Identify
Explore
Discover
Discuss
Summarise
Describe
Last, format your objectives into a numbered list. This is because when you write your thesis or dissertation, you will at times need to make reference to a specific research objective; structuring your research objectives in a numbered list will provide a clear way of doing this.
To bring all this together, let’s compare the first research objective in the previous example with the above guidance:
Research Objective:
1. Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.
Checking Against Recommended Approach:
Q: Is it specific? A: Yes, it is clear what the student intends to do (produce a finite element model), why they intend to do it (mimic cup/shell blows) and their parameters have been well-defined ( using simplified experimentally validated foam models to represent the acetabulum ).
Q: Is it measurable? A: Yes, it is clear that the research objective will be achieved once the finite element model is complete.
Q: Is it achievable? A: Yes, provided the student has access to a computer lab, modelling software and laboratory data.
Q: Is it relevant? A: Yes, mimicking impacts to a cup/shell is fundamental to the overall aim of understanding how they deform when impacted upon.
Q: Is it timebound? A: Yes, it is possible to create a limited-scope finite element model in a relatively short time, especially if you already have experience in modelling.
Q: Does it start with a verb? A: Yes, it starts with ‘develop’, which makes the intent of the objective immediately clear.
Q: Is it a numbered list? A: Yes, it is the first research objective in a list of eight.
1. making your research aim too broad.
Having a research aim too broad becomes very difficult to achieve. Normally, this occurs when a student develops their research aim before they have a good understanding of what they want to research. Remember that at the end of your project and during your viva defence , you will have to prove that you have achieved your research aims; if they are too broad, this will be an almost impossible task. In the early stages of your research project, your priority should be to narrow your study to a specific area. A good way to do this is to take the time to study existing literature, question their current approaches, findings and limitations, and consider whether there are any recurring gaps that could be investigated .
Note: Achieving a set of aims does not necessarily mean proving or disproving a theory or hypothesis, even if your research aim was to, but having done enough work to provide a useful and original insight into the principles that underlie your research aim.
Be realistic about what you can achieve in the time you have available. It is natural to want to set ambitious research objectives that require sophisticated data collection and analysis, but only completing this with six months before the end of your PhD registration period is not a worthwhile trade-off.
Each research objective should have its own purpose and distinct measurable outcome. To this effect, a common mistake is to form research objectives which have large amounts of overlap. This makes it difficult to determine when an objective is truly complete, and also presents challenges in estimating the duration of objectives when creating your project timeline. It also makes it difficult to structure your thesis into unique chapters, making it more challenging for you to write and for your audience to read.
Fortunately, this oversight can be easily avoided by using SMART objectives.
Hopefully, you now have a good idea of how to create an effective set of aims and objectives for your research project, whether it be a thesis, dissertation or research paper. While it may be tempting to dive directly into your research, spending time on getting your aims and objectives right will give your research clear direction. This won’t only reduce the likelihood of problems arising later down the line, but will also lead to a more thorough and coherent research project.
Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.
Join thousands of students.
Join thousands of other students and stay up to date with the latest PhD programmes, funding opportunities and advice.
How do i write a research objective.
Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .
Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.
I will compare …
A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.
The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.
Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .
However, it should also fulfill criteria in three main areas:
Research questions anchor your whole project, so it’s important to spend some time refining them.
In general, they should be:
All research questions should be:
A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.
Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.
Your research objectives indicate how you’ll try to address your research problem and should be specific:
Research objectives describe what you intend your research project to accomplish.
They summarize the approach and purpose of the project and help to focus your research.
Your objectives should appear in the introduction of your research paper , at the end of your problem statement .
The main guidelines for formatting a paper in Chicago style are to:
To automatically generate accurate Chicago references, you can use Scribbr’s free Chicago reference generator .
The main guidelines for formatting a paper in MLA style are as follows:
To format a paper in APA Style , follow these guidelines:
No, it’s not appropriate to present new arguments or evidence in the conclusion . While you might be tempted to save a striking argument for last, research papers follow a more formal structure than this.
All your findings and arguments should be presented in the body of the text (more specifically in the results and discussion sections if you are following a scientific structure). The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.
The conclusion of a research paper has several key elements you should make sure to include:
Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.
This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .
The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .
A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.
The introduction of a research paper includes several key elements:
and your problem statement
Want to contact us directly? No problem. We are always here for you.
Our team helps students graduate by offering:
Scribbr specializes in editing study-related documents . We proofread:
Scribbr’s Plagiarism Checker is powered by elements of Turnitin’s Similarity Checker , namely the plagiarism detection software and the Internet Archive and Premium Scholarly Publications content databases .
The add-on AI detector is powered by Scribbr’s proprietary software.
The Scribbr Citation Generator is developed using the open-source Citation Style Language (CSL) project and Frank Bennett’s citeproc-js . It’s the same technology used by dozens of other popular citation tools, including Mendeley and Zotero.
You can find all the citation styles and locales used in the Scribbr Citation Generator in our publicly accessible repository on Github .
Struggling to write research objectives? Follow our easy steps to learn how to craft effective and compelling objectives in research papers.
Are you struggling to define the goals and direction of your research? Are you losing yourself while doing research and tend to go astray from the intended research topic? Fear not, as many face the same problem and it is quite understandable to overcome this, a concept called research objective comes into play here.
In this article, we’ll delve into the world of the objectives in research papers and why they are essential for a successful study. We will be studying what they are and how they are used in research.
A research objective is a clear and specific goal that a researcher aims to achieve through a research study. It serves as a roadmap for the research, providing direction and focus. Research objectives are formulated based on the research questions or hypotheses, and they help in defining the scope of the study and guiding the research design and methodology. They also assist in evaluating the success and outcomes of the research.
There are typically three main types of objectives in a research paper:
Also Read: What are the types of research?
1. identify the research topic:.
Clearly define the subject or topic of your research. This will provide a broad context for developing specific research objectives.
Review existing literature and research related to your topic. This will help you understand the current state of knowledge, identify any research gaps, and refine your research objectives accordingly.
Formulate specific research questions or hypotheses that you want to address in your study. These questions should be directly related to your research topic and guide the development of your research objectives.
Break down the broader research questions or hypothesis into specific goals or objectives. Each objective should focus on a particular aspect of your research topic and be achievable within the scope of your study.
Write your research objectives using clear and precise language. Avoid vague terms and use specific and measurable terms that can be observed, analyzed, or measured.
Ensure that your research objectives are feasible within the available resources, time constraints, and ethical considerations. They should be realistic and attainable given the limitations of your study.
If you have multiple research objectives, prioritize them based on their importance and relevance to your overall research goals. This will help you allocate resources and focus your efforts accordingly.
Review your research objectives to ensure they align with your research questions or hypotheses, and revise them if necessary. Seek feedback from peers or advisors to ensure clarity and coherence.
1. be clear and specific.
Clearly state what you intend to achieve with your research. Use specific language that leaves no room for ambiguity or confusion. This ensures that your objectives are well-defined and focused.
Begin each research objective with an action verb that describes a measurable action or outcome. This helps make your objectives more actionable and measurable.
Your research objectives should directly address the research questions or hypotheses you have formulated. Ensure there is a clear connection between them to maintain coherence in your study.
Set research objectives that are attainable within the constraints of your study, including available resources, time, and ethical considerations. Unrealistic objectives may undermine the validity and reliability of your research.
Your research objectives should be relevant to your research topic and contribute to the broader field of study. Consider the potential impact and significance of achieving the objectives.
To ensure that your research objectives are well-defined and effectively guide your study, you can apply the SMART framework. SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. Here’s how you can make your research objectives SMART:
Here are some examples of research objectives from various fields of study:
Research objectives play a crucial role in the research process and hold significant importance for several reasons:
When writing research objectives, it’s important to be aware of common mistakes and pitfalls that can undermine the effectiveness and clarity of your objectives. Here are some common mistakes to avoid:
In conclusion, research objectives are integral to the success and effectiveness of any research study. They provide a clear direction, focus, and purpose, guiding the entire research process from start to finish. By formulating specific, measurable, achievable, relevant, and time-bound objectives, researchers can define the scope of their study, guide data collection and analysis, and evaluate the outcomes of their research.
When you wish to explain any complex data, it’s always advised to break it down into simpler visuals or stories. This is where Mind the Graph comes in. It is a platform that helps researchers and scientists to turn their data into easy-to-understand and dynamic stories, helping the audience understand the concepts better. Sign Up now to explore the library of scientific infographics.
Exclusive high quality content about effective visual communication in science.
Sowjanya is a passionate writer and an avid reader. She holds MBA in Agribusiness Management and now is working as a content writer. She loves to play with words and hopes to make a difference in the world through her writings. Apart from writing, she is interested in reading fiction novels and doing craftwork. She also loves to travel and explore different cuisines and spend time with her family and friends.
The research objective of a research proposal or scientific article defines the direction or content of a research investigation. Without the research objectives, the proposal or research paper is in disarray. It is like a fisherman riding on a boat without any purpose and with no destination in sight. Therefore, at the beginning of any research venture, the researcher must be clear about what he or she intends to do or achieve in conducting a study.
How do you define the objectives of a study? What are the uses of the research objective? How would a researcher write this essential part of the research? This article aims to provide answers to these questions.
Definition of a research objective.
A research objective describes, in a few words, the result of the research project after its implementation. It answers the question,
The research objective provides direction to the performance of the study.
The uses of the research objective are enumerated below:
The research design serves as the “blueprint” for the research investigation. The University of Southern California describes the different types of research design extensively. It details the data to be gathered, data collection procedure, data measurement, and statistical tests to use in the analysis.
The variables of the study include those factors that the researcher wants to evaluate in the study. These variables narrow down the research to several manageable components to see differences or correlations between them.
Specifying the data collection procedure ensures data accuracy and integrity . Thus, the probability of error is minimized. Generalizations or conclusions based on valid arguments founded on reliable data strengthens research findings on particular issues and problems.
In data mining activities where large data sets are involved, the research objective plays a crucial role. Without a clear objective to guide the machine learning process, the desired outcomes will not be met.
A research objective must be achievable, i.e., it must be framed keeping in mind the available time, infrastructure required for research, and other resources.
Before forming a research objective, you should read about all the developments in your area of research and find gaps in knowledge that need to be addressed. Readings will help you come up with suitable objectives for your research project.
The following examples of research objectives based on several published studies on various topics demonstrate how the research objectives are written:
Finally, writing the research objectives requires constant practice, experience, and knowledge about the topic investigated. Clearly written objectives save time, money, and effort.
Evans, K. L., Rodrigues, A. S., Chown, S. L., & Gaston, K. J. (2006). Protected areas and regional avian species richness in South Africa. Biology letters , 2 (2), 184-188.
Yeemin, T., Sutthacheep, M., & Pettongma, R. (2006). Coral reef restoration projects in Thailand. Ocean & Coastal Management , 49 (9-10), 562-575.
© 2020 March 23 P. A. Regoniel Updated 17 November 2020 | Updated 18 January 2024
Designing a study: 5 key components of a research goal, multiple regression analysis example with conceptual framework, confounding variables: 3 examples and 5 case studies, about the author, patrick regoniel.
Dr. Regoniel, a hobbyist writer, served as consultant to various environmental research and development projects covering issues and concerns on climate change, coral reef resources and management, economic valuation of environmental and natural resources, mining, and waste management and pollution. He has extensive experience on applied statistics, systems modelling and analysis, an avid practitioner of LaTeX, and a multidisciplinary web developer. He leverages pioneering AI-powered content creation tools to produce unique and comprehensive articles in this website.
Mar 6, 2019
Have you checked out the rest of The PhD Knowledge Base ? It’s home to hundreds more free resources and guides, written especially for PhD students.
How long does it take the person reading your thesis to understand what you’re doing and how you’re doing it? If the answer is anything other than ’in the opening paragraphs of the thesis’ then keep reading.
If you tell them as early as possible what you’re doing and how you’re doing it – and do so in clear and simple terms – whatever you write after will make much more sense. If you leave them guessing for ten pages, everything they read in those ten pages has no coherence. You’ll know where it is all leading, but they won’t.
Unless you tell them.
If you tell the reader what you’re doing as early as possible in clear and simple terms, whatever you write after will make much more sense.
