12 RMJ VOL. 25 NO. 1 January

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∫∑§—¥¬àÕ
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12th RMJ VOL. 25 NO. 1 January - April 2014
«—µ∂ÿª√– ߧå : ‡æ◊ËÕª√–‡¡‘πº≈°“√®—¥°“√‡√’¬π°“√ Õπ°“√∑”«‘®—¬µ“¡·π«§‘¥ R2R „ππ—°»÷°…“·æ∑¬å™—Èπ§≈‘π‘°
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«“√ “√«‘™“°“√‡¢µ ÒÚ ªï∑’Ë Úı ©∫—∫∑’Ë Ò ‡¥◊Õπ ¡°√“§¡ - ‡¡…“¬π Úıı˜
Innovative approach to research teaching with çR2Ré
concept in medical students
Pairoj Boonluksiri MD,
Hathaitip Thamviriyakul MD,
Prawit Wannaro MD,
Rattana Jiratikanwisai MD,
Arunee Tipwong MD
Hatyai Medical Education Center, Hatyai Hospital, Songkhla 90110, Thailand
Abstract
Background : çR2Ré is abbreviated from çroutine to researché and refers to the process of acquiring
knowledge by means of a system of operations. The output of R2R does not only aim for simply research
but brings research results back to improve routine work and personnelûs competence in order to
create and encourage learning community in organization; as a result, this can help driving the value of
routine personnelûs practice. The R2R is considered as the empowering tool for human resource and
organizational development. Nowadays, the Ministry of Public Health of Thailand has been using R2R
model to promote R2R activities throughout Thailand.
12th RMJ VOL. 25 NO. 1 January - April 2014
Objective : To demonstrate and evaluate the revolutionized learning process of research teaching using
R2R concept as a learning tool.
Methodology : R2R has been implementing into 5-week course syllabus of health promotion discipline
at Hatyai Medical Education Center since 2011. There were 30-34 4thyear medical students each year,
of which were divided into 4 small groups for 4 research projects. Four important elements of R2R project
were (1) formulation of problems or research questions must come from routine jobs or student daily life
(2) personals have to work in their research projects as a team (3) research results should be measured
as practical outcomes (4) the results are generalizable and can be applied to solve the problems.
Learning experiences included lectures and workshop such as introduction to R2R concept, basic
research process such as finding problem and generating research question, basic study designs,
questionnaire/ case record form. R2R project assignment was presented at the end of block. Each group
has 1 staff acting as facilitator. Student satisfaction was assessed.
Results : The projects were developed from problems of learning & ward clerkship, health promotion
related studentûs routine activity such as studentûs lifestyle, studentûs awareness and self-injurious behavior
prevention for accidental exposure to blood and body fluid. Satisfaction survey at the end of the course
showed as follows: (1) 77.7% for content (inspiration, positive attitude toward research, simple practice,
ultimate goal for learning organization and happiness), (2) 79.0% for process (small group workshop,
learning by doing) and (3) 87.3% for facilitator (as instructor, consultant and commentator). The byproducts
during learning are teamwork, creative thinking and fun. However, the limitation is inadequate time for
complete practice and needs continuous learning.
Conclusions : The lesson plan of revolutionized learning process of initiative research teaching using
R2R concept includes: a few lectures focusing on inspiring the positive attitude and some practical
knowledge of research methodology, and practical workshops to ensure learning by doing with
facilitators. R2R concept can be pragmatically used as a new approach to research teaching and
positively changes the studentsû attitude toward research.
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12th RMJ VOL. 25 NO. 1 January - April 2014
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12th RMJ VOL. 25 NO. 1 January - April 2014
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Figure 1 Satisfaction of learning experiences in research teaching (0-10 point-scale)
Table 1 Research topics developed from problems
Problems
Learning/ Lifestyle
Behaviors of using smartphone / tablet as learning tools in classroom
Bed and breakfast: Does sleeping in class lately relate to type of breakfast:
Yogurt as a choice of breakfast
Factors related to be able to pass Thai National License Exam (NLE) step 1
Satisfaction of mental fitness camp in health promotion course syllabus
Health promotion
Risk factors of traffic accident
Working behaviors and backache
Medical studentßs awareness and self-injurious behavior prevention for
accidental exposure to blood and body fluid
Needle Stick Injury and Accidental Exposure to Blood in medical student
Survey of accidental exposure to blood & body fluid during doing
endotracheal intubation
Survey of hand washing behavior and knowledge
11
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«¡∫∑∫“∑‡ªìπ∑—ßÈ tutor, facilitator, commentator µ“¡
∂“π°“√≥å ¢ Õß°“√®— ¥ °√–∫«π°“√‡√’ ¬ π√Ÿâ „ π·µà ≈ –
¢—ÈπµÕπµà“ßÊ °—π‰ª
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1. W. John, Khan MA, Shah SK, Witter
S, Wei X. How to get research
into practice: first to get practice
into research. Bullitin of the World
Health Organization 2007;85:424.
2. Dine CJ, Kogan JR, Rosen I, Shea
J. Everyday medical education
research: studying what we do
while we are doing. Academic
Internal Medicine Insight 2010:
6-7.
12th RMJ VOL. 25 NO. 1 January - April 2014
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