jinfa Cai 7 ,
• Stephen Hwang 7 ,
• Anne K Morris 6 &
• Charles Hohensee 6  

Part of the book series: Research in Mathematics Education ((RME))

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Abstractspiepr Abs1

Every day people do research as they gather information to learn about something of interest. In the scientific world, however, research means something different than simply gathering information. Scientific research is characterized by its careful planning and observing, by its relentless efforts to understand and explain, and by its commitment to learn from everyone else seriously engaged in research. We call this kind of research scientific inquiry and define it as “formulating, testing, and revising hypotheses.” By “hypotheses” we do not mean the hypotheses you encounter in statistics courses. We mean predictions about what you expect to find and rationales for why you made these predictions. Throughout this and the remaining chapters we make clear that the process of scientific inquiry applies to all kinds of research studies and data, both qualitative and quantitative.

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Part I. What Is Research?

Have you ever studied something carefully because you wanted to know more about it? Maybe you wanted to know more about your grandmother’s life when she was younger so you asked her to tell you stories from her childhood, or maybe you wanted to know more about a fertilizer you were about to use in your garden so you read the ingredients on the package and looked them up online. According to the dictionary definition, you were doing research.

Recall your high school assignments asking you to “research” a topic. The assignment likely included consulting a variety of sources that discussed the topic, perhaps including some “original” sources. Often, the teacher referred to your product as a “research paper.”

Were you conducting research when you interviewed your grandmother or wrote high school papers reviewing a particular topic? Our view is that you were engaged in part of the research process, but only a small part. In this book, we reserve the word “research” for what it means in the scientific world, that is, for scientific research or, more pointedly, for scientific inquiry .

Exercise 1.1

Before you read any further, write a definition of what you think scientific inquiry is. Keep it short—Two to three sentences. You will periodically update this definition as you read this chapter and the remainder of the book.

This book is about scientific inquiry—what it is and how to do it. For starters, scientific inquiry is a process, a particular way of finding out about something that involves a number of phases. Each phase of the process constitutes one aspect of scientific inquiry. You are doing scientific inquiry as you engage in each phase, but you have not done scientific inquiry until you complete the full process. Each phase is necessary but not sufficient.

In this chapter, we set the stage by defining scientific inquiry—describing what it is and what it is not—and by discussing what it is good for and why people do it. The remaining chapters build directly on the ideas presented in this chapter.

A first thing to know is that scientific inquiry is not all or nothing. “Scientificness” is a continuum. Inquiries can be more scientific or less scientific. What makes an inquiry more scientific? You might be surprised there is no universally agreed upon answer to this question. None of the descriptors we know of are sufficient by themselves to define scientific inquiry. But all of them give you a way of thinking about some aspects of the process of scientific inquiry. Each one gives you different insights.

Exercise 1.2

As you read about each descriptor below, think about what would make an inquiry more or less scientific. If you think a descriptor is important, use it to revise your definition of scientific inquiry.

Creating an Image of Scientific Inquiry

We will present three descriptors of scientific inquiry. Each provides a different perspective and emphasizes a different aspect of scientific inquiry. We will draw on all three descriptors to compose our definition of scientific inquiry.

Descriptor 1. Experience Carefully Planned in Advance

Sir Ronald Fisher, often called the father of modern statistical design, once referred to research as “experience carefully planned in advance” (1935, p. 8). He said that humans are always learning from experience, from interacting with the world around them. Usually, this learning is haphazard rather than the result of a deliberate process carried out over an extended period of time. Research, Fisher said, was learning from experience, but experience carefully planned in advance.

This phrase can be fully appreciated by looking at each word. The fact that scientific inquiry is based on experience means that it is based on interacting with the world. These interactions could be thought of as the stuff of scientific inquiry. In addition, it is not just any experience that counts. The experience must be carefully planned . The interactions with the world must be conducted with an explicit, describable purpose, and steps must be taken to make the intended learning as likely as possible. This planning is an integral part of scientific inquiry; it is not just a preparation phase. It is one of the things that distinguishes scientific inquiry from many everyday learning experiences. Finally, these steps must be taken beforehand and the purpose of the inquiry must be articulated in advance of the experience. Clearly, scientific inquiry does not happen by accident, by just stumbling into something. Stumbling into something unexpected and interesting can happen while engaged in scientific inquiry, but learning does not depend on it and serendipity does not make the inquiry scientific.

Descriptor 2. Observing Something and Trying to Explain Why It Is the Way It Is

When we were writing this chapter and googled “scientific inquiry,” the first entry was: “Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.” The emphasis is on studying, or observing, and then explaining . This descriptor takes the image of scientific inquiry beyond carefully planned experience and includes explaining what was experienced.

According to the Merriam-Webster dictionary, “explain” means “(a) to make known, (b) to make plain or understandable, (c) to give the reason or cause of, and (d) to show the logical development or relations of” (Merriam-Webster, n.d. ). We will use all these definitions. Taken together, they suggest that to explain an observation means to understand it by finding reasons (or causes) for why it is as it is. In this sense of scientific inquiry, the following are synonyms: explaining why, understanding why, and reasoning about causes and effects. Our image of scientific inquiry now includes planning, observing, and explaining why.

We need to add a final note about this descriptor. We have phrased it in a way that suggests “observing something” means you are observing something in real time—observing the way things are or the way things are changing. This is often true. But, observing could mean observing data that already have been collected, maybe by someone else making the original observations (e.g., secondary analysis of NAEP data or analysis of existing video recordings of classroom instruction). We will address secondary analyses more fully in Chap. 4 . For now, what is important is that the process requires explaining why the data look like they do.

We must note that for us, the term “data” is not limited to numerical or quantitative data such as test scores. Data can also take many nonquantitative forms, including written survey responses, interview transcripts, journal entries, video recordings of students, teachers, and classrooms, text messages, and so forth.

Exercise 1.3

What are the implications of the statement that just “observing” is not enough to count as scientific inquiry? Does this mean that a detailed description of a phenomenon is not scientific inquiry?

Find sources that define research in education that differ with our position, that say description alone, without explanation, counts as scientific research. Identify the precise points where the opinions differ. What are the best arguments for each of the positions? Which do you prefer? Why?

Descriptor 3. Updating Everyone’s Thinking in Response to More and Better Information

This descriptor focuses on a third aspect of scientific inquiry: updating and advancing the field’s understanding of phenomena that are investigated. This descriptor foregrounds a powerful characteristic of scientific inquiry: the reliability (or trustworthiness) of what is learned and the ultimate inevitability of this learning to advance human understanding of phenomena. Humans might choose not to learn from scientific inquiry, but history suggests that scientific inquiry always has the potential to advance understanding and that, eventually, humans take advantage of these new understandings.

Before exploring these bold claims a bit further, note that this descriptor uses “information” in the same way the previous two descriptors used “experience” and “observations.” These are the stuff of scientific inquiry and we will use them often, sometimes interchangeably. Frequently, we will use the term “data” to stand for all these terms.

An overriding goal of scientific inquiry is for everyone to learn from what one scientist does. Much of this book is about the methods you need to use so others have faith in what you report and can learn the same things you learned. This aspect of scientific inquiry has many implications.

One implication is that scientific inquiry is not a private practice. It is a public practice available for others to see and learn from. Notice how different this is from everyday learning. When you happen to learn something from your everyday experience, often only you gain from the experience. The fact that research is a public practice means it is also a social one. It is best conducted by interacting with others along the way: soliciting feedback at each phase, taking opportunities to present work-in-progress, and benefitting from the advice of others.

A second implication is that you, as the researcher, must be committed to sharing what you are doing and what you are learning in an open and transparent way. This allows all phases of your work to be scrutinized and critiqued. This is what gives your work credibility. The reliability or trustworthiness of your findings depends on your colleagues recognizing that you have used all appropriate methods to maximize the chances that your claims are justified by the data.

A third implication of viewing scientific inquiry as a collective enterprise is the reverse of the second—you must be committed to receiving comments from others. You must treat your colleagues as fair and honest critics even though it might sometimes feel otherwise. You must appreciate their job, which is to remain skeptical while scrutinizing what you have done in considerable detail. To provide the best help to you, they must remain skeptical about your conclusions (when, for example, the data are difficult for them to interpret) until you offer a convincing logical argument based on the information you share. A rather harsh but good-to-remember statement of the role of your friendly critics was voiced by Karl Popper, a well-known twentieth century philosopher of science: “. . . if you are interested in the problem which I tried to solve by my tentative assertion, you may help me by criticizing it as severely as you can” (Popper, 1968, p. 27).

A final implication of this third descriptor is that, as someone engaged in scientific inquiry, you have no choice but to update your thinking when the data support a different conclusion. This applies to your own data as well as to those of others. When data clearly point to a specific claim, even one that is quite different than you expected, you must reconsider your position. If the outcome is replicated multiple times, you need to adjust your thinking accordingly. Scientific inquiry does not let you pick and choose which data to believe; it mandates that everyone update their thinking when the data warrant an update.

Doing Scientific Inquiry

We define scientific inquiry in an operational sense—what does it mean to do scientific inquiry? What kind of process would satisfy all three descriptors: carefully planning an experience in advance; observing and trying to explain what you see; and, contributing to updating everyone’s thinking about an important phenomenon?

We define scientific inquiry as formulating , testing , and revising hypotheses about phenomena of interest.

Of course, we are not the only ones who define it in this way. The definition for the scientific method posted by the editors of Britannica is: “a researcher develops a hypothesis, tests it through various means, and then modifies the hypothesis on the basis of the outcome of the tests and experiments” (Britannica, n.d. ).

Notice how defining scientific inquiry this way satisfies each of the descriptors. “Carefully planning an experience in advance” is exactly what happens when formulating a hypothesis about a phenomenon of interest and thinking about how to test it. “ Observing a phenomenon” occurs when testing a hypothesis, and “ explaining ” what is found is required when revising a hypothesis based on the data. Finally, “updating everyone’s thinking” comes from comparing publicly the original with the revised hypothesis.

Doing scientific inquiry, as we have defined it, underscores the value of accumulating knowledge rather than generating random bits of knowledge. Formulating, testing, and revising hypotheses is an ongoing process, with each revised hypothesis begging for another test, whether by the same researcher or by new researchers. The editors of Britannica signaled this cyclic process by adding the following phrase to their definition of the scientific method: “The modified hypothesis is then retested, further modified, and tested again.” Scientific inquiry creates a process that encourages each study to build on the studies that have gone before. Through collective engagement in this process of building study on top of study, the scientific community works together to update its thinking.

Before exploring more fully the meaning of “formulating, testing, and revising hypotheses,” we need to acknowledge that this is not the only way researchers define research. Some researchers prefer a less formal definition, one that includes more serendipity, less planning, less explanation. You might have come across more open definitions such as “research is finding out about something.” We prefer the tighter hypothesis formulation, testing, and revision definition because we believe it provides a single, coherent map for conducting research that addresses many of the thorny problems educational researchers encounter. We believe it is the most useful orientation toward research and the most helpful to learn as a beginning researcher.

A final clarification of our definition is that it applies equally to qualitative and quantitative research. This is a familiar distinction in education that has generated much discussion. You might think our definition favors quantitative methods over qualitative methods because the language of hypothesis formulation and testing is often associated with quantitative methods. In fact, we do not favor one method over another. In Chap. 4 , we will illustrate how our definition fits research using a range of quantitative and qualitative methods.

Exercise 1.4

Look for ways to extend what the field knows in an area that has already received attention by other researchers. Specifically, you can search for a program of research carried out by more experienced researchers that has some revised hypotheses that remain untested. Identify a revised hypothesis that you might like to test.

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

To get a full sense of the definition of scientific inquiry we will use throughout this book, it is helpful to spend a little time with each of the key terms.

We first want to make clear that we use the term “hypothesis” as it is defined in most dictionaries and as it used in many scientific fields rather than as it is usually defined in educational statistics courses. By “hypothesis,” we do not mean a null hypothesis that is accepted or rejected by statistical analysis. Rather, we use “hypothesis” in the sense conveyed by the following definitions: “An idea or explanation for something that is based on known facts but has not yet been proved” (Cambridge University Press, n.d. ), and “An unproved theory, proposition, or supposition, tentatively accepted to explain certain facts and to provide a basis for further investigation or argument” (Agnes & Guralnik, 2008 ).