If you build a house without foundations, it’s pretty obvious what will happen. It’ll collapse. Your thesis is the same; fail to build the foundations and your thesis just won’t work .
Your aims and objectives are those foundations. That’s why we’ve put them right at the top of our PhD Writing Template (if you haven’t already downloaded it, join the thousands who have by clicking here ).
If you write your aims and objectives clearly then you’ll make your reader’s life easier.
A lot of students fail to clearly articulate their aims and objectives because they aren’t sure themselves what they actually are.
Picture this: if there’s one thing that every PhD student hates it’s being asked by a stranger what their research is on.
Use our free PhD structure template to quickly visualise every element of your thesis.
Sounds good, doesn’t it? Be able to call yourself Doctor sooner with our five-star rated How to Write A PhD email-course. Learn everything your supervisor should have taught you about planning and completing a PhD.
Now half price. Join hundreds of other students and become a better thesis writer, or your money back.
Your research aims are the answer to the question, ‘What are you doing?’
1. You need to clearly describe what your intentions are and what you hope to achieve. These are your aims.
2. Your aims may be to test theory in a new empirical setting, derive new theory entirely, construct a new data-set, replicate an existing study, question existing orthodoxy, and so on. Whatever they are, clearly articulate them and do so early. Definitely include them in your introduction and, if you’re smart, you’ll write them in your abstract .
3. Be very explicit . In the opening paragraphs, say, in simple terms, ‘ the aim of this thesis is to …’
4. Think of your aims then as a statement of intent. They are a promise to the reader that you are going to do something. You use the next two hundred pages or so to follow through on that promise. If you don’t make the promise, the reader won’t understand your follow-through. Simple as that.
Because they serve as the starting point of the study, there needs to be a flow from your aims through your objectives (more on this below) to your research questions and contribution and then into the study itself. If you have completed your research and found that you answered a different question (not that uncommon), make sure your original aims are still valid. If they aren’t, refine them.
If you struggle to explain in simple terms what your research is about and why it matters, you may need to refine your aims and objectives to make them more concise.
When writing up your aims, there are a number of things to bear in mind.
1. Avoid listing too many. Your PhD isn’t as long as you think it is and you won’t have time or room for more than around two or three.
2. When you write them up, be very specific. Don’t leave things so vague that the reader is left unsure or unclear on what you aim to achieve.
3. Make sure there is a logical flow between each of your aims. They should make sense together and should each be separate components which, when added together, are bigger than the sum of their parts.
Your aims answer the question, ‘What are you doing?’ The objectives are the answer to the question, ‘How are you doing it?’
Research objectives refer to the goals or steps that you will take to achieve your aims.
When you write them, make sure they are SMART.
You need to be as explicit as possible here. Leave the reader in no doubt about what you will do to achieve your aims. Step by step. Leave no ambiguity. At the same time, be careful not to repeat your methods chapter here. Just hint at your methods by presenting the headlines. You’ll have plenty of space in your methods discussion to flesh out the detail.
Elsewhere in the thesis you will necessarily have to talk in a complex language and juggle complex ideas. Here you don’t. You can write in clear, plain sentences.
The aims of a study describe what you hope to achieve. The objectives detail how you are going to achieve your aims.
Let’s use an example to illustrate.
Objectives:
If you’re still struggling, Professor Pat Thompson’s great blog has a guide that will help.
Leave the reader in no doubt about what you will do to achieve your aims. Step by step. Leave no ambiguity.
Of course your research is complex. That’s the name of the game. But the sign of someone being able to master complexity is their ability to summarise it . Sure, you’re not looking to capture all the richness and detail in a short summary of aims and objectives, but you are looking to tell the reader what you’re doing and how you’re doing it.
If you’re struggling to clearly articulate your aims and objectives, then try the following task. At the top of a Post-it note write the sentence: ‘In this research I will…’. Then keep trying until you can fit an answer onto one single Post-it note. The answer should answer two questions: what are are you doing and how are you doing it?
Remember – whenever you write, make it as clear as possible. Pay attention to the words ‘as possible’ there. That means you should write as clearly as you can given the fact that your subject and research is necessarily complex. Think of it the other way: it’s about not making things more complicated and unclear than they need to be.
In other words, make your reader’s job as easy as you can. They’ll thank you for it.
If you’re still having trouble, get in touch to arrange a one-on-one coaching session and we can work through your aims and objectives together.
32 comments.
The write up is quite inspiring.
My topic is setting up a healing gardens in hospitals Need a aim and objectives for a dissertation
Dis is really good and more understandable thanks
Crisp, concise, and easy to understnad. Thank you for posint this. I now know how to write up my report.
Great. Glad you found it useful.
Good piece of work! Very useful
Great. Glad you found it useful!
The write up makes sense
Great. Thanks!
I love this article. Amazing, outstanding and incredible facts.
Glad you found it useful!
Well written and easy to follow
Thank you for the comment, I’m really glad you found it valuable.
I’m currently developing a dissertation proposal for my PhD in organizational leadership. I need guidance in writing my proposal
Hey – have you checked out this guide? https://www.thephdproofreaders.com/writing/how-to-write-a-phd-proposal/
Indeed I’m impressed and gained a lot from this and I hope I can write an acceptable thesis with this your guide. Bello, H.K
Great. Thanks for the kind words. Good luck with the thesis.
Thumbs up! God job, well done. The information is quite concise and straight to the point.
Glad you thought so – good luck with the writing.
Dear Max, thank you so much for your work and efforts!
Your explanation about Aims and Objectives really helped me out. However, I got stuck with other parts of the Aims and Objectives Work Sheet: Scope, Main Argument, and Contribution.
Could you please explain these as well, preferably including some examples?
Thanks for your kind words. Your question is a big one! Without knowing lots about your topics/subject I’m not able to provide tailored advice, but broadly speaking your scope is the aims/objectives, your main argument is the thread running through the thesis (i.e. what your thesis is trying to argue) and the contribution (again, broadly speaking) is that gap you are filling.
I love your website and you’ve been so SO helpful..
DUMB QUESTION ALERT: Is there supposed to be a difference between aims and research question?
I mean, using your own example.. if the aim of my research is: “To understand the contribution that local governments make to national level energy policy” then wouldn’t the research question be: “How do local governments contribute to energy policy at national level”?
I am sorry if this comes out as completely obvious but I am at that stage of confusion where I am starting to question everything I know.
Sorry it’s taken me so long to reply! It’s not a dumb question at all. The aim of the study is what the study as a whole is seeking to achieve. So that might be the gap it is filling/the contribution it is making. The research questions are your means to achieving that aim. Your aim might be to fill a gap in knowledge, and you then may have a small number of questions that help you along that path. Does that make sense?
Thank you Max for this post! So helpful!
Thanks Anna!
Thanks so much this piece. I have written both bachelor’s and master’s thesis but haven’t read this made me feel like I didn’t know anything about research at all. I gained more insight into aims and objectives of academic researches.
Interesting explanation. Thank you.
I’m glad you found it useful.
Hi… I really like the way it is put “What are you going?” (Aims) and “How are you doing it?” (Objectives). Simple and straightforward. Thanks for making aims and objectives easy to understand.
Thank you for the write up it is insightful. if you are ask to discuss your doctoral aims. that means: what you are doing how you are doing it.
I was totally lost and still in the woods to the point of thinking I am dull, but looking at how you are coaching it tells me that i am just a student who needs to understand the lesson. I now believe that with your guidance i will pass my PhD. I am writing on an otherwise obvious subject, Value addition to raw materials, why Africa has failed to add value to raw materials? Difficult question as answers seem to abound, but that is where i differ and i seem to be against the general tide. However with your guidance I believe i will make it. Thanks.
Thanks for your lovely, kind words. So kind.
Your email address will not be published. Required fields are marked *
Most popular articles from the phd knowlege base.
Imagine you’re a student planning a vacation in a foreign country. You’re on a tight budget and need to draw…
Imagine you’re a student planning a vacation in a foreign country. You’re on a tight budget and need to draw up a pocket-friendly plan. Where do you begin? The first step is to do your research.
Before that, you make a mental list of your objectives—finding reasonably-priced hotels, traveling safely and finding ways of communicating with someone back home. These objectives help you focus sharply during your research and be aware of the finer details of your trip.
More often than not, research is a part of our daily lives. Whether it’s to pick a restaurant for your next birthday dinner or to prepare a presentation at work, good research is the foundation of effective learning. Read on to understand the meaning, importance and examples of research objectives.
What are the objectives of research, what goes into a research plan.
Research is a careful and detailed study of a particular problem or concern, using scientific methods. An in-depth analysis of information creates space for generating new questions, concepts and understandings. The main objective of research is to explore the unknown and unlock new possibilities. It’s an essential component of success.
Over the years, businesses have started emphasizing the need for research. You’ve probably noticed organizations hiring research managers and analysts. The primary purpose of business research is to determine the goals and opportunities of an organization. It’s critical in making business decisions and appropriately allocating available resources.
Here are a few benefits of research that’ll explain why it is a vital aspect of our professional lives:
One of the greatest benefits of research is to learn and gain a deeper understanding. The deeper you dig into a topic, the more well-versed you are. Furthermore, research has the power to help you build on any personal experience you have on the subject.
Research encourages you to discover the most recent information available. Updated information prevents you from falling behind and helps you present accurate information. You’re better equipped to develop ideas or talk about a topic when you’re armed with the latest inputs.
Research provides you with a good foundation upon which you can develop your thoughts and ideas. People take you more seriously when your suggestions are backed by research. You can speak with greater confidence because you know that the information is accurate.
Take any leading nonprofit organization, you’ll see how they have a strong research arm supported by real-life stories. Research also becomes the base upon which real-life connections and impact can be made. It even helps you communicate better with others and conveys why you’re pursuing something.
As we’ve already established, research is mostly about using existing information to create new ideas and opinions. In the process, it sparks curiosity as you’re encouraged to explore and gain deeper insights into a subject. Curiosity leads to higher levels of positivity and lower levels of anxiety.
Well-defined objectives of research are an essential component of successful research engagement. If you want to drive all aspects of your research methodology such as data collection, design, analysis and recommendation, you need to lay down the objectives of research methodology. In other words, the objectives of research should address the underlying purpose of investigation and analysis. It should outline the steps you’d take to achieve desirable outcomes. Research objectives help you stay focused and adjust your expectations as you progress.
The objectives of research should be closely related to the problem statement, giving way to specific and achievable goals. Here are the four types of research objectives for you to explore:
Also known as secondary objectives, general objectives provide a detailed view of the aim of a study. In other words, you get a general overview of what you want to achieve by the end of your study. For example, if you want to study an organization’s contribution to environmental sustainability, your general objective could be: a study of sustainable practices and the use of renewable energy by the organization.
Specific objectives define the primary aim of the study. Typically, general objectives provide the foundation for identifying specific objectives. In other words, when general objectives are broken down into smaller and logically connected objectives, they’re known as specific objectives. They help define the who, what, why, when and how aspects of your project. Once you identify the main objective of research, it’s easier to develop and pursue a plan of action.
Let’s take the example of ‘a study of an organization’s contribution to environmental sustainability’ again. The specific objectives will look like this:
To determine through history how the organization has changed its practices and adopted new solutions
To assess how the new practices, technology and strategies will contribute to the overall effectiveness
Once you’ve identified the objectives of research, it’s time to organize your thoughts and streamline your research goals. Here are a few effective tips to develop a powerful research plan and improve your business performance.
Your research objectives should be SMART—Specific, Measurable, Achievable, Realistic and Time-constrained. When you focus on utilizing available resources and setting realistic timeframes and milestones, it’s easier to prioritize objectives. Continuously track your progress and check whether you need to revise your expectations or targets. This way, you’re in greater control over the process.
Create a plan that’ll help you select appropriate methods to collect accurate information. A well-structured plan allows you to use logical and creative approaches towards problem-solving. The complexity of information and your skills are bound to influence your plan, which is why you need to make room for flexibility. The availability of resources will also play a big role in influencing your decisions.
After you’ve created a plan for the research process, make a list of the data you’re going to collect and the methods you’ll use. Not only will it help make sense of your insights but also keep track of your approach. The information you collect should be:
Logical, rigorous and objective
Can be reproduced by other people working on the same subject
Free of errors and highlighting necessary details
Current and updated
Includes everything required to support your argument/suggestions
Data analysis is the most crucial part of the process and there are many ways in which the information can be utilized. Four types of data analysis are often seen in a professional environment. While they may be divided into separate categories, they’re linked to each other.
