Using the QUAIT Model to Effectively Teach Research Methods Curriculum to Master’s-Level Students

Abstract

Purpose:To apply Slavin’s model of effective instruction to teaching research methods to master’s-level students.Methods:Barriers to the scientist–practitioner model (student research experience, confidence, and utility value pertaining to research methods as well as faculty research and pedagogical incompetencies) are discussed.Results:The barriers listed earlier are ameliorated by Slavin’s 4 elements of competent instruction (quality of instruction, appropriate level of instruction, incentive, and time).Conclusions:For each component and barrier listed earlier, practical steps are discussed for how to ensure effective teaching for faculty teaching research methods to master’s-level students.