INTRODUCTION: In this study we used a model of adult learning to explore undergraduate students' views on how to improve the teaching of research methods and biostatistics.; METHODS: This was a secondary analysis of survey data of 600 undergraduate students from three medical schools in Uganda. The analysis looked at student's responses to an open ended section of a questionnaire on their views on undergraduate teaching of research methods and biostatistics. Qualitative phenomenological data analysis was done with a bias towards principles of adult learning.; RESULTS: Students appreciated the importance of learning research methods and biostatistics as a way of understanding research problems; appropriately interpreting statistical concepts during their training and post-qualification practice; and translating the knowledge acquired. Stressful teaching environment and inadequate educational resource materials were identified as impediments to effective learning. Suggestions for improved learning included: early and continuous exposure to the course; more active and practical approach to teaching; and a need for mentorship.; CONCLUSION: The current methods of teaching research methods and biostatistics leave most of the students in the dissonance phase of learning resulting in none or poor student engagement that results in a failure to comprehend and/or appreciate the principles governing the use of different research methods.
Munabi, I. G., Buwembo, W., Joseph, R., Peter, K., Bajunirwe, F., & Mwaka, E. S. (2016). Students’ perspectives of undergraduate research methods education at three public medical schools in Uganda. The Pan African Medical Journal, 24, 74. https://doi.org/10.11604/pamj.2016.24.74.9410