Building Future Research Capacity In Student Healthcare Practitioners Through Research-Informed-Teaching

Abstract

The Research-Informed-Teaching (RIT) agenda aims to broaden the scope of learning and teaching within higher education (Jenkins, Healey and Zetter, 2007). This may encompass raising students’ awareness of the research environment and knowledge base relevant to their discipline, developing advanced skills in critical appraisal of published research, engaging active researchers in the delivery of teaching, plus facilitating students’ direct experience of research processes and conduct. It may be anticipated that that RIT is already intrinsic to the nature of professional education in healthcare, where Evidence-Based Practice (EBP) is a now a fundamental requirement of professional regulation (Health and Care Professions’ Council (2014). However frameworks of RIT are not necessarily sufficiently defined to promote the required depth of critical reflection on clinical practice (Dey, Downe, Milston, Roddam and Hart, 2009).