We distinguish two parts to “hypotheses.” Hypotheses consist of predictions and rationales . Predictions are statements about what you expect to find when you inquire about something. Rationales are explanations for why you made the predictions you did, why you believe your predictions are correct. So, for us “formulating hypotheses” means making explicit predictions and developing rationales for the predictions.

“Testing hypotheses” means making observations that allow you to assess in what ways your predictions were correct and in what ways they were incorrect. In education research, it is rarely useful to think of your predictions as either right or wrong. Because of the complexity of most issues you will investigate, most predictions will be right in some ways and wrong in others.

By studying the observations you make (data you collect) to test your hypotheses, you can revise your hypotheses to better align with the observations. This means revising your predictions plus revising your rationales to justify your adjusted predictions. Even though you might not run another test, formulating revised hypotheses is an essential part of conducting a research study. Comparing your original and revised hypotheses informs everyone of what you learned by conducting your study. In addition, a revised hypothesis sets the stage for you or someone else to extend your study and accumulate more knowledge of the phenomenon.

We should note that not everyone makes a clear distinction between predictions and rationales as two aspects of hypotheses. In fact, common, non-scientific uses of the word “hypothesis” may limit it to only a prediction or only an explanation (or rationale). We choose to explicitly include both prediction and rationale in our definition of hypothesis, not because we assert this should be the universal definition, but because we want to foreground the importance of both parts acting in concert. Using “hypothesis” to represent both prediction and rationale could hide the two aspects, but we make them explicit because they provide different kinds of information. It is usually easier to make predictions than develop rationales because predictions can be guesses, hunches, or gut feelings about which you have little confidence. Developing a compelling rationale requires careful thought plus reading what other researchers have found plus talking with your colleagues. Often, while you are developing your rationale you will find good reasons to change your predictions. Developing good rationales is the engine that drives scientific inquiry. Rationales are essentially descriptions of how much you know about the phenomenon you are studying. Throughout this guide, we will elaborate on how developing good rationales drives scientific inquiry. For now, we simply note that it can sharpen your predictions and help you to interpret your data as you test your hypotheses.

Hypotheses in education research take a variety of forms or types. This is because there are a variety of phenomena that can be investigated. Investigating educational phenomena is sometimes best done using qualitative methods, sometimes using quantitative methods, and most often using mixed methods (e.g., Hay, 2016 ; Weis et al. 2019a ; Weisner, 2005 ). This means that, given our definition, hypotheses are equally applicable to qualitative and quantitative investigations.

Hypotheses take different forms when they are used to investigate different kinds of phenomena. Two very different activities in education could be labeled conducting experiments and descriptions. In an experiment, a hypothesis makes a prediction about anticipated changes, say the changes that occur when a treatment or intervention is applied. You might investigate how students’ thinking changes during a particular kind of instruction.

A second type of hypothesis, relevant for descriptive research, makes a prediction about what you will find when you investigate and describe the nature of a situation. The goal is to understand a situation as it exists rather than to understand a change from one situation to another. In this case, your prediction is what you expect to observe. Your rationale is the set of reasons for making this prediction; it is your current explanation for why the situation will look like it does.

You will probably read, if you have not already, that some researchers say you do not need a prediction to conduct a descriptive study. We will discuss this point of view in Chap. 2 . For now, we simply claim that scientific inquiry, as we have defined it, applies to all kinds of research studies. Descriptive studies, like others, not only benefit from formulating, testing, and revising hypotheses, but also need hypothesis formulating, testing, and revising.

One reason we define research as formulating, testing, and revising hypotheses is that if you think of research in this way you are less likely to go wrong. It is a useful guide for the entire process, as we will describe in detail in the chapters ahead. For example, as you build the rationale for your predictions, you are constructing the theoretical framework for your study (Chap. 3 ). As you work out the methods you will use to test your hypothesis, every decision you make will be based on asking, “Will this help me formulate or test or revise my hypothesis?” (Chap. 4 ). As you interpret the results of testing your predictions, you will compare them to what you predicted and examine the differences, focusing on how you must revise your hypotheses (Chap. 5 ). By anchoring the process to formulating, testing, and revising hypotheses, you will make smart decisions that yield a coherent and well-designed study.

Exercise 1.5

Compare the concept of formulating, testing, and revising hypotheses with the descriptions of scientific inquiry contained in Scientific Research in Education (NRC, 2002 ). How are they similar or different?

Exercise 1.6

Provide an example to illustrate and emphasize the differences between everyday learning/thinking and scientific inquiry.

Learning from Doing Scientific Inquiry

We noted earlier that a measure of what you have learned by conducting a research study is found in the differences between your original hypothesis and your revised hypothesis based on the data you collected to test your hypothesis. We will elaborate this statement in later chapters, but we preview our argument here.

Even before collecting data, scientific inquiry requires cycles of making a prediction, developing a rationale, refining your predictions, reading and studying more to strengthen your rationale, refining your predictions again, and so forth. And, even if you have run through several such cycles, you still will likely find that when you test your prediction you will be partly right and partly wrong. The results will support some parts of your predictions but not others, or the results will “kind of” support your predictions. A critical part of scientific inquiry is making sense of your results by interpreting them against your predictions. Carefully describing what aspects of your data supported your predictions, what aspects did not, and what data fell outside of any predictions is not an easy task, but you cannot learn from your study without doing this analysis.

Analyzing the matches and mismatches between your predictions and your data allows you to formulate different rationales that would have accounted for more of the data. The best revised rationale is the one that accounts for the most data. Once you have revised your rationales, you can think about the predictions they best justify or explain. It is by comparing your original rationales to your new rationales that you can sort out what you learned from your study.

Suppose your study was an experiment. Maybe you were investigating the effects of a new instructional intervention on students’ learning. Your original rationale was your explanation for why the intervention would change the learning outcomes in a particular way. Your revised rationale explained why the changes that you observed occurred like they did and why your revised predictions are better. Maybe your original rationale focused on the potential of the activities if they were implemented in ideal ways and your revised rationale included the factors that are likely to affect how teachers implement them. By comparing the before and after rationales, you are describing what you learned—what you can explain now that you could not before. Another way of saying this is that you are describing how much more you understand now than before you conducted your study.

Revised predictions based on carefully planned and collected data usually exhibit some of the following features compared with the originals: more precision, more completeness, and broader scope. Revised rationales have more explanatory power and become more complete, more aligned with the new predictions, sharper, and overall more convincing.

Part II. Why Do Educators Do Research?

Doing scientific inquiry is a lot of work. Each phase of the process takes time, and you will often cycle back to improve earlier phases as you engage in later phases. Because of the significant effort required, you should make sure your study is worth it. So, from the beginning, you should think about the purpose of your study. Why do you want to do it? And, because research is a social practice, you should also think about whether the results of your study are likely to be important and significant to the education community.

If you are doing research in the way we have described—as scientific inquiry—then one purpose of your study is to understand , not just to describe or evaluate or report. As we noted earlier, when you formulate hypotheses, you are developing rationales that explain why things might be like they are. In our view, trying to understand and explain is what separates research from other kinds of activities, like evaluating or describing.

One reason understanding is so important is that it allows researchers to see how or why something works like it does. When you see how something works, you are better able to predict how it might work in other contexts, under other conditions. And, because conditions, or contextual factors, matter a lot in education, gaining insights into applying your findings to other contexts increases the contributions of your work and its importance to the broader education community.

Consequently, the purposes of research studies in education often include the more specific aim of identifying and understanding the conditions under which the phenomena being studied work like the observations suggest. A classic example of this kind of study in mathematics education was reported by William Brownell and Harold Moser in 1949 . They were trying to establish which method of subtracting whole numbers could be taught most effectively—the regrouping method or the equal additions method. However, they realized that effectiveness might depend on the conditions under which the methods were taught—“meaningfully” versus “mechanically.” So, they designed a study that crossed the two instructional approaches with the two different methods (regrouping and equal additions). Among other results, they found that these conditions did matter. The regrouping method was more effective under the meaningful condition than the mechanical condition, but the same was not true for the equal additions algorithm.

What do education researchers want to understand? In our view, the ultimate goal of education is to offer all students the best possible learning opportunities. So, we believe the ultimate purpose of scientific inquiry in education is to develop understanding that supports the improvement of learning opportunities for all students. We say “ultimate” because there are lots of issues that must be understood to improve learning opportunities for all students. Hypotheses about many aspects of education are connected, ultimately, to students’ learning. For example, formulating and testing a hypothesis that preservice teachers need to engage in particular kinds of activities in their coursework in order to teach particular topics well is, ultimately, connected to improving students’ learning opportunities. So is hypothesizing that school districts often devote relatively few resources to instructional leadership training or hypothesizing that positioning mathematics as a tool students can use to combat social injustice can help students see the relevance of mathematics to their lives.

We do not exclude the importance of research on educational issues more removed from improving students’ learning opportunities, but we do think the argument for their importance will be more difficult to make. If there is no way to imagine a connection between your hypothesis and improving learning opportunities for students, even a distant connection, we recommend you reconsider whether it is an important hypothesis within the education community.

Notice that we said the ultimate goal of education is to offer all students the best possible learning opportunities. For too long, educators have been satisfied with a goal of offering rich learning opportunities for lots of students, sometimes even for just the majority of students, but not necessarily for all students. Evaluations of success often are based on outcomes that show high averages. In other words, if many students have learned something, or even a smaller number have learned a lot, educators may have been satisfied. The problem is that there is usually a pattern in the groups of students who receive lower quality opportunities—students of color and students who live in poor areas, urban and rural. This is not acceptable. Consequently, we emphasize the premise that the purpose of education research is to offer rich learning opportunities to all students.

One way to make sure you will be able to convince others of the importance of your study is to consider investigating some aspect of teachers’ shared instructional problems. Historically, researchers in education have set their own research agendas, regardless of the problems teachers are facing in schools. It is increasingly recognized that teachers have had trouble applying to their own classrooms what researchers find. To address this problem, a researcher could partner with a teacher—better yet, a small group of teachers—and talk with them about instructional problems they all share. These discussions can create a rich pool of problems researchers can consider. If researchers pursued one of these problems (preferably alongside teachers), the connection to improving learning opportunities for all students could be direct and immediate. “Grounding a research question in instructional problems that are experienced across multiple teachers’ classrooms helps to ensure that the answer to the question will be of sufficient scope to be relevant and significant beyond the local context” (Cai et al., 2019b , p. 115).

As a beginning researcher, determining the relevance and importance of a research problem is especially challenging. We recommend talking with advisors, other experienced researchers, and peers to test the educational importance of possible research problems and topics of study. You will also learn much more about the issue of research importance when you read Chap. 5 .

Exercise 1.7

Identify a problem in education that is closely connected to improving learning opportunities and a problem that has a less close connection. For each problem, write a brief argument (like a logical sequence of if-then statements) that connects the problem to all students’ learning opportunities.

Part III. Conducting Research as a Practice of Failing Productively

Scientific inquiry involves formulating hypotheses about phenomena that are not fully understood—by you or anyone else. Even if you are able to inform your hypotheses with lots of knowledge that has already been accumulated, you are likely to find that your prediction is not entirely accurate. This is normal. Remember, scientific inquiry is a process of constantly updating your thinking. More and better information means revising your thinking, again, and again, and again. Because you never fully understand a complicated phenomenon and your hypotheses never produce completely accurate predictions, it is easy to believe you are somehow failing.

The trick is to fail upward, to fail to predict accurately in ways that inform your next hypothesis so you can make a better prediction. Some of the best-known researchers in education have been open and honest about the many times their predictions were wrong and, based on the results of their studies and those of others, they continuously updated their thinking and changed their hypotheses.