The most commonly used data analysis, descriptive analysis simply summarizes past data. For example, Key Performance Indicators (KPIs) use descriptive analysis. It establishes certain benchmarks after studying how someone has been performing in the past.
The next step is to identify why something happened. Diagnostic analysis uses the information gathered through descriptive analysis and helps find the underlying causes of an outcome. For example, if a marketing initiative was successful, you deep-dive into the strategies that worked.
It attempts to answer ‘what’s likely to happen’. Predictive analysis makes use of past data to predict future outcomes. However, the accuracy of predictions depends on the quality of the data provided. Risk assessment is an ideal example of using predictive analysis.
The most sought-after type of data analysis, prescriptive analysis combines the insights of all of the previous analyses. It’s a huge organizational commitment as it requires plenty of effort and resources. A great example of prescriptive analysis is Artificial Intelligence (AI), which consumes large amounts of data. You need to be prepared to commit to this type of analysis.
Once you’ve collected and collated your data, it’s time to review it and draw accurate conclusions. Here are a few ways to improve the review process:
Identify the fundamental issues, opportunities and problems and make note of recurring trends if any
Make a list of your insights and check which is the most or the least common. In short, keep track of the frequency of each insight
Conduct a SWOT analysis and identify the strengths, weaknesses, opportunities and threats
Write down your conclusions and recommendations of the research
When we think about research, we often associate it with academicians and students. but the truth is research is for everybody who is willing to learn and enhance their knowledge. If you want to master the art of strategically upgrading your knowledge, Harappa Education’s Learning Expertly course has all the answers. Not only will it help you look at things from a fresh perspective but also show you how to acquire new information with greater efficiency. The Growth Mindset framework will teach you how to believe in your abilities to grow and improve. The Learning Transfer framework will help you apply your learnings from one context to another. Begin the journey of tactful learning and self-improvement today!
Explore Harappa Diaries to learn more about topics related to the THINK Habit such as Learning From Experience , Critical Thinking & What is Brainstorming to think clearly and rationally.
Formulating research aim and objectives in an appropriate manner is one of the most important aspects of your thesis. This is because research aim and objectives determine the scope, depth and the overall direction of the research. Research question is the central question of the study that has to be answered on the basis of research findings.
Research aim emphasizes what needs to be achieved within the scope of the research, by the end of the research process. Achievement of research aim provides answer to the research question.
Research objectives divide research aim into several parts and address each part separately. Research aim specifies WHAT needs to be studied and research objectives comprise a number of steps that address HOW research aim will be achieved.
As a rule of dumb, there would be one research aim and several research objectives. Achievement of each research objective will lead to the achievement of the research aim.
Consider the following as an example:
Research title: Effects of organizational culture on business profitability: a case study of Virgin Atlantic
Research aim: To assess the effects of Virgin Atlantic organizational culture on business profitability
Following research objectives would facilitate the achievement of this aim:
Figure below illustrates additional examples in formulating research aims and objectives:
Formulation of research question, aim and objectives
Common mistakes in the formulation of research aim relate to the following:
1. Choosing the topic too broadly . This is the most common mistake. For example, a research title of “an analysis of leadership practices” can be classified as too broad because the title fails to answer the following questions:
a) Which aspects of leadership practices? Leadership has many aspects such as employee motivation, ethical behaviour, strategic planning, change management etc. An attempt to cover all of these aspects of organizational leadership within a single research will result in an unfocused and poor work.
b) An analysis of leadership practices in which country? Leadership practices tend to be different in various countries due to cross-cultural differences, legislations and a range of other region-specific factors. Therefore, a study of leadership practices needs to be country-specific.
c) Analysis of leadership practices in which company or industry? Similar to the point above, analysis of leadership practices needs to take into account industry-specific and/or company-specific differences, and there is no way to conduct a leadership research that relates to all industries and organizations in an equal manner.
Accordingly, as an example “a study into the impacts of ethical behaviour of a leader on the level of employee motivation in US healthcare sector” would be a more appropriate title than simply “An analysis of leadership practices”.
2. Setting an unrealistic aim . Formulation of a research aim that involves in-depth interviews with Apple strategic level management by an undergraduate level student can be specified as a bit over-ambitious. This is because securing an interview with Apple CEO Tim Cook or members of Apple Board of Directors might not be easy. This is an extreme example of course, but you got the idea. Instead, you may aim to interview the manager of your local Apple store and adopt a more feasible strategy to get your dissertation completed.
3. Choosing research methods incompatible with the timeframe available . Conducting interviews with 20 sample group members and collecting primary data through 2 focus groups when only three months left until submission of your dissertation can be very difficult, if not impossible. Accordingly, timeframe available need to be taken into account when formulating research aims and objectives and selecting research methods.
Moreover, research objectives need to be formulated according to SMART principle,
where the abbreviation stands for specific, measurable, achievable, realistic, and time-bound.
Study employee motivation of Coca-Cola | To study the impacts of management practices on the levels of employee motivation at Coca-Cola US by December 5, 2022
|
Analyze consumer behaviour in catering industry
| Analyzing changes in consumer behaviour in catering industry in the 21 century in the UK by March 1, 2022 |
Recommend Toyota Motor Corporation management on new market entry strategy
| Formulating recommendations to Toyota Motor Corporation management on the choice of appropriate strategy to enter Vietnam market by June 9, 2022
|
Analyze the impact of social media marketing on business
| Assessing impacts of integration of social media into marketing strategy on the level of brand awareness by March 30, 2022
|
Finding out about time management principles used by Accenture managers | Identifying main time-management strategies used by managers of Accenture France by December 1, 2022 |
Examples of SMART research objectives
At the conclusion part of your research project you will need to reflect on the level of achievement of research aims and objectives. In case your research aims and objectives are not fully achieved by the end of the study, you will need to discuss the reasons. These may include initial inappropriate formulation of research aims and objectives, effects of other variables that were not considered at the beginning of the research or changes in some circumstances during the research process.
John Dudovskiy
An official website of the United States government
The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.
The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.
Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .
Patricia farrugia.
* Michael G. DeGroote School of Medicine, the
† Division of Orthopaedic Surgery and the
‡ Departments of Surgery and
§ Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ont
There is an increasing familiarity with the principles of evidence-based medicine in the surgical community. As surgeons become more aware of the hierarchy of evidence, grades of recommendations and the principles of critical appraisal, they develop an increasing familiarity with research design. Surgeons and clinicians are looking more and more to the literature and clinical trials to guide their practice; as such, it is becoming a responsibility of the clinical research community to attempt to answer questions that are not only well thought out but also clinically relevant. The development of the research question, including a supportive hypothesis and objectives, is a necessary key step in producing clinically relevant results to be used in evidence-based practice. A well-defined and specific research question is more likely to help guide us in making decisions about study design and population and subsequently what data will be collected and analyzed. 1
In this article, we discuss important considerations in the development of a research question and hypothesis and in defining objectives for research. By the end of this article, the reader will be able to appreciate the significance of constructing a good research question and developing hypotheses and research objectives for the successful design of a research study. The following article is divided into 3 sections: research question, research hypothesis and research objectives.
Interest in a particular topic usually begins the research process, but it is the familiarity with the subject that helps define an appropriate research question for a study. 1 Questions then arise out of a perceived knowledge deficit within a subject area or field of study. 2 Indeed, Haynes suggests that it is important to know “where the boundary between current knowledge and ignorance lies.” 1 The challenge in developing an appropriate research question is in determining which clinical uncertainties could or should be studied and also rationalizing the need for their investigation.
Increasing one’s knowledge about the subject of interest can be accomplished in many ways. Appropriate methods include systematically searching the literature, in-depth interviews and focus groups with patients (and proxies) and interviews with experts in the field. In addition, awareness of current trends and technological advances can assist with the development of research questions. 2 It is imperative to understand what has been studied about a topic to date in order to further the knowledge that has been previously gathered on a topic. Indeed, some granting institutions (e.g., Canadian Institute for Health Research) encourage applicants to conduct a systematic review of the available evidence if a recent review does not already exist and preferably a pilot or feasibility study before applying for a grant for a full trial.
In-depth knowledge about a subject may generate a number of questions. It then becomes necessary to ask whether these questions can be answered through one study or if more than one study needed. 1 Additional research questions can be developed, but several basic principles should be taken into consideration. 1 All questions, primary and secondary, should be developed at the beginning and planning stages of a study. Any additional questions should never compromise the primary question because it is the primary research question that forms the basis of the hypothesis and study objectives. It must be kept in mind that within the scope of one study, the presence of a number of research questions will affect and potentially increase the complexity of both the study design and subsequent statistical analyses, not to mention the actual feasibility of answering every question. 1 A sensible strategy is to establish a single primary research question around which to focus the study plan. 3 In a study, the primary research question should be clearly stated at the end of the introduction of the grant proposal, and it usually specifies the population to be studied, the intervention to be implemented and other circumstantial factors. 4
Hulley and colleagues 2 have suggested the use of the FINER criteria in the development of a good research question ( Box 1 ). The FINER criteria highlight useful points that may increase the chances of developing a successful research project. A good research question should specify the population of interest, be of interest to the scientific community and potentially to the public, have clinical relevance and further current knowledge in the field (and of course be compliant with the standards of ethical boards and national research standards).
Feasible | ||
Interesting | ||
Novel | ||
Ethical | ||
Relevant |
Adapted with permission from Wolters Kluwer Health. 2
Whereas the FINER criteria outline the important aspects of the question in general, a useful format to use in the development of a specific research question is the PICO format — consider the population (P) of interest, the intervention (I) being studied, the comparison (C) group (or to what is the intervention being compared) and the outcome of interest (O). 3 , 5 , 6 Often timing (T) is added to PICO ( Box 2 ) — that is, “Over what time frame will the study take place?” 1 The PICOT approach helps generate a question that aids in constructing the framework of the study and subsequently in protocol development by alluding to the inclusion and exclusion criteria and identifying the groups of patients to be included. Knowing the specific population of interest, intervention (and comparator) and outcome of interest may also help the researcher identify an appropriate outcome measurement tool. 7 The more defined the population of interest, and thus the more stringent the inclusion and exclusion criteria, the greater the effect on the interpretation and subsequent applicability and generalizability of the research findings. 1 , 2 A restricted study population (and exclusion criteria) may limit bias and increase the internal validity of the study; however, this approach will limit external validity of the study and, thus, the generalizability of the findings to the practical clinical setting. Conversely, a broadly defined study population and inclusion criteria may be representative of practical clinical practice but may increase bias and reduce the internal validity of the study.
Population (patients) | ||
Intervention (for intervention studies only) | ||
Comparison group | ||
Outcome of interest | ||
Time |
A poorly devised research question may affect the choice of study design, potentially lead to futile situations and, thus, hamper the chance of determining anything of clinical significance, which will then affect the potential for publication. Without devoting appropriate resources to developing the research question, the quality of the study and subsequent results may be compromised. During the initial stages of any research study, it is therefore imperative to formulate a research question that is both clinically relevant and answerable.
The primary research question should be driven by the hypothesis rather than the data. 1 , 2 That is, the research question and hypothesis should be developed before the start of the study. This sounds intuitive; however, if we take, for example, a database of information, it is potentially possible to perform multiple statistical comparisons of groups within the database to find a statistically significant association. This could then lead one to work backward from the data and develop the “question.” This is counterintuitive to the process because the question is asked specifically to then find the answer, thus collecting data along the way (i.e., in a prospective manner). Multiple statistical testing of associations from data previously collected could potentially lead to spuriously positive findings of association through chance alone. 2 Therefore, a good hypothesis must be based on a good research question at the start of a trial and, indeed, drive data collection for the study.
The research or clinical hypothesis is developed from the research question and then the main elements of the study — sampling strategy, intervention (if applicable), comparison and outcome variables — are summarized in a form that establishes the basis for testing, statistical and ultimately clinical significance. 3 For example, in a research study comparing computer-assisted acetabular component insertion versus freehand acetabular component placement in patients in need of total hip arthroplasty, the experimental group would be computer-assisted insertion and the control/conventional group would be free-hand placement. The investigative team would first state a research hypothesis. This could be expressed as a single outcome (e.g., computer-assisted acetabular component placement leads to improved functional outcome) or potentially as a complex/composite outcome; that is, more than one outcome (e.g., computer-assisted acetabular component placement leads to both improved radiographic cup placement and improved functional outcome).
