Transforming an idea into a scholarly project

Author:

Ng Lillian1ORCID,Cullum Sarah2ORCID,Cheung Gary3,Friedman Susan Hatters4

Affiliation:

1. Senior Lecturer and Forensic Psychiatrist, Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand; Counties Manukau District Health Board, Auckland, New Zealand

2. Senior Lecturer and Old Age Psychiatrist, Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand; Counties Manukau District Health Board, Auckland, New Zealand

3. Senior Lecturer and Old Age Psychiatrist, Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand; Auckland District Health Board, Auckland, New Zealand

4. Associate Professor and Forensic Psychiatrist, Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand; Mason Clinic, Regional Forensic Psychiatry Services, Auckland, Auckland, New Zealand

Abstract

Objectives: This article describes components of a workshop designed to orientate psychiatric trainees to the task of conducting a scholarly project. The aims are: to promote an approach that incorporates principles of adult learning to guide trainees who are undertaking research; to allow trainees to transform their ideas into more tangible research questions; and to enable supervisors to reflect on delivering similar content in scholarly project workshops. Methods: The workshop comprised: creating a safe space to explore ideas; discussing the process of posing a question or hypothesis; using group interactions to generate concepts; and considering personal values that influence the choice of research methodology to answer a question. Results: Examples are provided from the workshop. The process enabled trainees to generate and distil ideas into more concrete questions and methods in three phases: introductory, exploratory and tangible. Conclusions: Adult learning principles may assist trainees to develop their ideas for a scholarly project into research questions that are relevant to clinical practice. Harnessing the creative potential of a peer collective may encourage deeper inquiry, shifts to a tangible output and a sustained interest in research.

Publisher

SAGE Publications

Subject

Psychiatry and Mental health

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