A striking example of publicly revising (actually reversing) hypotheses due to incorrect predictions is found in the work of Lee J. Cronbach, one of the most distinguished educational psychologists of the twentieth century. In 1955, Cronbach delivered his presidential address to the American Psychological Association. Titling it “Two Disciplines of Scientific Psychology,” Cronbach proposed a rapprochement between two research approaches—correlational studies that focused on individual differences and experimental studies that focused on instructional treatments controlling for individual differences. (We will examine different research approaches in Chap. 4 ). If these approaches could be brought together, reasoned Cronbach ( 1957 ), researchers could find interactions between individual characteristics and treatments (aptitude-treatment interactions or ATIs), fitting the best treatments to different individuals.

In 1975, after years of research by many researchers looking for ATIs, Cronbach acknowledged the evidence for simple, useful ATIs had not been found. Even when trying to find interactions between a few variables that could provide instructional guidance, the analysis, said Cronbach, creates “a hall of mirrors that extends to infinity, tormenting even the boldest investigators and defeating even ambitious designs” (Cronbach, 1975 , p. 119).

As he was reflecting back on his work, Cronbach ( 1986 ) recommended moving away from documenting instructional effects through statistical inference (an approach he had championed for much of his career) and toward approaches that probe the reasons for these effects, approaches that provide a “full account of events in a time, place, and context” (Cronbach, 1986 , p. 104). This is a remarkable change in hypotheses, a change based on data and made fully transparent. Cronbach understood the value of failing productively.

Closer to home, in a less dramatic example, one of us began a line of scientific inquiry into how to prepare elementary preservice teachers to teach early algebra. Teaching early algebra meant engaging elementary students in early forms of algebraic reasoning. Such reasoning should help them transition from arithmetic to algebra. To begin this line of inquiry, a set of activities for preservice teachers were developed. Even though the activities were based on well-supported hypotheses, they largely failed to engage preservice teachers as predicted because of unanticipated challenges the preservice teachers faced. To capitalize on this failure, follow-up studies were conducted, first to better understand elementary preservice teachers’ challenges with preparing to teach early algebra, and then to better support preservice teachers in navigating these challenges. In this example, the initial failure was a necessary step in the researchers’ scientific inquiry and furthered the researchers’ understanding of this issue.

We present another example of failing productively in Chap. 2 . That example emerges from recounting the history of a well-known research program in mathematics education.

Making mistakes is an inherent part of doing scientific research. Conducting a study is rarely a smooth path from beginning to end. We recommend that you keep the following things in mind as you begin a career of conducting research in education.

First, do not get discouraged when you make mistakes; do not fall into the trap of feeling like you are not capable of doing research because you make too many errors.

Second, learn from your mistakes. Do not ignore your mistakes or treat them as errors that you simply need to forget and move past. Mistakes are rich sites for learning—in research just as in other fields of study.

Third, by reflecting on your mistakes, you can learn to make better mistakes, mistakes that inform you about a productive next step. You will not be able to eliminate your mistakes, but you can set a goal of making better and better mistakes.

Exercise 1.8

How does scientific inquiry differ from everyday learning in giving you the tools to fail upward? You may find helpful perspectives on this question in other resources on science and scientific inquiry (e.g., Failure: Why Science is So Successful by Firestein, 2015).

Exercise 1.9

Use what you have learned in this chapter to write a new definition of scientific inquiry. Compare this definition with the one you wrote before reading this chapter. If you are reading this book as part of a course, compare your definition with your colleagues’ definitions. Develop a consensus definition with everyone in the course.

Part IV. Preview of Chap. 2

Now that you have a good idea of what research is, at least of what we believe research is, the next step is to think about how to actually begin doing research. This means how to begin formulating, testing, and revising hypotheses. As for all phases of scientific inquiry, there are lots of things to think about. Because it is critical to start well, we devote Chap. 2 to getting started with formulating hypotheses.

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Hiebert, J., Cai, J., Hwang, S., Morris, A.K., Hohensee, C. (2023). What Is Research, and Why Do People Do It?. In: Doing Research: A New Researcher’s Guide. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19078-0_1

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Research and Its Importance for Daily Life Essay

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Introduction

Impact of research, qualities of effective research, role of beliefs and values.

Research plays an important role in science. This is normally done to obtain detailed knowledge about certain aspects before an invention. Scientific research involves the study of diseases and other parameters to invent medicine and vaccines. Therefore, without research, there will be no inventions and therefore a big blow to health. Essentially research fulfils purposes that are designed before the exercise. However, apart from that, research has other implications on reality and daily lives. As a result, the effects of research go beyond the purpose it is meant for. This paper aims to take an analytical look at the concept of research. The paper will begin with a detailed look at the concept of research. Thereafter, the several similarities between different aspects of research will be analyzed. The impact of research on our daily life will also be reviewed.

Research has a lot of impact on the daily functioning of life. First and foremost, research leads to a better life by producing results that can be used to make life better. Especially as far as scientific research is concerned, the invention of vaccines and medicines makes diseases to be less of a threat to society (Calderon & Slavin 2001). Therefore, through the process of research, various methods of handling life’s problems and making the world a better place to live in are facilitated. Secondly, the very process of research affects society in several ways. The impact of the process of research has two dimensions.

The first part is the negative part in which the process of research has certain consequences for society. Unethical practices harm society. Since research is done on people in society, the practices adopted by the researchers have a lot of impacts. Scientific research has left some people with serious illnesses and injuries sometimes; it is like experimenting with people’s life. However, the process of research also has positive effects on society (McGill 1981). This is mainly because of employment opportunities, awareness and education. Research offers vast opportunities to the members of society to learn and obtain understanding about certain issues. At the same time, the participants of the research are remunerated making them earn a living from the same.

Several factors denote effective and valid research. To conduct valid or effective research, therefore, several considerations must be in place. First is the aspect of ethics, for research to be valid it must be conducted ethically. This involves the practices adopted for the research (Cresswell 2003). If the research involves risks, this must be communicated to the participants in advance. At the same time plans must be in place to compensate all those that will be affected in the course of the research. The disbursing of information is necessary before the research. This is important to take care of deception which is rampant in research. In general, proper preparation and education of the participants is the key to successful research. Another crucial requirement is the availability of resources for research.

Several forms of research involve a different processes. As a result, not all forms of research involve vigour. For instance, scientific research on diseases is more demanding than research on recreational issues. This is due to the context of the studies and the parameters involved. For instance, scientific research involves several processes and procedures which tend to take more resources. Recreational issues, on the other hand, are less involved due to the nature of the subject. The research can therefore be conducted with much ease.

Beliefs and values have a lot of impact on the process of research. People’s beliefs, therefore, influence the outcome and process of research. This is due to the relevance that beliefs and values have on people’s perception and philosophy of life. For instance, certain topics are considered sacred and secret in certain societies (Bryant 2005). Their beliefs don’t allow them to discuss certain things. Therefore in the process of collecting information from such people, it becomes very difficult to deal with them. People’s values also play a huge role. Some people are flexible in certain areas than others. Therefore, when conducting research one must understand the values of all participants. This is because their values determine how they approach certain issues. Religion plays a great role in determining the beliefs and values of people.

Research is part and parcel of life, in fact without research life will not be as it is. To live better life research is necessary; this is because research leads to innovation and invention. As far as science is concerned research leads to the invention of vaccines and drugs. Other areas of research also lead to a better understanding of the concepts involved. However, it is not only the results of research that benefit society but also the process of research. Some several opportunities and benefits that come with the process of research. As a result, the role of research in society goes beyond its real purpose. For research to be effective and valid several factors must be considered. Chief among them is the aspect of ethics. Different forms of research involve different forms of approaches. As a result, certain forms of research are more demanding than others. The influence of values and beliefs is notable as far as research is concerned. The paper has discussed the concept of research in detail. The process and impact of research have also been discussed.

Bryant, M. (2005). Managing an Effective and Ethical Research Project . London: Berrett-Koehler Publishers.

Calderon, M. & Slavin, R. (2001). Effective programs for Latino students. New York: Routledge.

Cresswell, J. (2003). Research design: qualitative, quantitative, and mixed-method approaches. New York: SAGE.

McGill, N. (1981). Effective research: a handbook for health planners. Washington: Institute for Health Planning.

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15 Common Reasons: Why is Research Important for Students

Regardless of the career path a person is following or their position in society, there is always room for learning. The same is applicable for individuals going through their academic years. Research can be mentally draining at times and students want to avoid it. Yet it is an imperative part of learning and developing as a scholar. Without research any intellectual growth is quite impossible. Why exactly is it so essential? We are going to explore here some reasons behind the importance of research in education.

1. A Knowledge Building Tool The most prominent reason to engage in research is to enhance your knowledge. Even if you are an expert of your field, there is always more to uncover. If researching about a topic entirely new to you, it will help build your unique perspective about it. The whole process of research opens new doors of learning and literary growth.

2. Enables Efficient Learning Studies reveal that research helps restore and protect memory and enhances mathematic and problem-solving skills. Therefore, it prepares the mind for a better understanding of concepts and theories. A person’s learning capacity is improved and they can perform better in comparison who is reluctant to research.

3. Aids Employment Prospects Research has an undeniable role in the business industry. Successful companies have resources invested in research and development to have all the information they need of the market. Your academic phase helps you prepare for any research tasks you will have to accomplish in the future

4. Helps in Understanding Issues It sheds light on problems that have not yet come out in the open. It gives people the opportunity to address issues and answer questions that the society doesn’t respond to.

5. Provides Truthful Evidence The process of research can prove to dispel various myths that have been built up in our minds. They can either develop because of common belief or a wrong resource. Logical and fact-based knowledge is easily accessible if you only reach out to find the truth.

6. Develops a Love of Reading and Analyzing Reading and writing are the core elements of research. So, they automatically become familiar to you if you are involved in researching facts and figures. Reading helps open your mind to a never-ending horizon of knowledge. While developing writing skills gives you the ability to express in a constructive way.

7. Exercises your Mind Letting your mind frequently absorb logic and creativity allows it to become more active. It creates a healthy curiosity that fuels the brain and makes it seek new answers.

8. Keeps You Updated on Recent Information In various fields, especially ones that are related to science, there are always new discoveries to explore. Research prevents you from remaining behind or have inaccurate information about a topic. You can use the latest knowledge to build upon ideas or talk confidently about a subject if required. Which takes us to the next factor about building credibility.

9. Builds Credibility People tend to take a person’s ideas seriously when it evident he or she are well informed about them. Being involved in research helps in forming a solid foundation to build an opinion upon. It also makes it much harder for people to find fault in something you have proposed.

10. Focuses your Scope If you are delving into a topic for the first time, it might be confusing where to begin. Most of the time you have an overwhelming amount of information to sort through. Research helps in narrowing down to the most important and unique points so you are able to write meaningfully.

11. Teaches Discernment When you become adept at research you can easily identify between low- and high-quality data. You will get better at discerning accurate from false information. Any gray areas will also become clear where the facts are correct but conclusions might be questionable.

12. Introduces New Ideas It is possible that you already have ideas and opinions about a topic you are researching upon. The more research is done, the more viewpoints are unearthed. It encourages one to entertain fresh ideas and review your own perspective too. It can even change your mind about a concept or two.

13. Raises Awareness By doing research on important issues like racial injustice, climate change and gender inequality, you can reach out to people. This type of research goes beyond data collection and consists sharing of real stories that create awareness.

14. Encourages Curiosity A love for learning new things can last a lifetime if you have sources to fuel it. Even the most basic research opens up new possibilities and develops analytical skills. It is reward to the curiosity burning away inside any human being. When you have committed yourself to gaining knowledge it constantly helps you to grow.

15. Prepares you to Deal with the Future If you are a business studies student, you can discover how to form plans and strategies once you are employed in the field. You can figure out your goals for ahead. In areas like medicine, research helps you identify diseases, symptoms and reveals new ways to eradicate them. Hence you can prepare for the real world by knowing more about the challenges you have to face.

These were some of the reasons why research work is so important in education. A student is required to study and read more about different subjects from early on. Those who do honestly indulge in that, find themselves capable of understanding concepts more easily.