However, when formally testing statistical significance, the hypothesis should be stated as a “null” hypothesis. 2 The purpose of hypothesis testing is to make an inference about the population of interest on the basis of a random sample taken from that population. The null hypothesis for the preceding research hypothesis then would be that there is no difference in mean functional outcome between the computer-assisted insertion and free-hand placement techniques. After forming the null hypothesis, the researchers would form an alternate hypothesis stating the nature of the difference, if it should appear. The alternate hypothesis would be that there is a difference in mean functional outcome between these techniques. At the end of the study, the null hypothesis is then tested statistically. If the findings of the study are not statistically significant (i.e., there is no difference in functional outcome between the groups in a statistical sense), we cannot reject the null hypothesis, whereas if the findings were significant, we can reject the null hypothesis and accept the alternate hypothesis (i.e., there is a difference in mean functional outcome between the study groups), errors in testing notwithstanding. In other words, hypothesis testing confirms or refutes the statement that the observed findings did not occur by chance alone but rather occurred because there was a true difference in outcomes between these surgical procedures. The concept of statistical hypothesis testing is complex, and the details are beyond the scope of this article.
Another important concept inherent in hypothesis testing is whether the hypotheses will be 1-sided or 2-sided. A 2-sided hypothesis states that there is a difference between the experimental group and the control group, but it does not specify in advance the expected direction of the difference. For example, we asked whether there is there an improvement in outcomes with computer-assisted surgery or whether the outcomes worse with computer-assisted surgery. We presented a 2-sided test in the above example because we did not specify the direction of the difference. A 1-sided hypothesis states a specific direction (e.g., there is an improvement in outcomes with computer-assisted surgery). A 2-sided hypothesis should be used unless there is a good justification for using a 1-sided hypothesis. As Bland and Atlman 8 stated, “One-sided hypothesis testing should never be used as a device to make a conventionally nonsignificant difference significant.”
The research hypothesis should be stated at the beginning of the study to guide the objectives for research. Whereas the investigators may state the hypothesis as being 1-sided (there is an improvement with treatment), the study and investigators must adhere to the concept of clinical equipoise. According to this principle, a clinical (or surgical) trial is ethical only if the expert community is uncertain about the relative therapeutic merits of the experimental and control groups being evaluated. 9 It means there must exist an honest and professional disagreement among expert clinicians about the preferred treatment. 9
Designing a research hypothesis is supported by a good research question and will influence the type of research design for the study. Acting on the principles of appropriate hypothesis development, the study can then confidently proceed to the development of the research objective.
The primary objective should be coupled with the hypothesis of the study. Study objectives define the specific aims of the study and should be clearly stated in the introduction of the research protocol. 7 From our previous example and using the investigative hypothesis that there is a difference in functional outcomes between computer-assisted acetabular component placement and free-hand placement, the primary objective can be stated as follows: this study will compare the functional outcomes of computer-assisted acetabular component insertion versus free-hand placement in patients undergoing total hip arthroplasty. Note that the study objective is an active statement about how the study is going to answer the specific research question. Objectives can (and often do) state exactly which outcome measures are going to be used within their statements. They are important because they not only help guide the development of the protocol and design of study but also play a role in sample size calculations and determining the power of the study. 7 These concepts will be discussed in other articles in this series.
From the surgeon’s point of view, it is important for the study objectives to be focused on outcomes that are important to patients and clinically relevant. For example, the most methodologically sound randomized controlled trial comparing 2 techniques of distal radial fixation would have little or no clinical impact if the primary objective was to determine the effect of treatment A as compared to treatment B on intraoperative fluoroscopy time. However, if the objective was to determine the effect of treatment A as compared to treatment B on patient functional outcome at 1 year, this would have a much more significant impact on clinical decision-making. Second, more meaningful surgeon–patient discussions could ensue, incorporating patient values and preferences with the results from this study. 6 , 7 It is the precise objective and what the investigator is trying to measure that is of clinical relevance in the practical setting.
The following is an example from the literature about the relation between the research question, hypothesis and study objectives:
Study: Warden SJ, Metcalf BR, Kiss ZS, et al. Low-intensity pulsed ultrasound for chronic patellar tendinopathy: a randomized, double-blind, placebo-controlled trial. Rheumatology 2008;47:467–71.
Research question: How does low-intensity pulsed ultrasound (LIPUS) compare with a placebo device in managing the symptoms of skeletally mature patients with patellar tendinopathy?
Research hypothesis: Pain levels are reduced in patients who receive daily active-LIPUS (treatment) for 12 weeks compared with individuals who receive inactive-LIPUS (placebo).
Objective: To investigate the clinical efficacy of LIPUS in the management of patellar tendinopathy symptoms.
The development of the research question is the most important aspect of a research project. A research project can fail if the objectives and hypothesis are poorly focused and underdeveloped. Useful tips for surgical researchers are provided in Box 3 . Designing and developing an appropriate and relevant research question, hypothesis and objectives can be a difficult task. The critical appraisal of the research question used in a study is vital to the application of the findings to clinical practice. Focusing resources, time and dedication to these 3 very important tasks will help to guide a successful research project, influence interpretation of the results and affect future publication efforts.
FINER = feasible, interesting, novel, ethical, relevant; PICOT = population (patients), intervention (for intervention studies only), comparison group, outcome of interest, time.
Competing interests: No funding was received in preparation of this paper. Dr. Bhandari was funded, in part, by a Canada Research Chair, McMaster University.
Home » Purpose of Research – Objectives and Applications
Table of Contents
Definition:
The purpose of research is to systematically investigate and gather information on a particular topic or issue, with the aim of answering questions, solving problems, or advancing knowledge.
The purpose of research can vary depending on the field of study, the research question, and the intended audience. In general, research can be used to:
The objectives of research may vary depending on the field of study and the specific research question being investigated. However, some common objectives of research include:
Research has a wide range of applications across various fields and industries. Here are some examples:
The ultimate goal of research is to advance our understanding of the world and to contribute to the development of new theories, ideas, and technologies that can be used to improve our lives. Some more common Goals are follows:
The importance of research lies in its ability to generate new knowledge and insights, to test existing theories and ideas, and to solve practical problems.
Some of the key reasons why research is important are:
Research should be used in situations where there is a need to gather new information, test existing theories, or solve problems. Some common scenarios where research is often used include:
Researcher, Academic Writer, Web developer
Home > Libraries > Library Philosophy and Practice - Electronic Journal > 8129
The status of implementation of radio frequency identification (rfid) technology and its awareness among library users and professionals: a study of central library of jadavpur university, kolkata.
Soma Tanti , Mahatma Gandhi Central University Follow Anubhaw Kumar Suman , Mahatma Gandhi Central University Follow Dr. Madhu Patel , Mahatma Gandhi Central University Follow
Document type.
The main aim of this study is to determine the status of implementing the Radio Frequency Identification (RFID) technology in the central library of Jadavpur University, Kolkata; the other purpose is to increase awareness of RFID technology among library professionals and users of the library. RFID technology occurs in many areas of society, such as healthcare, marketing, libraries, etc. For this study, the users and library professionals of Jadavpur University have been selected. This study adopted the descriptive analytical research method, and quantitative and qualitative data were collected to achieve its objectives. The survey method has been used with the help of two sets of questionnaires. The first stage evolved by making a questionnaire to conduct research or gather information from users and library professionals. The second stage included the data tabulated in an Excel sheet and presented for analysis in tabular, bar, and graph formats. The study explained the outline of the RFID technology implementation status, the amount of work done in the library, and the gaps; it also explained the awareness of RFID technology among library professionals and Users and the user satisfaction level towards the library services.
Since July 04, 2024
Collection Development and Management Commons , Scholarly Communication Commons
Advanced Search
Search Help
Home | About | FAQ | My Account | Accessibility Statement
Privacy Copyright
BMC Medical Education volume 24 , Article number: 724 ( 2024 ) Cite this article
50 Accesses
Metrics details
Blended teaching is an effective approach that combines online and offline teaching methods, leading to improved outcomes in medical education compared to traditional offline teaching. In this study, we examined the impact of blended teaching in clinical skills training, a medical practice course.
This study involved forty-eight undergraduate students studying clinical medicine in the fifth semester at Wuhan University of Science and Technology. The students were divided into two groups: the control group, which received traditional offline teaching, and the experimental group, which received hybrid teaching. Following the completion of the 4-month course, both groups underwent the Objective Structured Clinical Examination (OSCE) to evaluate their proficiency in clinical skills. Furthermore, the experimental group was given a separate questionnaire to gauge their feedback on the Blended Teaching approach.
Based on the OSCE scores, the experimental group outperformed the control group significantly ( P <0.05). The questionnaire results indicated that a majority of students (54.2%, 3.71 ± 1.06) believed that blended teaching is superior to traditional offline teaching, and a significant number of students (58.3%, 3.79 ± 1.15) expressed their willingness to adopt blended teaching in other courses. Furthermore, students in the experimental group displayed varying levels of interest in different teaching contents, with emergency medicine (79.2%), internal medicine (70.8%), and surgery (66.7%) being the most popular among them.
This research demonstrates for the first time that blended teaching can achieve a good pedagogical effectiveness in the medical practice course, clinical skills training and practice. Moreover, in different teaching contents, the teaching effects are different. In the content of Emergency Medicine and Surgery, which is more attractive to students, the application of blended teaching could result in a better pedagogical outcome than other contents.
Peer Review reports
The education system for clinical medicine students in China primarily follows the “5 + 3” model, with some variations such as the 8-year program. In the “5 + 3” model, students undergo a five-year undergraduate program to get a bachelor degree and then followed by three-year standardized residency training [ 1 ]. Undergraduate education can be divided into three parts: theoretical learning, apprenticeships, and internships. At Wuhan University of Science and Technology (WUST), the undergraduate clinical medical education program follows a unique 2.5 + 2.5 model. In this model, the first 2.5 years are dedicated to studying general courses and basic medical courses at the university. The subsequent 2.5 years are then devoted to completing clinical courses and clinical internships in affiliated hospitals.
In the career of clinical medical students, the acquisition of clinical skills is crucial for demonstrating competence in clinical practice. Before the internship stage, medical students are typically expected to master fundamental clinical skills such as physical examination, cardiopulmonary resuscitation (CPR), major puncture operations, and basic surgical operations. These skills will play an essential role in their future careers. For instance, proficient physical examinations can expedite the treatment process for patients with acute and serious illnesses, as well as guide doctors in conducting other necessary examinations promptly. This not only reduces the financial burden on patients but also improves the allocation of medical resources [ 2 ]. Additionally, regardless of the department they work in, it is imperative for medical students to master CPR and be able to apply it in emergencies [ 3 ]. According to this requirement, WUST has introduced the course “Clinical Skills Training and Practice” in the fifth semester to cultivate students’ basic clinical skills before they enter the affiliated hospitals.
With the rapid development of information technology, the traditional offline medical teaching mode alone is no longer sufficient to meet the evolving needs of medical education in this era. Initially, online medical education was primarily limited to recording and broadcasting courses, often spread through tapes and CDs. This traditional model, however, only catered to basic teaching needs with limited interactivity and feedback. The emergence of internet technologies has paved the way for innovative teaching methods such as online instruction and virtual simulations to gain popularity. These advancements have made teachers more engaging to students and facilitated increased feedback [ 4 , 5 ]. Moreover, the research on the utilization of ChatGPT in medical education reminds us that the evolution of medical education will progress alongside advancements in science and technology [ 6 ]. Changes in educational methods are influenced not only by technological advancements but also by shifts in students’ intrinsic needs. In today’s information-rich environment, traditional teaching methods centered around knowledge transfer alone fall short in meeting students’ requirements. The progress in technology has expanded the possibilities for educational approaches, including the flipped classroom model, project-based learning, and differentiated instruction. These innovations enable educators to focus on enhancing students’ learning experiences, increasing their interest and engagement, catering to their diverse and personalized learning preferences, and ensuring fair and inclusive access to education for a broader audience.