They develop a learned point of view that is fed by research and in-depth study of subjects. This kind of learning goes a long way in comparison to the studying that is done merely to pass an exam. Not all students have the same pace of learning though and its nothing to be ashamed about. You can take any assistance from our student’s research paper service if there is a topic you find specifically difficult.

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Program Innovations: Promoting Success in Student Research

To enhance the student experience and increase access to experiential learning, colleges and universities have gotten creative with undergraduate research experiences.

By  Ashley Mowreader

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Undergraduate research can provide students with hands-on experience in a lab environment, as well as help them determine career opportunities they might not otherwise consider.

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Undergraduate research opportunities are one way to provide experiential learning in many disciplines, introducing learners to research methods under the supervision of a faculty member and providing experience for a résumé.

A 2021 study from the University of Central Florida found student researchers are more likely to have higher grade point averages and graduation rates, and higher matriculation into graduate school, as well as life skills such as analyzing literature critically, observing and collecting data and communication.

However, not every student has equal access to undergraduate research opportunities. The study found non-STEM students, transfer students and part-time students are less likely to participate in research compared to their peers.

To increase student participation in undergraduate research and boost skill development among student researchers, institutions have created innovative models of work. Here are seven examples.

Survey Says

Around three in 10 students say they are required to participate in undergraduate research, according to a winter 2023 Student Voice survey from Inside Higher Ed , and a slightly smaller number (27 percent) believe that undergraduate research should be required in their program.

Four-year students are more likely to say undergraduate research is required in their program (32 percent) compared to their two-year peers (15 percent).

First-year research opportunities—University of Missouri

Career exposure in the first year can help students feel confident about their paths throughout college and provide a head start in building their résumés.

Mizzou is known for its Interdisciplinary Plant Group that hosts research scholars exploring innovations in plant biology and a first-year program that provides young researchers a leg up in their work, giving them research time with more experienced researchers and mentorship.

FRIPS, short for Freshman Research in Plants , supports 10 to 15 students annually, who work alongside a faculty member and their research group on plant biology. Students also meet regularly with their FRIPS scholars cohort and gain professional development training.

Each student’s work is funded by grant dollars from the National Science Foundation (NSF).

Graduates of FRIPS often go on to become Goldwater Scholars and NSF graduate research fellows. The program also creates a place of belonging and community for new students to the university.

Underrepresented minority students—Davidson College

Some students face systemic disadvantages in participating in co-curricular experiences because they may lack the social capital or be unfamiliar with the norms of higher ed to identify and participate in a faculty-led research experience.

At Davidson College in North Carolina, rising sophomores can participate in a four- to six-week summer intensive research fellowship program called RISE (Research in Science Experience) . This program is designed for students from historically marginalized groups including low-income and first-generation students.

The goal of RISE is to equip students to take on larger, more intensive academic-year and summer experiences for later in their college career. Each student receives $2,500 in scholarships and funds to cover on-campus housing, which the college arranges for all participants.

Jacquelline Nyakunu , a rising junior at Davidson, spent the summer with chemistry professor Cindy Hauser researching hookah, studying the smoking of shisha and the chemical composition of the tobacco. Nyakunu wrote in a blog post that the experience taught her about her passion for chemistry, built her research skills and solidified her career path as a pre-medicine student.

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Transfer students—University of California, Los Angeles

Transferring into a new institution can be a challenge for many students, and finding ways to get plugged in and connected to one’s field of interest can be just as hard.

UCLA offers an initiative exclusively for transfer students to both promote their academic success at the university and expose them to undergraduate research opportunities, the Transfer Research Entry Program (TREP).

To participate, each student must be an incoming transfer student with at least two years remaining at UCLA and be considering a career in research. Participants attend a one-week virtual bootcamp about research, which covers careers in research and how to write a cover letter and curriculum vitae. The program also provides networking opportunities for transfer students and academic survival skills for the transition to UCLA.

There’s no obligation to take a research role after the bootcamp, but students are encouraged to do so and given guidance on how to find their areas of interest, the application and interview process as well.

Financial support—University of Texas at El Paso

Financial need can be a barrier to participation for some students. The University of Texas at El Paso is a Hispanic Serving Institution (84 percent Hispanic), commuter school with a large population of Pell-eligible students (60 percent) and first-generation learners. Many students are working to support themselves and their families, explains Lourdes E. Echegoyen, director of the Campus Office of Undergraduate Research Initiatives.

As a result, UTEP staff realized a need to provide financial assistance through employment to give students high-impact activities.

University staff have identified grant funding from federal agencies, including the National Science Foundation, the National Institutes of Health, the Department of Education, and private foundations.

Students can receive financial support through stipends or tuition scholarships. The university’s student employment program also provides employment positions for undergraduate researchers across disciplines.

“Generally, full time students are supported to conduct research during the academic year from 10 to 19 hours per week—depending on the program—thus allowing students to remain on campus and be mentored as research trainees,” Echegoyen says.

UTEP leaders have seen the benefits of undergraduate research on retention and persistence among students, with one program focused on biomedical research having a 98 percent retention rate among students across four years, compared to a 37 percent retention rate among their peers who did not participate.&

Community partnerships—Roosevelt University

During the COVID-19 pandemic, Roosevelt University in Chicago partnered with The Field Museum to digitize and analyze data collected at the museum. Visitors had measured specimens of liverworts, but the data needed to be sorted and inaccurate measurements eliminated from the set to be most useful to scientists.

Students wrote code to screen and clean the data, helping set the researchers up for success and teaching students firsthand about research processes in a remote setting.

Career development—Elon University

At Elon in North Carolina, returning students can participate in undergraduate research over the summer in between academic terms, funded by the university. While career readiness is a natural component of research experiences, leaders at the university wanted to bolster student skills beyond the laboratory, says Eric Hall, professor of exercise and director of undergraduate research at Elon.

Now, student researchers attend regular professional-development workshops that inform and establish career competencies. The workshops are co-led by other campus partners, including the writing center, career services, the fellowships office and librarians, Hall says.

For the 2024 session, workshops include a session on LinkedIn on how the fellowships office can support student goals, professional writing for graduate school and industry, and navigating academic publishing.

The new initiative is still being evaluated, with formal data collection underway, but anecdotal evidence from post-assessments shows students enjoy and learn from the experiences.

Research in the classroom—California State Polytechnic University, Pomona

Cal Poly Pomona leaders wanted to expose more learners to undergraduate research, understanding that first-generation, Pell-eligible or historically underserved students have lower access to research opportunities, says Winny Dong, faculty director for the office of undergraduate research.

Rather than asking students to squeeze an additional responsibility into their schedules, faculty members brought research to the classroom, embedding experiences into required general education courses.

The initiative makes it so all students are exposed to research and required to participate in some capacity, helping build their skills and pique interest for those who may consider a career in research.

After student editors published a submitted article Monday accusing Israel of genocide, the journal’s Board of Direct

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• Open access
• Published: 30 May 2024

Enhancing AI competence in health management: students’ experiences with ChatGPT as a learning Tool

• Lior Naamati-Schneider 1  

BMC Medical Education volume  24 , Article number:  598 ( 2024 ) Cite this article

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The healthcare industry has had to adapt to significant shifts caused by technological advancements, demographic changes, economic pressures, and political dynamics. These factors are reshaping the complex ecosystem in which healthcare organizations operate and have forced them to modify their operations in response to the rapidly evolving landscape. The increase in automation and the growing importance of digital and virtual environments are the key drivers necessitating this change. In the healthcare sector in particular, processes of change, including the incorporation of artificial intelligent language models like ChatGPT into daily life, necessitate a reevaluation of digital literacy skills.

This study proposes a novel pedagogical framework that integrates problem-based learning with the use of ChatGPT for undergraduate healthcare management students, while qualitatively exploring the students’ experiences with this technology through a thematic analysis of the reflective journals of 65 students.

Through the data analysis, the researcher identified five main categories: (1) Use of Literacy Skills; (2) User Experiences with ChatGPT; (3) ChatGPT Information Credibility; (4) Challenges and Barriers when Working with ChatGPT; (5) Mastering ChatGPT-Prompting Competencies . The findings show that incorporating digital tools, and particularly ChatGPT, in medical education has a positive impact on students’ digital literacy and on AI Literacy skills.

Conclusions

The results underscore the evolving nature of these skills in an AI-integrated educational environment and offer valuable insights into students’ perceptions and experiences. The study contributes to the broader discourse about the need for updated AI literacy skills in medical education from the early stages of education.

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Introduction

In recent years, the healthcare sector has undergone significant shifts in both local and global contexts. These shifts are primarily attributed to demographic, technological, economic, and political factors. These changes have had a profound impact on the healthcare ecosystem, requiring organizations to adapt their operations and strategies to this evolving landscape [ 1 , 2 ]. In response, healthcare organizations have had to modify their behavior to adapt to this ever-changing reality [ 3 ]. Among the factors that have most significantly affected the healthcare system are technological advancements, automation, and the rise of digital and virtual environments. The impact of these factors gained momentum in December 2019, primarily due to the COVID-19 pandemic. Technological advances, particularly the rise of artificial intelligence (AI) and digital tools, have been central to this transformation, with the COVID-19 pandemic accelerating the need for healthcare systems to adapt and innovate [ 3 , 4 , 5 , 6 , 7 , 8 ]. The integration of AI in healthcare, including the deployment of chatbots like ChatGPT that utilize the Generative Pre-trained Transformer (GPT)—a type of large language model (LLM)—underscores a shift toward digital and AI literacy in medical education and practice. [ 9 , 10 ].

The adoption of AI in healthcare, highlighted by the use of systems like ChatGPT, marks a pivotal shift towards greater digital and AI literacy in medical education and practice [ 9 , 10 , 11 , 12 ]. This reflects the healthcare sector’s broader move towards technological innovation, aiming to enhance patient care and revolutionize healthcare professional training. Incorporating AI, such as ChatGPT, into educational frameworks prepares students for the complexities of modern healthcare, demonstrating AI’s potential to transform both healthcare delivery and professional skill development [ 11 , 12 ].

In the rapidly evolving landscape of AI, where technological developments are occurring at an accelerated pace, there is a significant need for comprehensive research to navigate this ever-changing landscape. In particular, research into the impact of AI on healthcare is still limited, highlighting the urgent need for more focused studies on the implications for medical education and the effective training of healthcare professionals in the use of AI technologies [ 13 , 14 ]. The emergence of LLMs, such as GPT, and their applications in educational frameworks, including chatbots like ChatGPT, has increased the urgency of reassessing the skills required, with a particular focus on digital literacy. This reassessment is essential to determine the continued relevance of these skills or whether a fundamental refocusing is required. Such a re-examination is essential to ensure that the healthcare workforce is adequately prepared for the challenges and opportunities presented by the integration of AI into healthcare practice [ 11 ].

Studies [ 15 , 16 , 17 , 18 ] have identified a significant gap in understanding how digital literacy skills—such as accessing, analyzing, evaluating, and creating digital content—play a role in effectively leveraging LLMs like GPT and their applications, including chatbots such as ChatGPT, within educational frameworks. Furthermore, the successful integration of ChatGPT into educational settings may potentially lessen the reliance on traditional digital literacy skills, prompting a reevaluation of their ongoing relevance [ 19 , 20 ]. This gap underscores the need for more research into the critical role that digital literacy skills hold in the efficient use of technologies like ChatGPT for educational aims, as highlighted by recent literature [ 15 , 17 , 18 ]. ChatGPT’s access to accurate medical information could reduce the need for individual data analysis skills [ 21 , 22 ]. Yet, concerns persist among researchers that its content generation might hinder critical thinking development, including source evaluation and idea generation [ 23 , 24 ].

This qualitative study introduces a pedagogical framework that synergizes problem-based learning with the application of ChatGPT among undergraduate healthcare management students. It aims to qualitatively examine their interactions with this technology, focusing on the transition from traditional digital literacy towards a more advanced AI literacy. This evolution in educational focus is poised to revolutionize the requisite competencies for navigating the dynamic healthcare sector of today.