Traditional clinical skills training typically involves a structured presentation by the teacher, followed by the student’s practice under supervision [ 7 ]. However, the COVID-19 pandemic has boosted the development of online courses, such as ‘Clinical Skills Training and Practice’ in WUST. Multiple studies demonstrate that online medical education during this period has yielded unexpected advancements and potential [ 8 , 9 , 10 ]. In the past three years, WUST’s online “Clinical Skills Training and Practice” course has demonstrated promising results in improving pedagogical effectiveness. This prompts us to consider whether blending online education with traditional offline teaching (TOT) could be a better option. Blended teaching (BT), which combines online and offline methods, has been used in medical education since 1990 [ 11 , 12 ]. A meta-analysis comparing BT and TOT in medical education indicates that BT has superior pedagogical effectiveness [ 13 ].
During the transition from being a medical student to becoming a doctor, students need to take medical practice courses to enhance their understanding and application of theoretical knowledge [ 14 ]. Among these courses, clinical skills training is particularly challenging and crucial due to its practical nature. While there has been limited research on the use of BT in clinical skills training.
This study, conducted at the Clinical Skills Training Center of Wuhan University of Science and Technology, aims to investigate the effectiveness of BT in clinical skills training. The participants of this study were undergraduate students majoring in clinical medicine in their fifth semester. The researchers implemented either BT or TOT in their ‘Clinical Skills Training and Practice’ course. The teaching effectiveness was evaluated using Objective Structured Clinical Examination (OSCE) scores and questionnaires. It is hypothesized that students who receive BT will achieve higher OSCE scores and report a more positive teaching experience and effectiveness in the questionnaire.
The study utilized a prospective randomized controlled design and received approval from the Ethics Committee of Wuhan University of Science and Technology (Dossier number 2022151). Sample size was computed with the aim of 0.85 power value, predicated on an effect size of 0.9 and a margin of error set at 0.05. A minimum of 19 participants per group was calculated using PASS 15, resulting in the recruitment of a total of 38 undergraduate students. To address the potential issue of sample dropout during project implementation, the sample size was increased to 48 students. 48 students were recruited based on predefined inclusion criteria from the total 248 third-year undergraduate students from the Department of Clinical Medicine at WUST. The inclusion criteria included: (1) proficient communication and comprehension skills, (2) consistent attendance without absenteeism or truancy, and (3) a positive attitude toward learning. Exclusion criteria comprised: (1) refusal to participate, (2) class absence, (3) failure to complete the final test, and (4) incomplete questionnaire responses. The study emphasized voluntary participation, allowing participants to withdraw at any time without providing a reason. We employed a random digital method to create a set of identification numbers, which were subsequently placed in a box and shuffled. Participants then selected codes from the box to determine their assignment to either the experimental Group A ( n = 24) or the control Group B ( n = 24). The random allocation sequence was generated using IBM SPSS Statistics 27. The study was conducted from September 2022 to December 2022. Prior to the commencement of the study, none of the participants had undergone any clinical skills training.
According to the WUST clinical medicine cultivation program, the course “Clinical Skills Training and Practice” is conducted in the fifth semester. Both groups of students followed the same syllabus and were taught and assessed by the same teaching team. The objectives of this course include gaining theoretical knowledge of various clinical operations and achieving proficiency in performing CPR, the four major puncture operations (thoracentesis, lumbar, myelopuncture, and peritoneal puncture), physical examination, and basic surgical operations (Disinfect & Draping, Donning & Taking off Surgical Gowns, and Incision & Suturing). All faculty members involved in this course are part of the Department of Clinical Medicine, holding both medical practitioner and teaching certificates, and possessing extensive teaching skills and clinical experience. Offline lessons took place at WUST’s Clinical Skills Training Center. The designated textbook for this course is ‘Clinical Skills Training and Practice’ [ 15 ]. The course consists of 144 periods and lasts approximately 4 months.
Group A utilized the online course called “Clinical Skills Training and Practice” available on the University Open Online Courses (UOOC) [ 16 ]. The course is divided into five clinical modules: internal medicine, surgery, gynecology, pediatrics, and emergency medicine. Each module consists of theoretical lecture videos, standardized operation demonstration videos, PPT resources, as well as supporting exercises and tests. The course platform also provides a discussion and exchange board for teachers and students to interact and discuss topics online. The online teaching component constitutes 25% of the total class hours (Fig. 1 ).
Before each offline class, the teacher publishes the teaching content on the platform. Students access the platform using electronic devices and independently learn the relevant material. Through platform data, teachers can monitor and adjust the offline teaching content based on students’ progress. For skills that students have mastered well, teachers will primarily guide students to practice independently during offline teaching. For skills with weak mastery data, teachers will initially emphasize the key points of skill operation and provide demonstrations during offline teaching. The approach of targeting weak areas will be more focused, avoiding redundant explanations of basic content, and offering students more chances for self-practice. Instead of traditional lectures and demonstrations, teachers guide students in practical exercises during offline classes and enhance learning through formative evaluations such as group evaluations and teacher feedback (Fig. 2 ). After the offline classes, students return to the online platform to complete tests and assignments for each chapter, reinforcing their understanding of the acquired skills. If students encounter any difficulties, they can communicate with the teacher through the online course platform’s discussion area, ensuring timely teacher-student communication. Additionally, the course team teachers utilize the discussion area of the online platform to provide high-level clinical thinking training content, such as case analysis, to cater to the individualized learning needs of students at higher levels. The specific teaching process is depicted in Fig. 1 .
Group B students adopt the TOT model, which includes theoretical teaching and demonstration conducted by the teacher (25% of class time) followed by practical exercises by the students (75% of class time) (Fig. 1 ). Additionally, student mutual evaluation and teacher comments are used to conduct formative evaluation of students’ learning effects (Fig. 2 ).
After the course, both groups of students underwent offline OSCE assessments at the WUST Clinical Skills Training Center. These assessments were conducted by the same group of examiners. The OSCE assessment consisted of 6 examination stations, namely: physical examination, cardiopulmonary resuscitation, four major puncture operations, donning & taking off surgical gowns, disinfection & draping, and incision & suturing (Fig. 1 ).
We designed a questionnaire for students in Group A who adopted BT. We used Alpha to calculate intra-group consistency and reliability. The alpha value of the BT questionnaire in Group A is 0.941, indicating that the questionnaire meets the required reliability. After the OSCE, the teacher distributed an anonymous questionnaire to the students in Group A (Fig. 1 ). The questionnaire included two basic pieces of information about the subjects’ age and gender, 11 scale questions, 1 multiple-choice question, and 1 open-ended question. The question design is based on a Likert scale (the scale ranges from 1 to 5, indicating the degree from strongly disagree to strongly agree). We considered a score ≥ 4 as an agreement.
The primary outcome of this study was to evaluate the scores of OSCE at the end of the course for both groups of students. Additionally, the results of the questionnaire were considered as a secondary outcome.
An overview of the course design: From 248 fifth-semester clinical medicine students, 48 students were randomly selected and divided into Group A and Group B. Group A adopted BT, and Group B adopted TOT. After 4 months of teaching, both of the two groups took OSCE but only Group A took the questionnaire
BT: Blended Teaching; TOT: Traditional Offline Teaching
The formative assessment of Group A and Group B
We used the Mac 2019 version of Microsoft Excel to collect all the OSCE score data and the BT questionnaire data. IBM SPSS Statistics 27 was used to test the normality and homogeneity of variance between groups A and B. Continuous variables with normal distribution were presented as mean ± standard deviation (SD); non-normal variables were reported as median (interquartile range). Suppose the data matched the normal distribution the independent samples t-test was used, if not the Mann-Whitney U-test was used. Frequency analysis was conducted to analyze the rate of students’ agreement with each question in the BT questionnaire as reflected in the count data and expressed as a percentage (%). P < 0.050 determined that it was statistically significant.
The demographic data of Groups A and B are presented in Table 1 . This study comprised a total of 48 students, with 24 students in Group A and 24 students in Group B. The average age of the students in Group A was 20.08 ± 0.65, while in Group B it was 21.33 ± 0.92. The male/female ratio in Group A was 9/15 and in Group B was 12/12.
As demonstrated in Table 2 , the normality of the data was assessed using the Shapiro-Wilk Test. It is important to highlight that the P value for group A in the total score item is less than 0.05, indicating a lack of normal distribution characteristics. Notably, in studies with small sample sizes ( n < 50), meeting the criteria for data normality might be challenging. However, if the absolute value of Skewness is below 10 and the absolute value of Kurtosis is below 3, it is acceptable to proceed with corresponding statistical analyses as if the data is normality. Subsequently, based on the outcomes of the data analysis, appropriate statistical methods are applied to different types of data. The OSCE scores are shown in Table 3 . Significant differences were observed in various skills between Group A and Group B. These skills include cardiopulmonary resuscitation (92.50(4.00) vs. 86.00(3.50), P < 0.050), physical examination (90.04 ± 3.09 vs. 63.83 ± 7.03, P < 0.050), four major puncture operations (77.21 ± 8.99 vs. 71.17 ± 6.42, P < 0.050), disinfection & draping (82.79 ± 4.03 vs. 61.42 ± 12.48, P < 0.050), donning & taking off surgical gowns (84.00(5.75) vs. 78.00(9.00), P < 0.050), incision & suturing (68.42 ± 5.26 vs. 62.79 ± 8.30, P < 0.050) and total score (82.13 ± 3.36 vs. 70.00 ± 5.77, P < 0.050). These results indicate that Group A achieved higher average scores than Group B in all evaluated items at the significance level of 0.05.
Table 4 presents the experiences and opinions of students in Group A regarding BT. The questionnaire was designed with questions categorized into four dimensions: course experience, learning effect, teaching evaluation, and overall evaluation. By analyzing the responses to questions 1–4, we can assess the impact of students’ course experience. Among the students who adopted BT, a higher number of students reported an improved course experience. Specifically, the model aided in understanding the theoretical knowledge of clinical skill operations (70.8%, 4.04 ± 1.10) and facilitated faster independent learning of these operations (70.8%, 4.04 ± 1.17). Additionally, it promoted the speed of mastering skills (66.6%, 3.92 ± 1.22) without significantly increasing the learning burden, as observed under good teaching effects (70.8%, 2.79 ± 1.15). Questions 5–7 aimed to assess student learning effectiveness. The majority of students expressed that BT helped prepare for OSCE exams (66.7%, 3.83 ± 1.18), promoting self-directed learning that is not bound by time and space (62.5%, 3.83 ± 1.14), and increasing their interest in the learning process (58.3%, 3.79 ± 1.08). Students’ evaluation of teaching under BT can be assessed using questions 8–9. The majority of students expressed that both online instruction (62.5%, 3.75 ± 1.13) and offline instruction (70.9%, 3.96 ± 1.14) in BT were effective in achieving the desired outcomes and objectives. The students’ overall assessment of BT is reflected in questions 10–11. More than half of the students (54.2%, 3.71 ± 1.06) felt that BT was better than TOT, and a higher proportion of the students (58.3%, 3.79 ± 1.15) expressed their willingness to implement BT into other medical skills training. Furthermore, question 12 revealed the students’ interest in each part of the teaching content, indicating that emergency medicine (79.2%), internal medicine (70.8%), and surgery (66.7%) were the most popular choices.
Clinical skills training in clinical practice courses is characterized by a high degree of practicality and the requirement for more practice time. The TOT model is commonly used, where instructors teach the theory and demonstrate the skills, followed by students practicing on their own. However, this model often limits the duration of students’ practical exercises, which is not beneficial to the training of clinical skills. The present study aims to assess the potential of BT in practice course by integrating online courses with offline practice, developing a BT course that meets pedagogical requirements, and evaluating its teaching effectiveness in different clinical skills. The research findings indicate that students in Group A, who adopted BT, performed better overall in OSCE compared to Group B, who followed the TOT model. Moreover, the results of the questionnaire revealed that Group A students had a positive learning experience and perceived the course to be more effective in terms of pedagogy.