The rationale behind focusing on ChatGPT stems from its notable accessibility, user-friendly design, and versatility as a comprehensive tool in healthcare settings. Its capability to simulate human-like dialogues positions it as a prime resource for educational initiatives, thereby enriching the pedagogical domain of healthcare management and clinical practices. The unrestricted access to ChatGPT, along with its wide-ranging utility in executing diverse healthcare operations, underscores its capacity to significantly contribute to and spearhead innovation within healthcare education and practices. The selection of ChatGPT, attributed to its approachability and adaptability, marks a strategic endeavor to investigate the impact of artificial intelligence amidst the shifting paradigms of healthcare requirements. Yet, despite the widespread integration of ChatGPT in healthcare, research into the long-term effects and the necessary adaptation of skills and methods remains lacking. [ 11 , 12 ].

Literature review

Ai tools in medical settings.

AI involves creating systems that mimic human cognitive functions such as perception, speech recognition, and decision-making through machine learning. It excels in analyzing data, identifying patterns, and making predictions, offering improvements over traditional data processing. AI’s applications span multiple sectors, including healthcare, at various levels from individual to global [ 25 , 26 ]. The integration of AI into healthcare enhances diagnostic, treatment, and patient care, offering advanced decision-making and predictions [ 9 , 10 , 25 , 27 ].AI technologies enhance clinical decision-making, diagnosis, and treatment by analyzing patient data through machine learning for informed decisions, offering 24/7 support via AI chatbots, and enabling remote monitoring with AI-powered devices like wearable sensors [ 9 , 28 ].

AI facilitates remote patient monitoring, minimizing in-person healthcare visits [ 29 ]. It improves service personalization, with AI assistants managing appointments and reminders, and chatbots streamlining insurance claims, easing provider workloads [ 9 ]. AI automates routine administrative tasks, freeing providers to concentrate on patient care. It streamlines operations, cuts bureaucracy, and analyzes data to improve healthcare management and predict service demand, allowing for better resource allocation. AI’s analysis of patient feedback further aids in enhancing service delivery [ 10 ]. AI integration can transform patient-caregiver dynamics, enhancing diagnosis, treatment, and self-management of health conditions [ 30 ]. While AI integration in healthcare promises significant advancements, it presents challenges, including data management issues and the need for specialized skills.

Sallam [ 14 ] highlights ChatGPT’s potential advantages in healthcare, including enhancing clinical workflows, diagnostics, and personalized medicine. However, challenges such as ethical dilemmas, interpretability issues, and content accuracy must be tackled. In healthcare education, although ChatGPT holds promise for customized learning and creating lifelike clinical scenarios, concerns about bias, plagiarism, and content quality persist. Addressing these concerns necessitates preparing healthcare professionals and students through education and training to navigate the complexities of AI. Additionally, extensive research in these domains is essential [ 6 , 9 , 14 , 31 , 32 ].

Teaching with AI and about AI: advancing education in the digital age

To be able to utilize AI tools effectively and integrate them seamlessly into their everyday work, healthcare professionals need early exposure to AI tools in their education to boost their proficiency and confidence, understanding both their potential and limitations [ 9 , 32 , 33 ]. York et al. [ 32 ] explored medical professionals’ attitudes towards AI in radiology, revealing a positive outlook on AI’s healthcare benefits but also highlighting a notable gap in AI knowledge. This emphasizes the need for enhanced AI training in medical education.

According to Sallam [ 14 ], ChatGPT and other models based on lLLMs have significantly improved healthcare education. They customize responses to student inquiries, curate relevant educational material, and tailor content to individual learning styles. For instance, ChatGPT generates personalized quiz questions, suggests resources to fill knowledge gaps, and adjusts explanations to suit diverse learning preferences. Moreover, it simplifies complex medical concepts, employs analogies and examples for clarity, and offers supplementary materials to enhance comprehension.

Breeding et al. [ 11 ] argued that in medical education, ChatGPT should be viewed as a supplementary tool rather than a substitute for traditional sources. While it offers clear and organized information, medical students still perceive evidence-based sources as more comprehensive. Eysenbach [ 33 ] engaged in a series of dialogues with ChatGPT to explore its integration into medical education. ChatGPT demonstrated proficiency in various tasks, such as grading essays, providing feedback, creating virtual patient scenarios, enhancing medical textbooks, summarizing research articles, and explaining key findings. Nevertheless, it also demonstrated a tendency to produce erroneous responses and fabricated data, including references. Such inaccuracies have the potential to generate student misconceptions, spread misinformation, and cause a decline in critical thinking skills [ 33 ]. Han et al. [ 34 ] conducted a comprehensive examination of ChatGPT’s effectiveness as a pedagogical tool in medical education, focusing on the chatbot’s interaction with delineated educational objectives and tasks. Their findings suggest that while ChatGPT is capable of providing elementary data and explanations, it is not impervious to constraints and sometimes provides incorrect or partial information. The study stresses active learning and analytical reasoning in medical education, emphasizing the importance of understanding basic sciences and the need for expert oversight to ensure AI-generated information accuracy [ 34 ].

Das et al. [ 35 ] evaluated ChatGPT’s efficacy in medical education, focusing on microbiology questions at different difficulty levels. They found that ChatGPT could answer basic and complex microbiology queries with roughly 80% accuracy, indicating its potential as an automated educational tool in medicine. The study underscores the importance of ongoing improvements in training language models to enhance their effectiveness for academic use [ 35 , 36 ].AI implementation in healthcare must be carefully managed to maximize benefits and minimize risks [ 11 , 12 , 35 , 36 ]. With the rapid development of digital technologies and AI tools, particularly in healthcare, students need appropriate resources to use these technologies effectively [ 37 ]. Digital literacy is essential in the 21st century, including skills for interacting with digital content [ 16 , 18 ]. Hence, medical literacy skills should start early in the education of healthcare students.

Digital literacy and eHealth literacy skills

Digital literacy skills encompass a collection of essential abilities necessary for using digital technologies effectively in accessing and retrieving information [ 38 ]. These skills are often viewed as foundational digital literacies that are critical for full participation in the digital era [ 39 ]. The European Commission emphasizes the importance of digital literacy for employability and citizenship. They advocate for policies and programs to enhance digital skills across all segments of society. The EU aims for 70% of adults to have basic digital skills by 2025, focusing on analytical, evaluative, and critical thinking abilities crucial for assessing digital information’s quality and credibility [ 40 ]. Individuals need these skills to discern biases and misinformation in various media formats [ 16 , 17 , 41 ] and evaluate the credibility of online sources [ 42 ]. Critical thinking is crucial for distinguishing between accurate information and misinformation [ 43 ], while data literacy is essential for interpreting data and detecting misleading statistics [ 44 ]. These competencies are fundamental for navigating today’s complex digital information landscape.

eHealth literacy, which incorporates the digital skills needed to access and utilize medical information from digital platforms [ 45 ], is gaining recognition as an integral component of overall health literacy. Enhanced online medical literacy is vital for healthcare professionals and administrators [ 46 ] to adapt to changing demands and improve care management within evolving healthcare paradigms [ 47 ]. Additionally, acquisition of digital competencies has been identified as a valuable strategy that healthcare providers and managers can use to manage the psychological effects of heightened workloads and uncertainty, such as the fear, stress, and anxiety emerging from the COVID-19 pandemic [ 48 ]. These skills enable individuals to use AI as both an independent tool and a supplementary aid in decision-making. However, addressing challenges like bias and academic integrity is crucial when integrating AI into medical education [ 32 , 33 , 49 ]. Critical thinking skills are essential for analyzing digital information, identifying inconsistencies, and evaluating arguments. In today’s era of misinformation, users must verify the accuracy of online content and distinguish between reliable sources and hoaxes [ 43 ]. Data literacy skills are also crucial for interpreting data accurately, detecting misleading statistics, and making informed decisions based on credible sources in the digital age [ 44 ].

Research on digital literacy emphasizes the importance of analytical and evaluative skills. Morgan et al. [ 17 ] found that higher education students struggle most with evaluating digital content for bias and quality. They excel in social literacy skills like communication. This highlights the need to prioritize adaptability in digital literacy, integrating industry-relevant experiences into education to ensure students can navigate and critically assess digital information for real-world applications.

Indeed, since the introduction of ChatGPT in 2022, it has been beneficial in various educational contexts. Nevertheless, concerns have been raised about potential inaccuracies and misinformation that may affect student learning and critical thinking [ 20 ]. Moreover, the potential redundancy of certain digital skills as a result of ChatGPT’s capabilities has also sparked discussions on changing educational objectives [ 19 , 21 , 22 ]. The development of ChatGPT may replace some digital skills as it takes over tasks previously expected of students. Researchers [ 21 , 22 ] argue that it is constantly improving its ability to access accurate medical information, providing reliable advice and treatment options from reputable sources. This ability may render the need for individuals to be adept at information retrieval and evaluation redundant. In other words, ChatGPT’s growing proficiency in tasks such as translation, text summarization, and sentiment analysis, and its ability to generate content like movies [ 23 ] may potentially lead to the underdevelopment of critical thinking skills, including the ability to evaluate source quality and reliability, formulate informed judgments, and generate creative and original ideas [ 24 ]. Indeed, the integration of AI into the healthcare sector raises critical questions about the nature and scope of the digital skills required in the future [ 19 , 20 ].

As AI advances, essential digital competencies may need reassessment to keep pace with technology. This requires forward-thinking digital literacy initiatives, particularly in healthcare education and practice. Proactively addressing the potential impact of AI on human interactions with digital healthcare technologies is critical. This will ensure that healthcare professionals and students are skilled in current digital practices, and prepared for the evolving role of AI in the sector. Despite the swift integration of AI tools in healthcare, and applications like ChatGPT, research on their long-term impacts, effects on users, and the necessary adaptation of skills and methodologies in the ever-evolving learning environment remains insufficient [ 11 , 12 , 15 , 17 , 18 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 ].

This study aims to address the intersection of AI adoption in healthcare and its implications for medical education, specifically focusing on the skills required by healthcare professionals. With the rapid incorporation of AI, into healthcare settings, there is an urgent need to reassess the digital literacy skills traditionally emphasized in medical education. This reassessment prompts questions about the ongoing relevance of these skills as AI technologies continue to evolve and expand their role in healthcare [ 13 , 15 , 16 , 17 , 18 , 19 , 20 ].

Research questions

Given the context, this study aims to explore the following qualitative research questions:

How does a pedagogical framework integrating problem-based learning with ChatGPT affect healthcare management undergraduates’ digital literacy skills?

What are students’ experiences with the combined use of problem-based learning and ChatGPT in their healthcare management education?

How do students perceive the shift towards AI-relevant skills as a result of engaging with this integrated pedagogical approach?

Methodology

Methodological approach.

The present research adopts the case study methodology, which entails in-depth empirical research of a current phenomenon within its real-world context [ 50 ]. This approach involves collecting data on human activities within a defined time and space setting, thereby facilitating an understanding of the various processes occurring within the research case. In qualitative research, and particularly in case study research, themes are formulated from the participants’ narratives, thus allowing for the development of arguments or generalizations derived deductively from participants’ statements [ 51 ]. By focusing on our research questions and using a methodological framework that emphasizes depth and context, the study aims to shed light on the transformative impact of AI on medical education and the development of the skills required for future healthcare professionals.

The research was conducted and analyzed by the researcher, who has a PhD in Healthcare Management and over 15 years of experience in qualitative analysis. Her expertise ensures a deep understanding of the study’s qualitative data. Throughout the research, she engaged in continuous reflexive practices to evaluate how her subjectivity and context influenced the study. This included reflecting on her assumptions, considering power dynamics with participants, aligning research paradigms and methods, and understanding the research context [ 59 ].

Participants and research population

The study involved 89 third-year undergraduate students enrolled in a Health System Management degree program, specifically participating in a course on Service Quality in the Healthcare System during the 2023 academic year. The researcher, serving as the lecturer for this course, integrated writing reflective journals into the curriculum as part of the learning process. Following the course’s conclusion and after grades were distributed, the researcher asked students, in adherence to ethical guidelines, if they consented to have their reflective journals analyzed for research purposes, as outlined in the data collection section. Only students who completed all components of the intervention plan outlined for the class were considered potential participants in the research population.

From this group, qualitative data was extracted from the reflective journals of 65 students who consented to participate. The demographic breakdown of this participant subset included 80% females, with an average age of 24.26 years (Standard Deviation = 3.80).

Data collection

Throughout the course, participants were required to keep a reflective journal documenting their learning journey, to be submitted at the end of the semester. The aim of writing the journal was to capture their personal perceptions of their learning experience. They were encouraged to articulate various challenges, obstacles, and positive and negative aspects they encountered [ 52 ]. Specifically, they were asked to describe the main challenges they faced and the obstacles they overcame, and to provide an introspective account of their experiences. The practice of writing a personal journal not only served as a tool for reflection but also helped them adopt a comprehensive perspective on their educational process [ 53 ].

The credibility of the reflective journal prompts was assured by grounding their development in an extensive literature review and expert consultations within the field of healthcare education. This process ensured that the prompts accurately reflected the constructs of interest, facilitating consistent and meaningful student reflections. Content validity was emphasized to ensure the journal prompts were aligned with the study’s objectives and relevant to students’ experiences in healthcare management education. Refinement of these prompts to effectively meet research objectives was facilitated through expert input. A detailed coding scheme was developed, featuring definitions and categories reflecting the study’s aims and insights from the journals. The coding was applied to a subset of journals by the researcher to ensure credibility.

The data were collected from the reflective journals in accordance with the intervention plan outlined in the Instructional Method section. The study carefully complied with several ethical guidelines for research with human subjects. The nature and purpose of the research were fully explained to the students, with particular emphasis on the use of reflective journals to evaluate the intervention plan. The students gave their informed consent and signed consent forms. To ensure confidentiality, participants were informed that all names would be replaced by pseudonyms and all identifying details would be removed from the final research report. They were also explicitly told that the journal entries would be processed anonymously. The research was approved by the college’s Ethics Committee.

Instructional method procedure (intervention plan)

The focus of this study is a required course titled Introducing Quality into the Health System, which had formerly been taught using traditional frontal teaching methods. The study examines the transformation of this course into a course taught using ChatGPT-mediated online guided learning. This innovative learning approach provides learners a comprehensive experience that entails self-directed learning. The approach emphasizes problem-based learning and focuses on identifying ethical dilemmas and analyzing them within organizational contexts. The intervention plan was strategically organized into five primary stages. Each stage comprised a series of carefully constructed steps that were specifically designed to build upon the knowledge and skills acquired in the previous stages, thus ensuring a coherent and cumulative educational progression. Figure  1 summarizes the instructional method.

Initial Familiarization with ChatGPT

At the beginning of the course, students were introduced to ChatGPT to develop their understanding and proficiency with the tool. This involved providing them detailed instructions on effective usage and encouraging them to engage in interactive dialogues with ChatGPT. The aim was to foster a sense of familiarity and ease, thereby facilitating an informal, hands-on learning experience.

Exploratory Analysis of a Dilemma using ChatGPT

In this exploratory stage, students began to examine the topic of hospital accreditation. Through interactions with ChatGPT, they were introduced to the pros and cons of the accreditation process and to the dilemmas posed by following the accreditation guidelines. The issue of accreditation is central to the discourse on how to improve healthcare quality, but it is also fraught with challenges, such as staff shortages and funding issues. Hospitals have had to make significant changes to meet accreditation standards, leading to debates about possible abolition of the accreditation system. While accreditation is crucial for quality control, its associated costs, particularly those related to inspections and the need for additional staff, pose significant challenges. Without proportional funding, compulsory accreditation has placed financial pressures on hospitals, creating a complex dynamic for both the Ministry of Health and healthcare institutions as they navigate the accreditation process.

To explore the topic of accreditation in depth, students were instructed to develop a series of questions to input to ChatGPT aimed at extracting detailed information about the accreditation dilemma. Students engaged with ChatGPT by posing questions and critically analyzing the answers from three perspectives: organizational, healthcare worker, and patient/customer. They iteratively refined their queries to increase precision until they achieved a comprehensive understanding. Following guidelines, they condensed and reorganized the information into a structured paragraph, incorporating the core dilemmas and arguments from each perspective. To meet objectives, students demonstrated digital media skills, including locating and sharing relevant materials, analyzing ChatGPT responses, verifying sources, and assessing content credibility.

Synthesis and Documentation of Concepts Emerging through ChatGPT Interaction

In the third stage, students were required to submit a comprehensive list detailing new concepts, themes, and sub-themes that emerged from their learning experience with ChatGPT. Their submitted list was not limited to the final results, but also included documentation of all stages of their work, including their initial set of questions, their subsequent refinement of these questions, and the process of their development throughout the learning journey. In addition, they were required to provide a final section summarizing the culmination of their exploration and learning process with ChatGPT. This comprehensive approach was designed to demonstrate the students’ engagement and progression with the tool and to highlight their ability to develop their inquiries and synthesize information effectively.

Analytical Structuring of Learning Outcomes

In the fourth stage, students attempted to refine the learning outcomes they had previously generated. Following the established guidelines, their main objective was to identify and highlight the pros and cons of the various arguments related to the dilemmas they had studied, making sure to consider them from different perspectives. The challenge was to present their arguments in a coherent and logical order, for example by comparing budgetary considerations with quality considerations. They were also expected to support each argument with scientific evidence, thereby aligning their analysis with academic accuracy and empirical research. This stage was crucial in developing their ability to critically evaluate and articulate complex issues, particularly in the field of healthcare.

Final project: Integrative Analysis and multidimensional presentation

In the final stage, students developed and presented a final project, building upon their prior work to explore a comprehensive research question or delve into a specific aspect of their study. This included presenting organizational and managerial viewpoints. The choice of format and tools for their project and presentation—ranging from e-posters and slides to video clips, using familiar technologies like PowerPoint and ThingLink—was left to the students. This method fostered diversity and empowered students by allowing them to select their preferred presentation technique. Moreover, the project featured a peer review phase where students critiqued each other’s work through insightful questions and suggestions, enhancing the discussion. This interactive element aimed to bolster critical thinking and collaborative learning.

Summary of instructional method

Reflective Journaling: documenting the Learning Journey

Throughout the semester, students kept a reflective journal, which they submitted at the end of the course. The primary aim of this journal was to document their personal learning experiences. The journal provided a window on their challenges, difficulties and successes they encountered, all viewed through the lens of their own perceptions and experiences.

Data analysis

The present research employed a deductive-inductive method for categorical analysis of the dataset. Integration of these deductive and inductive approaches was essential to facilitate investigation of predefined categories that are grounded in extant literature and theoretical frameworks, as well as to permit the discovery of novel categories that surfaced during the analysis process [ 51 ]. Initially, the deductive stage was conducted, focusing on predefined categories derived from existing literature and theoretical frameworks. Following this, the inductive stage allowed for the identification and development of novel categories based on the data analysis. The inclusion of episodes, thoughts, and feelings expressed by the students in this study serves to reinforce the reliability of the identified themes. The analysis of the reflective journals began with in-depth reading to identify initial themes from students’ narratives. Inductive coding facilitated the identification and development of themes by the researcher, rather than merely allowing them to ‘emerge.’ This active interpretation and organization of the data by the researcher led to a compilation of key insights. After ensuring the reliability and validity of these findings through careful review, the researcher then organized the codes into themes and sub-themes, ensuring they accurately reflected the data and provided a clear narrative of the students’ experiences.

The findings

The researcher’s analysis of the reflective journals actively uncovered five main categories: (1) Use of Literacy Skills; (2) User Experiences with ChatGPT; (3) ChatGPT Information Credibility; (4) Challenges and Barriers when Working with ChatGPT; (5) Mastering ChatGPT Prompting Competencies. Table  1 summarizes the identified categories and subcategories. To further clarify each category, the table includes representative quotations from the data for illustrative purposes. Throughout the manuscript, pseudonyms have been used with quotations. This approach ensures confidentiality and anonymity for all participants.

Use of literacy skills

The category comprising the use of literacy skills, the code refers to instances where participants relate literacy skills such as reading comprehension, searching evaluation of Information, etc., in their interactions with ChatGPT.

It includes three subcategories: Search Strategies and Access to Data in ChatGPT Use; Data Analysis Enhancement with ChatGPT ; and Evaluation of Information in ChatGPT Interactions Search Strategies and Access to Data in ChatGPT Use.

In the reflective journals, the students consistently expressed their high regard for the efficiency and ease of searching for and accessing information through ChatGPT. The chat interface significantly improved the process of retrieving information by removing the necessity to navigate through multiple websites or sources, thereby making the material more accessible. Furthermore, the interface’s user-friendly and accessible content format played a crucial role in significantly enhancing students’ understanding of the material. Shir wrote: The chat was super easy and helpful in making the dilemma clearer for me. It put all the info I needed in one spot, and everything was explained in a way that was simple to understand.

The analysis of the student journals underscored the remarkable proficiency of ChatGPT in rapidly and effortlessly providing information for various tasks. This technology alleviated the necessity for students to delve into multiple sources, offering a direct approach for understanding concepts, interpreting implications, and compiling data for complex issues. ChatGPT’s swift and handy information retrieval supported autonomous learning on the topic. As an accessible and user-friendly tool, it saved considerable time. Moreover, its accessibility and constant availability helped in tailoring learning experiences to fit the learner’s schedule, independent of external factors or intermediaries. ChatGPT’s use of simple, everyday language, coupled with its capacity to deconstruct and elucidate complex concepts, rendered it exceedingly approachable and beneficial for information searches and for enhancing the accessibility of educational content. Lihi also acknowledged the efficacy of ChatGPT in facilitating the rapid acquisition and expansion of her conceptual knowledge. She underscored that the ChatGPT tool obviated the need to consult multiple databases and websites for extracting conceptual information: ChatGPT is really fast and easy to use when you need info on lots of different things. It’s great for finding technical stuff, explaining problems, understanding things better, and getting new ideas on the spot. You don’t even have to go looking for more sources – it’s all right there.

Data synthesis and analysis enhancement with ChatGPT

Analysis of the reflective journals indicates that students found the synthesis, editing, and analysis of content facilitated by ChatGPT to be extremely beneficial. The tool significantly reduced the technical complexity of gathering and synthesizing information from different sources, tasks that had previously been their responsibility. As a result, they were spared the need for synthesizing, editing, and analyzing the raw data, with ChatGPT efficiently performing these functions on their behalf. Meir wrote: ChatGPT really helped us out. It gave us a full picture of the whole process, including the good and bad parts, and how to handle them. We didn’t even need to look at any other info sources at that point .

Evaluation of information in ChatGPT Interaction

The streamlined data collection procedures enabled the students to engage in more advanced learning processes, such as distinguishing between facts and assumptions, differentiating critical from non-critical information, and developing arguments as they advanced to more complex stages. The students observed that although ChatGPT presented data objectively, it did not offer explicit arguments, thus requiring them to actively interpret and formulate their own positions regarding the dilemma and identify the foundational principles for their principal arguments. For example, Miri’s reflections highlighted her need to formulate and develop a stance on the dilemma, which compelled her to engage in critical assessment of the situation:

ChatGPT didn’t really point out which arguments were more important or less important. It kind of listed them all the same way, which made me decide for myself what to focus on. I had to pick the arguments I thought were key and then find evidence to back them up.

Furthermore, the students were asked to support their arguments with evidence from the academic literature, necessitating a thorough evaluation and critical analysis of the information. This process led them to make informed decisions and formulate solutions. In their reflective journals, students documented a cautious approach, emphasizing the need not to simply accept information as it is presented. Instead, they highlighted the importance of thoroughly evaluating the information’s accuracy. Amir similarly addressed this issue, noting his necessity to independently navigate the “thinking part” and acquire the skills to construct strong arguments or effectively employ academic resources: The chat didn’t really help me figure out what’s important and what’s not when I write. It also didn’t teach me how to make strong arguments or how to use academic stuff to back up my points.