The OSCE is widely recognized as an effective way to judge students’ mastery of clinical skills for formative and summative purposes [ 17 ]. In terms of OSCE scores, students in Group A outperformed those in Group B in both the overall score and each individual item. The differences between all items were statistically significant. When comparing the average scores of each item between the two groups, it can be observed that Group A showed varying levels of improvement in different assessment items. The performance difference between groups A and B was more obvious in the two items of physical examination and Disinfection & Draping compared to the other items. This suggests that although BT demonstrated better teaching effectiveness overall, its strengths vary across different types of items. These two items stand out due to their extensive content but relatively simple operation. With the use of the online platform in BT, students have the opportunity to repeatedly learn and become more proficient in these operations. However, when faced with tasks that require more offline practice, such as CPR and the four major puncture operations, the performance improvement is not as significant as observed in the two aforementioned items. That means online teaching cannot fully substitute offline teaching, especially when it comes to highly practical teaching content. However, online course platforms can be utilized to enhance teaching content, broaden teaching activities, and compensate for the limitations of traditional offline teaching. The results of the questionnaire in Group A revealed that students demonstrated a great interest interest in first aid, internal medicine, and surgery skills. Additionally, Group A achieved higher scores in the OSCE at the CPR site (Emergency Medicine) and the Basic Surgical Skills-related site (Surgery). These findings indicate that when students are presented with more engaging study materials, their motivation to learn is enhanced, leading to improved learning outcomes driven by higher levels of initiative [ 18 ]. Therefore, in the next stage of course construction, it is crucial to explore the development of more course content that can effectively enhance students’ interest in learning.
In contrast to this study, much of the current research on the use of BT in clinical skills education tends to concentrate on specific skills or skill types. Amy L Halverson’s research, for example, delves into surgical skills. The findings of Halverson’s study indicate that BT has a beneficial impact on surgical skills training for rural physicians, aligning with the outcomes of our study. Nevertheless, unlike the present research, Halverson’s study relied solely on questionnaires for drawing conclusions and lacked objective evaluation metrics [ 19 ]. More studies are focusing on evaluating the effectiveness of the BT model in CPR training due to the broad audience it caters to, which includes both medical and non-medical professionals. A study conducted on 832 non-medical professional persons in Taiwan revealed that the BT model was superior to TOT [ 20 ]. Additionally, research on the application of the BT model in CPR training for underage students demonstrated a significant increase in students’ willingness to intervene during a cardiac arrest, from 56.9 to 93.1% post-course [ 21 ]. These findings highlight the positive impact of the BT model on students’ self-confidence and overall teaching outcomes. Our study further supports these results, as the group A trained with the BT model performed notably better in the OSCE at the CPR site. This study innovatively applied the BT model to various types of clinical skills training, comparing its effects with the TOT model across different skill items. Moreover, this research not only examined the differences in application effects between the two teaching models on the same skill items but also compared the differences in teaching effectiveness improvement after applying the BT model among different skill items. The findings offer a more comprehensive theoretical foundation for application of the BT teaching model in clinical skills practice courses.
In the design of the course, we offer a wealth of clinical case materials on the online course platform. These materials are available for students who are eager to learn. Our goal is to foster students’ advanced abilities through the use of relevant cases or scenarios, which can enhance their coping skills and their ability to handle emergencies [ 22 ]. Our study has shown that students in Group A demonstrate higher performance in practical projects like CPR, which require hands-on experience, through online situational clinical case training. This training method allows students to go beyond simply acquiring visual information and instead encourages them to analyze, process, and integrate the visual information. As a result, students can achieve a deeper understanding of the knowledge points, progressing from the lower levels of Bloom’s taxonomy (memorization and comprehension) to higher levels such as analysis, application, and judgment. This approach greatly enhances the effectiveness of learning [ 23 ]. According to several studies, virtual simulation has been found to be more effective in promoting the learning of skills compared to teaching theoretical knowledge alone [ 24 ]. Therefore, in future designs of BT, we propose incorporating virtual simulation teaching into the online platform. This addition aims to address the limitations of the online platform in practical training and enhance the overall learning experience [ 25 ].
The blend of online courses with the traditional TOT model can offer teachers a more personalized teaching environment and timely feedback. The online education platform enables real-time observation and regulation of students’ learning progress, allowing for dynamic adjustments in offline teaching content and methods to better achieve pedagogical goals. Furthermore, we designed a chapter test in the online course. According to Kromann, the inclusion of testing in clinical skills training can be effective in improving the effectiveness of learning [ 26 ]. In this study, we observed that teachers can effectively assess students’ understanding of this particular aspect of the theory through chapter tests. This allows them to provide targeted guidance and reinforcement for students’ weaker areas in the offline course. Such feedback evaluation, developed during the teaching process, plays a crucial role in improving teaching effectiveness due to its timeliness and relevance. In future course designs, we plan to incorporate various forms of accompanying tests in both online and offline sessions to further enhance formative evaluation and teaching effectiveness.
For students, blending the online course with the offline course can provide the advantages of being more accessible and flexible in terms of time and location. It has been claimed that students can arrange their learning according to their own schedule and rhythm through the online platform in the BT model [ 13 ]. A similar phenomenon was observed in our study. For instance, before each offline teaching session or OSCE, there was a noticeable increase in students accessing online platforms. This trend indicates that students are using online platforms to align with their learning or revision strategies. In the online course, we have also introduced a discussion board where the instructor posts clinical case information and related questions. This board serves as a platform for students to actively participate in discussions and answer the questions posed by the instructor. The instructor then provides feedback on the student’s answers. This interactive communication method helps to reinforce the students’ clinical knowledge and skills, while also training them to develop their initial clinical thinking skills. Meanwhile, it also can effectively promote student participation in this course. It has been reported that greater student engagement in courses can increase their positive experience of the course and ultimately improve the effectiveness of the instruction [ 27 ]. However, in the BT model, students are required to possess advanced self-management skills and be familiar with online teaching platforms. Therefore, it is essential to integrate suitable learning monitoring tools and provide adequate training as part of the teaching process [ 28 , 29 ].
In the analysis of the questionnaire, we also noticed that students were slightly more satisfied with offline education (70.9%) than with online education (62.5%). This reminds us that offline teaching still holds its irreplaceability compared to online teaching. For example, face-to-face communication in offline teaching fosters a closer emotional connection between teachers and students. It allows for more intuitive guidance in developing students’ skills and provides faster feedback [ 30 ]. Given the practical nature of clinical skills courses, it is reasonable to conclude that online teaching cannot fully replace offline teaching. However, our research indicates that a combination of online and offline instruction can produce a synergistic effect. The online component of the course expands teaching resources and diversifies teaching methods, while also overcoming time and space constraints and promoting independent learning. On the other hand, the offline component allows teachers to provide personalized face-to-face guidance promptly. By combining these two approaches, we can achieve improved pedagogical effectiveness by leveraging their complementary advantages.
Like all educational research articles, this study has some limitations. Firstly, the sample size in this study is relatively small, which may result in a larger margin of error. Therefore, in our future studies, we plan to increase the sample size to reduce the potential bias caused by the small sample. Additionally, the limited number of clinical skills items included in this research may not provide a comprehensive evaluation of the effectiveness of BT in various clinical skills teaching. In future research, we will incorporate more measures to assess the learning outcomes of students’ clinical skills. This will involve collecting scores from graduation operation examinations and licensing examinations to objectively evaluate students’ mastery of clinical skills. Additionally, we will enhance curriculum development by integrating more clinical skills teaching programs into the BT model. This will allow for a more comprehensive evaluation of the BT model’s effectiveness in training various clinical skills programs. The questionnaire used in this study may have limitations in evaluating the teaching effect of BT due to its subjective nature. It is more suitable for assessing students’ subjective perceptions of the BT teaching model. Future research will aim to enhance the questionnaire design to better capture the subjective experiences of both teachers and students.
The development of the times has resulted in significant changes in medical education. As educators, it is important for us to actively explore new teaching modes and methods to enhance students’ learning experiences and outcomes. This will enable us to better cultivate medical students to meet the demands of the modern era. In conclusion, the results of this research indicate that students adopting BT are better in clinical skills training than those adopting TOT. And then, BT was better at teaching content-rich but easy-to-do items (physical examination and disinfection & draping) than practice-demanding items. Finally, students adopting BT will have better pedagogical outcomes in the more interesting items (emergency medicine and surgery). The application of BT in clinical skills training has demonstrated its potential in this study, leading us to believe that applying BT to other medical skills training and courses could yield unexpected benefits. In the future, we plan to develop more courses using blended teaching to cater to the needs of the new generation of clinical medical students.
The datasets used and analysed during the current study available from the corresponding author on reasonable request.
Wang W. Medical education in China: progress in the past 70 years and a vision for the future. BMC Med Educ. 2021;21(1):453.
Article Google Scholar
Zaman J. The enduring value of the physical examination. Med Clin North Am. 2018;102(3):417–23.
Dalton HJ, Berg RA, Nadkarni VM, Kochanek PM, Tisherman SA, Thiagarajan R, Alexander P, Bartlett RH. Cardiopulmonary resuscitation and rescue therapies. Crit Care Med. 2021;49(9):1375–88.
Chen V, Polley C, Dunne B, Martin K. Online delivery of surgical skills teaching. Med Educ. 2022;56(11):1130–1.
Bouchoucha S, Wikander L, Wilkin C. Assessment of simulated clinical skills and distance students: can we do it better. Nurse Educ Today. 2013;33(9):944–8.
Wu C, Chen L, Han M, Li Z, Yang N, Yu C. Application of ChatGPT-based blended medical teaching in clinical education of hepatobiliary surgery. Med Teach. 2024:1–5.
Byrne AJ, Pugsley L, Hashem MA. Review of comparative studies of clinical skills training. Med Teach. 2008;30(8):764–7.
Alsoufi A, Alsuyihili A, Msherghi A, et al. Impact of the COVID-19 pandemic on medical education: medical students’ knowledge, attitudes, and practices regarding electronic learning. PLoS ONE. 2020;15(11):e0242905.
Dost S, Hossain A, Shehab M, Abdelwahed A, Al-Nusair L. Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students. BMJ Open. 2020;10(11):e042378.
Mortagy M, Abdelhameed A, Sexton P, et al. Online medical education in Egypt during the COVID-19 pandemic: a nationwide assessment of medical students’ usage and perceptions. BMC Med Educ. 2022;22(1):218.
Mangione S, Nieman LZ, Greenspon LW, Margulies H. A comparison of computer-assisted instruction and small-group teaching of cardiac auscultation to medical students. Med Educ. 1991;25(5):389–95.
Mars M, McLean M. Students’ perceptions of a multimedia computer-aided instruction resource in histology. S Afr Med J. 1996;86(9):1098–102.
Google Scholar
Vallée A, Blacher J, Cariou A, Sorbets E. Blended learning compared to traditional learning in medical education: systematic review and meta-analysis. J Med Internet Res. 2020;22(8):e16504.
Teagle AR, George M, Gainsborough N, Haq I, Okorie M. Preparing medical students for clinical practice: easing the transition. Perspect Med Educ. 2017;6(4):277–80.
Liu Y. Xuejun Zeng. Clinical skills training and practice. People’s Medical Publishing House; 2015.
University Open Online Courses learning platform. Shenzhen University Open Online Courses Education limited company. https://www.uooc.net.cn/league/union
Patrício MF, Julião M, Fareleira F, Carneiro AV. Is the OSCE a feasible tool to assess competencies in undergraduate medical education. Med Teach. 2013;35(6):503–14.
Song L, Singleton ES, Hill JR, Koh MH. Improving online learning: student perceptions of useful and challenging characteristics. Internet High Educ. 2004;7(1):59–70.
Halverson AL, DaRosa DA, Borgstrom DC, et al. Evaluation of a blended learning surgical skills course for rural surgeons. Am J Surg. 2014;208(1):136–42.
Chien C-Y et al. Traditional versus blended CPR training program: a randomized controlled non-inferiority study. Sci Rep. 2020;10(1):10032.
Semeraro F, Imbriaco G, Del Giudice D, et al. Empowering the next generation: an innovative kids save lives blended learning programme for schoolchildren training. Resuscitation. 2024;194:110088.
Cook DA, Triola MM. Virtual patients: a critical literature review and proposed next steps. Med Educ. 2009;43(4):303–11.
Arneson JB, Offerdahl EG. Visual literacy in bloom: using Bloom’s taxonomy to support visual learning skills. CBE Life Sci Educ. 2018;17(1):ar7.