User experiences with ChatGPT

This category refers to the qualitative data related to participants’ overall experiences, perceptions, and attitudes towards interacting with ChatGPT. The theme of user experiences is divided into three sub-themes: Time Efficiency using ChatGPT; Accessibility and Availability of ChatGPT; and User-Friendly Dynamics . Overall, analysis of the students’ reflective journals reveals broad agreement about ChatGPT’s user-friendliness and ease of use. Many students noted the chatbot’s intuitive interface and straightforward functionality, which made it accessible to those who may not be tech-savvy. This consensus highlights the effectiveness of ChatGPT as a tool that simplifies information acquisition and supports learning without the typical complexities associated with advanced technological tools.

Time efficiency using ChatGPT

In this sub-category, analysis of the student journals revealed the major time-saving benefits of using ChatGPT for various tasks. ChatGPT successfully eliminated the need for students to sift through numerous sources of information. By providing a straightforward way to understand a concept, grasp its implications, and gather information on complex dilemmas, ChatGPT demonstrated its efficiency in saving students’ time. Riad mentioned the significant time efficiency gained from using the tool, highlighting how it saved him considerable time: You can find out a lot about all sorts of things really quickly. The chat gives you detailed breakdowns and explanations, sorting everything into different arguments and topics; it saves you a lot of time.

Ali also referred to this point: I was not very familiar with the details of accreditation, including its benefits and challenges, but within minutes I was able to grasp its essence and understand the importance of the whole process.

The time efficiency extended not only to data retrieval and collection but also encompassed information synthesis, significantly reducing the amount of time usually required for comprehensive and coherent processing and reformulating of acquired data. Mai observed that the time saved was also because she didn’t need to search for data across multiple sources and combine it together:

The amount of time I save is insane. If I had to search for this stuff on the internet instead of using the chat, it would take me way longer to find an answer. And even after finding it, I’d have to summarize what I found and then rephrase it in my own words, which takes so much time.

Accessibility and availability of ChatGPT

A majority of the students noted that the tool’s immediate accessibility and availability significantly facilitated the personalization of learning approaches. This customization seamlessly interfaced with the unique scheduling needs of each learner, offering flexibility that in traditional learning settings is typically constrained by external factors or intermediaries. Hana highlighted ChatGPT’s anytime, anywhere accessibility through a simple interface, enabling quick and comprehensive responses without the wait for expert assistance: ChatGPT is available to use anytime, anywhere using a simple and convenient interface. This would allow you to get a quick and comprehensive response at any time of the day, without having to wait around for people or experts to help you out.

Lina similarly noted: It’s pretty great how available it is (as long as it’s not too busy…). Any question I have, I get an answer. It saved me a lot of Google searches and reading articles and stuff. I get a quick and clear answer to everything I ask and it’s all super fast.

ChatGPT Information credibility

This category involves instances where participants discuss the credibility, reliability, and trustworthiness of the information provided by ChatGPT. Analysis of the reflective journals showed that interaction with ChatGPT facilitated students’ ability to acquire fundamental knowledge, which could then be expanded upon through subsequent inquiries and verification. Nevertheless, as students proceeded in their tasks, particularly those that required articulating arguments and substantiating their stances on complex dilemmas, they acknowledged the limitations of relying solely on ChatGPT. These limitations focused primarily on concerns about the tool’s credibility in providing sufficiently authoritative information. In this regard, Ofri appreciated ChatGPT’s quick access to information but expressed concerns over its credibility and occasional inaccuracies, leading to unexpected disappointment:

I have found that ChatGPT has a lot of good points. It can quickly give you a lot of information on so many topics and you can really use that information. But I have also learned that this tool has its drawbacks. It is not always right, and it certainly doesn’t always give you things that are based on solid academic facts. Sometimes ChatGPT just makes things up. To be honest, realizing this was a bit of a shock to me.

Students also noted that they were often faced with an overwhelming amount of information, some of which was irrelevant or incorrect, requiring them to evaluate the information and determine its quality. Dalia noted that while ChatGPT provided extensive information initially, aiding in learning about the topic, it also required discernment to distinguish between accurate and less relevant information: In the first stage, the chat gave us a lot of information, which was great because it helped us learn more about the topic. But at the same time, we had to decide which information was really important and accurate and which wasn’t.

Students’ understanding of the limitations of relying solely on the information provided to justify arguments and articulate positions in dilemmas motivated them to examine and assess its reliability. They did so by asking specific questions and consulting established academic references. From the students’ point of view, this careful research and critical evaluation process not only provided them with the opportunity to refine their powers of critical thinking and analysis, it also equipped them with the capacity to critically evaluate the credibility of the information presented. Lina wrote:

I attempted to back up the info I found with academic sources, but then I figured out that the chat isn’t always reliable…. I went through each article that I got results from…to check where is it from, and whether the author actually existed or was just made up… After that, I did another check with other databases. This whole process made me super cautious and thorough in checking everything.

The students expressed unanimous agreement that the need to assess the information provided by the chat forced them to be critical and use evaluation skills. Not only was this a skill they needed to be able to put to good use. It also constituted a challenge in using ChatGPT, as Limor stated that, contrary to reducing critical thinking, proper use of ChatGPT can enhance it by prompting users to reconsider and verify information, despite the challenge:

It might seem that using ChatGPT would make you think less because, well, it’s like chatting to a robot. But actually, if you use it properly and really get into it, it adds a lot to your knowledge and makes you think more broadly and deeper. This is because it makes you think about things over and over again, and double-check the information… it wasn’t easy.

Challenges and barriers in Working with ChatGPT

This category encompasses the various obstacles, difficulties, and limitations encountered by participants while using ChatGPT, including technical issues, comprehension challenges, and frustration. The analysis suggests that despite the students’ widespread agreement on the advantages of using ChatGPT, such as its ease of use, constant availability, and user-friendliness, its accompanying challenges should also be considered. Among these challenges are hesitation in adopting new, cutting-edge technology, difficulties in learning how to use the tool, and language barriers. The language issue was particularly significant, as ChatGPT operates mainly in English, which is not the first language of many of the students. Shir faced difficulties with English translation but viewed it as an opportunity to improve language skills, eventually becoming more comfortable with the chat and reducing reliance on outside translation help:

One big problem I had was writing in English and then translating it to express what I wanted to say. But I decided to take it on as a challenge and use it as a chance to improve my reading and writing in English. Since we didn’t have to use English much, at first it felt like it took forever to understand or read stuff. But gradually, we got the hang of the chat and didn’t need as much help with translating from outside sources.

Some students noted that they also faced some technical issues, revealing the downside of depending exclusively on online tools for studying. For many students, this was their first time using AI including applications like ChatGPT that are built on large language models. As they continued to use it, however, they became more accustomed to it. Ali found initially accessing the GPT chat difficult and, despite its ease of use, experienced issues with site access due to high traffic and occasional freezing, hindering continuous use:

When I first tried the GPT chat for my task, it was a bit tough to get onto the site. But after a while, I noticed that even though the chat is easy to use, it’s got its problems. Sometimes, you can’t even get into the chat because too many people are trying to use it at the same time, and other times, it just freezes up, and you can’t keep using it.

Mastering ChatGPT-Prompting competency

This category involves instances where participants demonstrate proficiency in formulating effective prompts and questions to elicit accurate and relevant responses from ChatGPT. Analysis of the reflective journals revealed that this theme posed a notable challenge for the students, primarily due to their unfamiliarity with the tool. Indeed, they needed to learn how to use the chat effectively to elicit the correct responses and achieve their desired outcomes. Additionally, they encountered challenges in ensuring accuracy and setting the right parameters to establish a reliable and precise database. Despite these obstacles, the students recognized that their efforts to achieve accuracy and their practice of asking repetitive questions were instrumental in developing higher-order thinking skills and being able to organize and manage the required information proficiently. Liya related to this challenge by noted that dealing with inaccurate responses from the model involves clarifying questions with more details, considering alternative answers, and emphasizing the importance of verifying the information received:

Sometimes the model may give you wrong information or answers… to cope with getting answers that are not accurate, you should make your question clearer and add more details. Also think about using different choices of answers. And it is really important to always check the answers you’re getting.

Analysis of the reflective journals showed that systematic demonstration of these activities, along with comprehensive detailing of early learning stages and the cumulative nature of the tasks, provided students the chance to assess and revisit each step retrospectively. This reflective review allowed them to seek explanations for any aspects that were unclear, ask more questions and craft more targeted prompts, and gain a deeper understanding of the entire process. Rim, for example, explained: The chat lets us get information in a series, like being able to ask another question to get a better understanding or clear up something from the first questions we asked. This helped us keep track of everything by linking all our questions together.

Nir noted that the need to aim for accuracy by repeatedly refining the questions really helped in dealing with the assigned tasks effectively:

From my experience with ChatGPT, I have learned that if you want good answers, you have to be really clear about what you are asking. You need to know what you want to achieve with the chat. It is best to give specific instructions to obtain the exact info you need. Also, you should think carefully about the answers you get, making sure the facts are right, and using your own thinking to make wise decisions.

This qualitative study examined the process of introducing and using a pedagogical framework that integrates problem-based learning with the use of ChatGPT among undergraduate healthcare management students. The study also provided a qualitative exploration of their experiences using this technology and assessed how the use of ChatGPT can shift the focus from traditional digital literacy skills to advanced AI literacy skills. It demonstrated how the use of the ChatGPT platform can be managed to encourage the development of critical thinking and evaluation skills through active student engagement. These skills are considered critical for learning and working with AI platforms.

The analysis of students’ reflective journals indicated a perception of the platform as user-friendly. Minichiello et al. [ 54 ] expand the definition of “user experience” beyond mere interaction with user interfaces to include design, information presentation, technological features, and factors related to emotion, personal connection, and experience. Students described their experience with the platform positively, citing it as an incentive for ongoing engagement.

The analysis also showed that the platform’s efficiency was significantly influenced by its high availability and accessibility, which were key factors in its attractiveness to users. This attractiveness was further enhanced by its ease of use. A critical aspect of the platform’s effectiveness was its efficiency in providing key materials in a timely manner, drastically reducing the time required to retrieve information. Users particularly appreciated this aspect of the platform as it streamlined their access to information and significantly improved their learning efficiency. The platform’s ability to deliver relevant information quickly and efficiently was instrumental in its positive reception. In an academic environment where efficient time management and quick access to educational materials are essential, the platform’s ability to meet these needs effectively constituted a notable advantage.

However, students noted initial difficulties and obstacles in utilizing ChatGPT, primarily related to data credibility. These challenges, highlighted in the qualitative data, necessitated the application of critical thinking and conducting various checks to verify the information received. This concern over the credibility of information from AI tools aligns with observations by Mohamad-Hani et al. [ 55 ], who reported similar credibility issues with ChatGPT data among healthcare professionals.

Another significant challenge for the students focused on how to retrieve relevant and accurate information. To this end, they had to refine their question formulation to extract the most relevant and accurate data from the tool. Such challenges have increasingly become a focus of academic attention due to the emerging recognition of the importance of developing prompting skills for effective interaction with platforms such as ChatGPT and other AI tools [ 19 , 20 ].

In terms of digital literacy skills, the findings of this study suggest that basic literacy skills such as locating, retrieving, synthesizing, and summarizing information may become less important as AI systems improve. Yet students still must be trained to evaluate and think critically about AI tools and what they can accomplish, especially since AI technologies like ChatGPT are not always completely trustworthy. Therefore, students need to learn how to evaluate the information these tools provide. These findings also offer some support for the notion that while digital literacy is undeniably recognized as crucial for the 21st century, especially in the healthcare arena [ 36 , 45 ], the definition of digital literacy is changing as technological tools develop. For decades, education focused on developing basic skills. Over time, however, there was a shift toward the cultivation of more complex skills involving information evaluation, synthesis, and assessment [ 56 , 57 ]. Yet as AI continues to penetrate everyday life, there has been a noticeable evolution in the forms of literacy required.

This evolution marks a transition from traditional data digital literacy, which emphasizes a basic understanding and processing of information, to AI digital literacy, which goes beyond mere data consumption to include using digital tools skillfully, understanding the nature of digital content, and effectively navigating the complex digital landscape. This shift reflects the changing demands of a technology-driven society, in which digital literacy is becoming increasingly essential for both personal and professional development [ 58 ]. As AI becomes integrated into different dimensions of work and daily life, especially in the healthcare industry, AI digital literacy will continue to evolve to meet the new demands. This will require a different set of skills, including prompting skills that allow users to better interact with AI tools [ 19 , 20 ].

These results highlight the importance of rethinking the educational use of AI tools such as ChatGPT, potentially leading to changes in future learning curricula. Without the ability to use digital tools, students are liable to fall behind when it comes to adapting to new technologies, thus limiting their ability to learn key skills. Therefore, AI tools must be taught and used in a way that supports students’ holistic learning. These findings align with those of other researchers who focus on the use of the AI platform in education [ 40 , 42 , 43 ]. Such an approach will ensure that students are prepared for the evolving challenges and opportunities of our increasingly digital world. This is especially important in the medical education field, as AI is increasingly being used in different ways to improve the accuracy of disease diagnosis, treatment strategies, and prediction of patient outcomes [ 9 , 10 , 25 , 27 ].

Given that AI technology is still developing and is anticipated to advance and become more widely used [ 21 , 22 ], the need to adapt and acquire new literacy skills is growing. As AI evolves, reliance on traditional basic skills may decline over time, underscoring the importance of learning how to effectively utilize and interact with emerging technologies. Learning to engage with AI tools such as ChatGPT from an early stage in their education can greatly enhance students’ learning experiences. This early exposure will not only provide them with a deeper understanding of these tools. It will also boost their motivation to learn how to use them more effectively, thus highlighting the importance of training students to handle such technologies proficiently. Equally important is the need to guide students through these learning processes to ensure they acquire the necessary skills and knowledge to navigate and utilize AI tools successfully in their educational journey [ 11 ].

Limitations and future research directions

This study utilized a pedagogical framework that integrates problem-based learning with the use of ChatGPT. While the researcher focused on the pedagogical aspect, future research is warranted to compare this digitally supported activity to a non-digital equivalent and examine the impact on students’ literacy and skills. Such a comparison would make it possible to assess what the digital instrument contributes to skill development and to identify any challenges encountered.

The use of this tool across different teaching methods could also be explored to determine whether it is particularly effective for certain types of tasks or requirements. The current study focused on health management. Implementation of this teaching approach in other academic areas should be examined to assess its effectiveness in acquiring competencies in different arenas. The findings of this study highlight the need for further research into the use of AI in learning environments that focus on goal-oriented pedagogy. Such research can help in developing educational strategies that promote the skills essential for lifelong learning.

Conclusions and recommendations

In conclusion, revisiting the research questions in the context of our findings highlights the transformative potential of integrating ChatGPT with problem-based learning in healthcare management education. This study underscores how such integration not only shifts the focus from traditional digital literacy to advanced AI literacy skills but also enhances critical thinking and evaluation capabilities among students. These competencies are indispensable as AI continues to reshape the landscape of healthcare and medical education. AI is emerging as a transformative force that will fundamentally change the global landscape. Although we are still in the early stages of integrating and understanding AI capabilities, its potential to shape our future is clear. Adapting to this digital transformation, especially in healthcare, is crucial [ 4 , 6 ].

Integrating AI into healthcare systems poses significant challenges and raises many unanswered questions [ 9 , 10 ]. These issues require careful consideration and strategic planning to maximize benefits while addressing implementation complexities. The extent and impact of these transformations on the health system and its workforce remain uncertain. However, it is crucial to prepare for these changes at both individual and organizational levels. Educational institutions must update their teaching methods to meet digital demands, recognizing the critical role of educators in developing effective support strategies.

To enable healthcare professionals to integrate AI tools effectively, these tools should be introduced early in education, such as during undergraduate studies or initial professional training [ 9 , 32 , 33 ]. Hands-on experience allows learners to build confidence and understand the tools’ limitations. Additionally, AI tools and especially LLMs such as GPT and their applications, including platforms like ChatGPT, can serve as user-friendly and efficient learning aids, as demonstrated in this research. In addition, researchers should strive to develop innovative pedagogical methods for integrating these tools into different curricula, as exemplified here by the effective use of dilemma-based learning enhanced by ChatGPT. These studies should focus on determining which skills will become redundant and on highlighting essential competencies needed for AI literacy, including prompting, evaluation skills, and critical thinking, all of which are essential for effectively integrating AI and LLMs into medical education and daily practice. Participants in such studies have noted that the acquisition of such skills, particularly in the area of effective prompting, significantly improves the quality of AI responses. Similar to learning a new language, learning to use AI requires precise phrasing and an in-depth understanding of context. Not only will AI skills improve student engagement and comprehension, they will also encourage critical thinking, leading to better educational outcomes. Students who formulate well-structured search queries obtain more accurate responses from AI, which are critical to improving healthcare and learning outcomes.

It is therefore imperative that academia and higher education institutions, including medical education institutions, adopt methods for effectively guiding and training students in using AI. This approach is essential to address the evolving global educational landscape and to embrace the shift in roles. Educators should move from being primarily providers of knowledge to being facilitators of cultural understanding and skill development. Such a shift is essential to promote the transformative evolution of the role of educators in the modern educational context.

Availability of data and materials

Data are available upon request from the Corresponding author.

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Naamati-Schneider, L. Enhancing AI competence in health management: students’ experiences with ChatGPT as a learning Tool. BMC Med Educ 24 , 598 (2024). https://doi.org/10.1186/s12909-024-05595-9

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DOI : https://doi.org/10.1186/s12909-024-05595-9

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Positive thinking: Stop negative self-talk to reduce stress

Positive thinking helps with stress management and can even improve your health. Practice overcoming negative self-talk with examples provided.

Is your glass half-empty or half-full? How you answer this age-old question about positive thinking may reflect your outlook on life, your attitude toward yourself, and whether you're optimistic or pessimistic — and it may even affect your health.

Indeed, some studies show that personality traits such as optimism and pessimism can affect many areas of your health and well-being. The positive thinking that usually comes with optimism is a key part of effective stress management. And effective stress management is associated with many health benefits. If you tend to be pessimistic, don't despair — you can learn positive thinking skills.

Understanding positive thinking and self-talk

Positive thinking doesn't mean that you ignore life's less pleasant situations. Positive thinking just means that you approach unpleasantness in a more positive and productive way. You think the best is going to happen, not the worst.

Positive thinking often starts with self-talk. Self-talk is the endless stream of unspoken thoughts that run through your head. These automatic thoughts can be positive or negative. Some of your self-talk comes from logic and reason. Other self-talk may arise from misconceptions that you create because of lack of information or expectations due to preconceived ideas of what may happen.

If the thoughts that run through your head are mostly negative, your outlook on life is more likely pessimistic. If your thoughts are mostly positive, you're likely an optimist — someone who practices positive thinking.

The health benefits of positive thinking

Researchers continue to explore the effects of positive thinking and optimism on health. Health benefits that positive thinking may provide include:

• Increased life span
• Lower rates of depression
• Lower levels of distress and pain
• Greater resistance to illnesses
• Better psychological and physical well-being
• Better cardiovascular health and reduced risk of death from cardiovascular disease and stroke
• Reduced risk of death from cancer
• Reduced risk of death from respiratory conditions
• Reduced risk of death from infections
• Better coping skills during hardships and times of stress

It's unclear why people who engage in positive thinking experience these health benefits. One theory is that having a positive outlook enables you to cope better with stressful situations, which reduces the harmful health effects of stress on your body.

It's also thought that positive and optimistic people tend to live healthier lifestyles — they get more physical activity, follow a healthier diet, and don't smoke or drink alcohol in excess.

Identifying negative thinking

Not sure if your self-talk is positive or negative? Some common forms of negative self-talk include:

• Filtering. You magnify the negative aspects of a situation and filter out all the positive ones. For example, you had a great day at work. You completed your tasks ahead of time and were complimented for doing a speedy and thorough job. That evening, you focus only on your plan to do even more tasks and forget about the compliments you received.
• Personalizing. When something bad occurs, you automatically blame yourself. For example, you hear that an evening out with friends is canceled, and you assume that the change in plans is because no one wanted to be around you.
• Catastrophizing. You automatically anticipate the worst without facts that the worse will happen. The drive-through coffee shop gets your order wrong, and then you think that the rest of your day will be a disaster.
• Blaming. You try to say someone else is responsible for what happened to you instead of yourself. You avoid being responsible for your thoughts and feelings.
• Saying you "should" do something. You think of all the things you think you should do and blame yourself for not doing them.
• Magnifying. You make a big deal out of minor problems.
• Perfectionism. Keeping impossible standards and trying to be more perfect sets yourself up for failure.
• Polarizing. You see things only as either good or bad. There is no middle ground.

Focusing on positive thinking

You can learn to turn negative thinking into positive thinking. The process is simple, but it does take time and practice — you're creating a new habit, after all. Following are some ways to think and behave in a more positive and optimistic way:

• Identify areas to change. If you want to become more optimistic and engage in more positive thinking, first identify areas of your life that you usually think negatively about, whether it's work, your daily commute, life changes or a relationship. You can start small by focusing on one area to approach in a more positive way. Think of a positive thought to manage your stress instead of a negative one.
• Check yourself. Periodically during the day, stop and evaluate what you're thinking. If you find that your thoughts are mainly negative, try to find a way to put a positive spin on them.
• Be open to humor. Give yourself permission to smile or laugh, especially during difficult times. Seek humor in everyday happenings. When you can laugh at life, you feel less stressed.
• Follow a healthy lifestyle. Aim to exercise for about 30 minutes on most days of the week. You can also break it up into 5- or 10-minute chunks of time during the day. Exercise can positively affect mood and reduce stress. Follow a healthy diet to fuel your mind and body. Get enough sleep. And learn techniques to manage stress.
• Surround yourself with positive people. Make sure those in your life are positive, supportive people you can depend on to give helpful advice and feedback. Negative people may increase your stress level and make you doubt your ability to manage stress in healthy ways.
• Practice positive self-talk. Start by following one simple rule: Don't say anything to yourself that you wouldn't say to anyone else. Be gentle and encouraging with yourself. If a negative thought enters your mind, evaluate it rationally and respond with affirmations of what is good about you. Think about things you're thankful for in your life.

Here are some examples of negative self-talk and how you can apply a positive thinking twist to them:

Practicing positive thinking every day

If you tend to have a negative outlook, don't expect to become an optimist overnight. But with practice, eventually your self-talk will contain less self-criticism and more self-acceptance. You may also become less critical of the world around you.

When your state of mind is generally optimistic, you're better able to handle everyday stress in a more constructive way. That ability may contribute to the widely observed health benefits of positive thinking.

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• Forte AJ, et al. The impact of optimism on cancer-related and postsurgical cancer pain: A systematic review. Journal of Pain and Symptom Management. 2021; doi:10.1016/j.jpainsymman.2021.09.008.
• Rosenfeld AJ. The neuroscience of happiness and well-being. Child and Adolescent Psychiatric Clinics of North America. 2019;28:137.
• Kim ES, et al. Optimism and cause-specific mortality: A prospective cohort study. American Journal of Epidemiology. 2016; doi:10.1093/aje/kww182.
• Amonoo HL, et al. Is optimism a protective factor for cardiovascular disease? Current Cardiology Reports. 2021; doi:10.1007/s11886-021-01590-4.
• Physical Activity Guidelines for Americans. 2nd ed. U.S. Department of Health and Human Services. https://health.gov/paguidelines/second-edition. Accessed Oct. 20, 2021.
• Seaward BL. Essentials of Managing Stress. 4th ed. Burlington, Mass.: Jones & Bartlett Learning; 2021.
• Seaward BL. Cognitive restructuring: Reframing. Managing Stress: Principles and Strategies for Health and Well-Being. 8th ed. Burlington, Mass.: Jones & Bartlett Learning; 2018.
• Olpin M, et al. Stress Management for Life. 5th ed. Cengage Learning; 2020.
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