Kononowicz AA, Woodham LA, Edelbring S, et al. Virtual patient simulations in health professions education: systematic review and meta-analysis by the digital health education collaboration. J Med Internet Res. 2019;21(7):e14676.
Wu Q, Wang Y, Lu L, Chen Y, Long H, Wang J. Virtual simulation in undergraduate medical education: a scoping review of recent practice. Front Med (Lausanne). 2022;9:855403.
Kromann CB, Jensen ML, Ringsted C. The effect of testing on skills learning. Med Educ. 2009;43(1):21–7.
Hensley A, Hampton D, Wilson JL, Culp-Roche A, Wiggins AT. A multicenter study of student engagement and satisfaction in online programs. J Nurs Educ. 2021;60(5):259–64.
Lim DH, Kim H. Motivation and learner characteristics affecting online learning and learning application. J Educational Technol Syst. 2003;31(4):423–39.
Pelaccia T, Viau R. Motivation in medical education(). Med Teach. 2017;39(2):136–40.
Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online. 2019;24(1):1666538.
Download references
We would like to thank our colleagues in the Department of Clinical Medicine, and the Affiliated Hospital of Wuhan University of Science and Technology, for participating in the construction of the “Clinical Skills Training and Practice” online course, teaching and scoring the enrolled students.
This work was supported by the Higher Educational Teaching Reform Project of the Hubei Province Education Department (2021236); the College Students’ Innovation Project of Hubei Province of China (Hubei Province Education Department, S202110488072); Graduate Education Quality Engineering Project of Wuhan University of Science and Technology (Yjg202327).
Authors and affiliations.
Department of Clinical Medicine, College of Medicine, Wuhan University of Science and Technology, Wuhan, Hubei, P.R. China
Zhicheng He, Hua Li, Lan Lu, Qiang Wang, Qingming Wu & Lili Lu
You can also search for this author in PubMed Google Scholar
ZC He wrote the draft, prepared figures and interpreted the data; H Li, L Lu, and Q Wang participated in the organization and implementation of this study; LL Lu and QM Wu conceived and designed this study; LL Lu did the critically revising work; approved the final version submitted; got the funding supporting. All authors reviewed the manuscript.
Correspondence to Qingming Wu or Lili Lu .
Ethics approval and consent to participate.
The study was approved by the Ethics Committee of Wuhan University of Science and Technology (Dossier number 2022151). Participating students completed an informed consent form. All methods were carried out in accordance with relevant guidelines and regulations.
Not applicable.
The authors declare no competing interests.
Publisher’s note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
Reprints and permissions
Cite this article.
He, Z., Li, H., Lu, L. et al. The application of blended teaching in medical practical course of clinical skills training. BMC Med Educ 24 , 724 (2024). https://doi.org/10.1186/s12909-024-05730-6
Download citation
Received : 20 January 2024
Accepted : 01 July 2024
Published : 04 July 2024
DOI : https://doi.org/10.1186/s12909-024-05730-6
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
ISSN: 1472-6920
You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.
All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .
Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.
Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.
Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.
Original Submission Date Received: .
Find support for a specific problem in the support section of our website.
Please let us know what you think of our products and services.
Visit our dedicated information section to learn more about MDPI.
Assessment of environmental management performance in wineries: a survey-based analysis to create key performance indicators.
2. materials and methods, 2.1. study design, 2.2. sample selection, 2.3. survey preparation, 3.1. environmental communication, 3.2. environmental commitment: policy, leadership, and roles management, 3.3. environmental planning: objectives, environmental aspects, risk and opportunities, and legal requisites, 3.4. other environmental management requirements: environmental emergency plan, document control and organization, and certification, 3.5. environmental training for workers, 3.6. integrated table and graph of the grade of progress in wineries generated by environmental performance indicators (kpis), 3.7. predictive analysis for iso 14001 certification, influence of variables and beta coefficients on iso 14001 certification, 4. discussion, limitation and strength of the study, 5. conclusions, author contributions, data availability statement, conflicts of interest, appendix a. ems questionnaire.
Click here to enlarge figure
Metric | Class 0 (Non-Certified Wineries) | Class 1 (Certified Wineries) | Overall Metrics |
---|---|---|---|
Precision | 1.00 | 0.00 | |
Recall | 0.71 | 0.00 | |
F1-score | 0.83 | 0.00 | |
Support | 7 | 0 | |
Accuracy | 0.71 | ||
Macro Average | 0.50, 0.36, 0.42 | ||
Weighted Average | 1.00, 0.71, 0.83 |
Cross-Validation Scores | Mean Accuracy | Standard Deviation |
---|---|---|
[0.714, 0.714, 0.714, 0.667, 0.833] | 0.729 | 0.056 |
Variable: Value | Beta |
---|---|
Intercept | −0.1 |
Job_Position: Manager | 0.15 |
Job_Position: Technician | 0.20 |
Annual_Production_Capacity: High | 0.05 |
Annual_Production_Capacity: Medium | −0.10 |
Number_of_Employees: 50–100 | 0.12 |
Number_of_Employees: 10–50 | −0.15 |
Main_Environmental_Objectives: Reduce_energy_consumption | 0.08 |
Main_Environmental_Objectives: Reduce_waste_production | −0.05 |
Company_Departments: R&D_Production | 0.10 |
Company_Departments: Sales_Production | −0.12 |
Review_Frequency: Monthly | 0.18 |
Review_Frequency: Quarterly | −0.08 |
Established_Processes: Yes | 0.22 |
Established_Processes: No | −0.20 |
Environmental_Policy: Yes | 0.25 |
Internal_Communication_Strategy: Meetings_Emails | 0.10 |
Internal_Communication_Strategy: Emails | −0.10 |
External_Communication_Strategy: Website_Reports | 0.05 |
External_Communication_Strategy: Reports | −0.05 |
Environmental_Info_Stakeholders: Public_Employees | 0.12 |
Environmental_Info_Stakeholders: Employees | −0.12 |
Risk_Analysis_Method: Qualitative | 0.15 |
Risk_Analysis_Method: Quantitative | −0.15 |
Opportunity_Analysis: Method_Qualitative | 0.18 |
Opportunity_Analysis: Method_Quantitative | −0.18 |
Position | Percentage (%) |
---|---|
Owner | 50 |
Executive Manager | 14 |
Vineyards Manager | 12 |
General Manager | 9 |
No Answer | 6 |
Administration Officer | 3 |
Environmental Officer | 3 |
Quality Advisor | 3 |
Periodicity Verified EEP (%) | |||||
---|---|---|---|---|---|
Winery Size | At Least Very Six Months | More Than Once a Year | Annually | Less Than Once a Year | Never |
Up to 50,000 L/y | 8 | 8 | 58 | 0 | 25 |
50,001–100,000 L/y | 0 | 0 | 62 | 16 | 31 |
100,001–250,000 L/y | 0 | 25 | 75 | 0 | 0 |
250,001–1,000,000 L/y | 0 | 0 | 100 | 0 | 0 |
More than 1,000,000 L/y | 25 | 0 | 50 | 0 | 25 |
% of Wineries That Offer Environmental Training to Their Workers | |||||
---|---|---|---|---|---|
Up to 50,000 L/year | 50,001–100,000 L/year | 100,001–250,000 L/year | 250,001–1,000,000 L/year | More than 1,000,000 L/year | |
42 | 69 | 75 | 100 | 100 |
| | ||||
Up to 50,000 L/year | 0 | 67 | 33 | 0 | 100 |
50,001–100,000 L/year | 11 | 78 | 11 | 0 | 100 |
100,001–250,000 L/year | 0 | 100 | 0 | 0 | 100 |
250,001–1,000,000 L/year | 0 | 100 | 0 | 0 | 100 |
More than 1,000,000 L/year | 25 | 75 | 0 | 0 | 100 |
| | | | ||
Up to 50,000 L/year | 17 | 0 | 67 | 16 | 100 |
50,001–100,000 L/year | 56 | 0 | 11 | 33 | 100 |
100,001–250,000 L/year | 34 | 33 | 33 | 0 | 100 |
250,001–1,000,000 L/year | 100 | 0 | 0 | 0 | 100 |
More than 1,000,000 L/year | 75 | 0 | 25 | 0 | 100 |
Winery Size | Grade of Progress | Grade of Progress | Grade of Progress | Grade of Progress | Grade of Progress | |||||
---|---|---|---|---|---|---|---|---|---|---|
Up to 50,000 L/year | 0.29 | Star | 0.55 | In progress | 0.40 | In progress | 0.44 | In progress | 0.38 | In progress |
50,001–100,000 L/year | 0.33 | Star | 0.65 | In progress | 0.53 | In progress | 0.45 | In progress | 0.83 | Maturity |
100,001–250,000 L/year | 0.36 | In progress | 0.66 | In progress | 0.56 | In progress | 0.67 | In progress | 0.63 | In progress |
250,001–1,000,000 L/year | 0.35 | In progress | 0.90 | Maturity | 0.77 | Maturity | 0.77 | Maturity | 0.92 | Maturity |
More than 1,000,000 L/year | 0.46 | In progress | 0.83 | Maturity | 0.98 | Maturity | 0.66 | In progress | 0.90 | Maturity |
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
López-Santiago, J.; Md Som, A.; Ruiz-Garcia, L.; Zubelzu Mínguez, S.; Gómez Villarino, M.T. Assessment of Environmental Management Performance in Wineries: A Survey-Based Analysis to Create Key Performance Indicators. Environments 2024 , 11 , 139. https://doi.org/10.3390/environments11070139
López-Santiago J, Md Som A, Ruiz-Garcia L, Zubelzu Mínguez S, Gómez Villarino MT. Assessment of Environmental Management Performance in Wineries: A Survey-Based Analysis to Create Key Performance Indicators. Environments . 2024; 11(7):139. https://doi.org/10.3390/environments11070139
López-Santiago, Jesús, Amelia Md Som, Luis Ruiz-Garcia, Sergio Zubelzu Mínguez, and María Teresa Gómez Villarino. 2024. "Assessment of Environmental Management Performance in Wineries: A Survey-Based Analysis to Create Key Performance Indicators" Environments 11, no. 7: 139. https://doi.org/10.3390/environments11070139
Article access statistics, further information, mdpi initiatives, follow mdpi.
Subscribe to receive issue release notifications and newsletters from MDPI journals
Explore all metrics
To achieve efficient structural design, it is crucial to reduce the cost of materials while ensuring structural safety. This study proposes an optimization method for design parameters (DPs) in a prestressed steel structure driven by multi-factor coupling. To accomplish this, a numerical proxy model of prestressed steel structures is established with integration of DPs and mechanical parameters (MPs). A data association-parameter analysis-optimization selection system is established. A correlation between DPs and MPs is established using a back propagation (BP) neural network. This correlation provides samples for parameter analysis and optimization selection. MPs are used to characterize the safety of the structure. Based on the safety grade analysis, the key DPs that affect the mechanical properties of the structure are obtained. A mapping function is created to match the MPs and the key DPs. The optimal structural DPs are obtained by setting structural materials as the optimization objective and safety energy as the constraint condition. The theoretical model is applied to an 80-m-span gymnasium and verified with a scale test physical model. The MPs obtained using the proposed method are in good agreement with the experimental results. Compared with the traditional design method, the design cycle can be shortened by more than 90%. Driven by the optimal selection method, a saving of more than 20% can be achieved through reduction of structural material quantities. Moreover, the cross-sectional dimensions of radial cables have a substantial influence on vertical displacement. The initial tension and cross-sectional size of the upper radial cable exhibit the most pronounced impact on the stress distribution in that cable. The initial tension and cross-sectional size of the lower radial cable hold the greatest sway over the stress distribution in that cable.
This is a preview of subscription content, log in via an institution to check access.
Subscribe and save.
Price includes VAT (Russian Federation)
Instant access to the full article PDF.
Rent this article via DeepDyve
Institutional subscriptions
Krishnan S. Structural design and behavior of prestressed cable domes. Engineering Structures, 2020, 209: 110294
Article Google Scholar
Ahmed E A, Nassef A O, El Damatty A A. NURBS-based form-finding algorithm for double-curvature cable domes. Engineering Structures, 2023, 283: 115877
Zhu Z Y, Bai G B, Zhou Z F. Force finding of cable structures based on singular value decomposition of expanded generalized equilibrium matrix. Journal of Building Structures, 2023, 44(4): 118–128 (in Chinese)
Google Scholar
Chen L M, Gao W F, Jiang Z C, Zhang H, Liu Y, Zhou Y Y, Dong S L. Section optimization design of a cable dome structure based on robustness. Journal of Building Structures, 2021, 42(7): 104–108 (in Chinese)
Knawa-Hawryszków M. Determining initial tension of carrying cable in nonlinear analysis of bi-cable ropeway—Case study. Engineering Structures, 2021, 244: 112769
Zhao L, Cao Z, Wang Z, Fan F. Initial prestress design and optimization of cable-stiffened latticed shells. Journal of Constructional Steel Research, 2021, 184(2): 106759
Chen L M, Dong S L. Optimal prestress design and construction technique of cable-strut tension structures with multi-overall selfstress modes. Advances in Structural Engineering, 2013, 16(10): 1633–1644
Lee S, Lee J. A novel method for topology design for tensegrity structures. Composite Structures, 2016, 152(15): 11–19
Huang W, Pei M, Liu X, Wei Y. Design and construction of super-long span bridges in China: Review and future perspectives. Frontiers of Structural and Civil Engineering, 2020, 14(4): 803–838
Shishegaran A, Karami B, Danalou E S, Varaee H, Rabczuk T. Computational predictions for predicting the performance of steel 1 panel shear wall under explosive loads. Engineering Computations, 2021, 38(9): 3564–3589
Wang L X, Liu H B, Chen Z H, Zhang F, Guo L. Combined digital twin and hierarchical deep learning approach for intelligent damage identification in cable dome structure. Engineering Structures, 2023, 274: 115172
Mokhtari F, Imanpour A. A digital twin-based framework for multi-element seismic hybrid simulation of structures. Mechanical Systems and Signal Processing, 2023, 186: 109909
LeCun Y, Bengio Y, Hinton G E. Deep learning. Nature, 2015, 521(7553): 436–444
Es-Haghi M S, Shishegaran A, Rabczuk T. Evaluation of a novel asymmetric genetic algorithm to optimize the structural design of 3D regular and irregular steel frames. Frontiers of Structural and Civil Engineering, 2020, 14(5): 1110–1130
Shishegaran A, Khalili M R, Karami B, Rabczuk T, Shishegaran A. Computational predictions for estimating the maximum deflection of reinforced concrete panels subjected to the blast load. International Journal of Impact Engineering, 2020, 139: 103527
Ma G, Liu K. Prediction of compressive strength of CFRP-confined concrete columns based on bp neural network. Journal of Hunan University (Natural Sciences), 2021, 48(9): 88–97 (in Chinese)
Zhao Y N, Du W F, Wang Y Q, Wang H, Zhao B Q, Dong S L. Study on intelligent shape finding for tree-like structures based on BP neural network algorithmi. Journal of Building Structures, 2022, 43(4): 77–85 (in Chinese)
Shishegaran A, Varaee H, Rabczuk T, Shishegaran G. High correlated variables creator machine: Prediction of the compressive strength of concrete. Computers and Structures, 2021, 247: 106479
Chen K, Huang H W, Zhang D M, Zhai W Z, Zhang D M. Constrained multi-objective optimization algorithm based design method of shield tunnel. China Civil Engineering Journal, 2020, 53(S1): 81–86 (in Chinese)
Vo-Duy T, Duong-Gia D, Ho-Huu V, Vu-Do H C, Nguyen-Thoi T. Multi-objective optimization of laminated composite beam structures using NSGA-II algorithm. Composite Structures, 2017, 168: 498–509
Naghsh M A, Shishegaran A, Karami B, Rabczuk T, Shishegaran A, Taghavizadeh H, Moradi M. An innovative model for predicting the displacement and rotation of column-tree moment connection under fire. Frontiers of Structural and Civil Engineering, 2021, 15(1): 194–212
Karami B, Shishegaran A, Taghavizade H, Rabczuk T. Presenting innovative ensemble model for prediction of the load carrying capacity of composite castellated steel beam under fire. Structures, 2021, 33: 4031–4052
Shishegaran A, Saeedi M, Mirvalad S, Korayem A H. Computational predictions for estimating the performance of flexural and compressive strength of epoxy resin-based artificial stones. Engineering with Computers, 2023, 39(1): 347–372
Bigdeli A, Shishegaran A, Naghsh M A, Karami B, Shishegaran A, Alizadeh G. Surrogate models for the prediction of damage in reinforced concrete tunnels under internal water pressure. Journal of Zhejiang University-Science A, 2021, 22(8): 632–656
Liu Z, Jiang A, Shao W, Zhang A, Du X. Artificial-neural-network-based mechanical simulation prediction method for wheel-spoke cable truss construction. International Journal of Steel Structures, 2021, 21(3): 1032–1052
Cao T, D’Acunto P, Castellón J J, Tellini A, Schwartz J, Zhang H. Design of prestressed gridshells as smooth poly-hypar surface structures. Structures, 2021, 30(4): 973–984
Quagliaroli M, Malerba P G, Albertin A, Pollini N. The role of prestress and its optimization in cable domes design. Computers and Structures, 2015, 161: 17–30
Marbaniang A L, Dutta S, Ghosh S. Updated weight method: An optimisation-based form-finding method of tensile membrane structures. Structural and Multidisciplinary Optimization, 2022, 65(6): 169
Article MathSciNet Google Scholar
Soltoggio A, Stanley K O, Risi S. Born to learn: The inspiration, progress, and future of evolved plastic artificial neural networks. Neural Networks, 2018, 108: 48–67
Hsiao C H, Chen A Y, Ge L, Yeh F. Performance of artificial neural network and convolutional neural network on slope failure prediction using data from the random finite element method. Acta Geotechnica, 2022, 17(12): 5801–5811
Afram A, Janabi-Sharifi F, Fung A S, Raahemifar K. Artificial neural network (ANN) based model predictive control (MPC) and optimization of HVAC systems: A state of the art review and case study of a residential HVAC system. Energy and Building, 2017, 141(4): 96–113
Li B, Zhuang X. Multiscale computation on feedforward neural network and recurrent neural network. Frontiers of Structural and Civil Engineering, 2020, 14(6): 1285–1298
Ji X, Yang B, Tang Q. Acoustic seabed classification based on multibeam echosounder backscatter data using the PSO-BP-AdaBoost algorithm: A case study from Jiaozhou Bay, China. IEEE Journal of Oceanic Engineering, 2020, 46(2): 509–519
Parisi G I, Kemker R, Part J L, Kanan C, Wermter S. Continual lifelong learning with neural networks: A review. Neural Networks, 2019, 113: 54–71
Lachhwani K. Application of neural network models for mathematical programming problems: A state of art review. Archives of Computational Methods in Engineering, 2020, 27(1): 171–182
Yang H, Li X, Qiang W, Zhao Y, Zhang W, Tang C. A network traffic forecasting method based on SA optimized ARIMA-BP neural network. Computer Networks, 2021, 193(3): 108102
Liu G R. The smoothed finite element method (S-FEM): A framework for the design of numerical models for desired solutions. Frontiers of Structural and Civil Engineering, 2019, 13(2): 456–477
Liu Z S, Li H, Liu Y, Wang J C, Tafsirojjaman T, Shi G. A novel numerical approach and experimental study to evaluate the effect of component failure on spoke-wheel cable structure. Journal of Building Engineering, 2022, 61: 105268
Ding M, Luo B, Han L, Shi Q, Guo Z. Optimal design of spoke double-layer cable-net structures based on an energy principle. Structural Engineering and Mechanics, 2020, 74(4): 533–545
Wang B, Gao L, Juan Z. Travel mode detection using GPS data and socioeconomic attributes based on a random forest classifier. IEEE Transactions on Intelligent Transportation Systems, 2018, 19(5): 1547–1558
Tan J, Xie X, Zuo J, Xing X, Liu B, Xia Q, Zhang Y. Coupling random forest and inverse distance weighting to generate climate surfaces of precipitation and temperature with multiple-covariates. Journal of Hydrology, 2021, 598(7): 126270
Talaslioglu T. Optimal design of steel skeletal structures using the enhanced genetic algorithm methodology. Frontiers of Structural and Civil Engineering, 2019, 13(4): 863–889
JGJ 257-2012. Technical Specification for Cable Structures. Beijing: China Architecture & Building Press, 2012 (in Chinese)
ASCE/SEI 19-10. Structural Applications of Steel Cables for Buildings. Reston, VA: ASCE, 2010
Wang Y L, Wu Z P, Guan G, Li K, Chai S H. Research on intelligent design method of ship multi-deck compartment layout based on improved taboo search genetic algorithm. Ocean Engineering, 2021, 225(2): 108823
ANSYS. ANSYS User’s Manual Release 15, Swanson Analysis Systems Houston, 2013
Kim M K, Kim Y S, Srebric J. Impact of correlation of plug load data, occupancy rates and local weather conditions on electricity consumption in a building using four back-propagation neural network models. Sustainable Cities and Society, 2020, 62: 102321
Kaveh A, Rezaei M. Optimum topology design of geometrically nonlinear suspended domes using ECBO. Structural Engineering and Mechanics, 2015, 56(4): 667–694
Zhang Q, Zhang Y, Yao L, Fan F, Shen S. Finite element analysis of the static properties and stability of a 800 m Kiewitt type mega-latticed structure. Journal of Constructional Steel Research, 2017, 137: 201–210
GB 50009-2012. Load Code for the Design of Building Structures. Beijing: China Architecture & Building Press, 2012 (in Chinese)
Samaniegoc E, Anitescud C, Goswamid S, Nguyen-Thanhe V M, Guoe H, Hamdiae K, Zhuange X, Rabczuk T. An energy approach to the solution of partial differential equations in computational mechanics via machine learning: Concepts, implementation and applications. Computer Methods in Applied Mechanics and Engineering, 2020, 362: 112790
Download references
The authors gratefully acknowledge the financial support provided by the National Natural Science Foundation of China (Grant No. 5217082614).
Authors and affiliations.
Faculty of Architecture, Civil and Transportation Engineering, Beijing University of Technology, Beijing, 100124, China
Guo-Liang Shi, Zhan-Sheng Liu, De-Chun Lu, Qing-Wen Zhang & Majid Dezhkam
The Key Laboratory of Urban Security and Disaster Engineering of the Ministry of Education, Beijing University of Technology, Beijing, 100124, China
Beijing Building Construction Research Institute Co., Ltd., Beijing, 100039, China
Ze-Qiang Wang
You can also search for this author in PubMed Google Scholar
Correspondence to Zhan-Sheng Liu .
Competing interests The authors declare that they have no competing interests.
Reprints and permissions
Shi, GL., Liu, ZS., Lu, DC. et al. Design parameter optimization method for a prestressed steel structure driven by multi-factor coupling. Front. Struct. Civ. Eng. (2024). https://doi.org/10.1007/s11709-024-1084-0
Download citation
Received : 30 August 2023
Accepted : 09 November 2023
Published : 03 July 2024
DOI : https://doi.org/10.1007/s11709-024-1084-0
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
IMAGES
VIDEO
COMMENTS
Formulating research objectives has the following five steps, which could help researchers develop a clear objective: 8. Identify the research problem. Review past studies on subjects similar to your problem statement, that is, studies that use similar methods, variables, etc.
Example: Research aim. To examine contributory factors to muscle retention in a group of elderly people. Example: Research objectives. To assess the relationship between sedentary habits and muscle atrophy among the participants. To determine the impact of dietary factors, particularly protein consumption, on the muscular health of the ...
The research aim provides the study with direction, while the research objectives set the path to achieving this aim, thereby ensuring the study's efficiency and effectiveness. How to Write Research Objectives. I usually recommend to my students that they use the SMART framework to create their research objectives.
Research Objectives. Research objectives refer to the specific goals or aims of a research study. They provide a clear and concise description of what the researcher hopes to achieve by conducting the research.The objectives are typically based on the research questions and hypotheses formulated at the beginning of the study and are used to guide the research process.
Research Aims: Examples. True to the name, research aims usually start with the wording "this research aims to…", "this research seeks to…", and so on. For example: "This research aims to explore employee experiences of digital transformation in retail HR.". "This study sets out to assess the interaction between student ...
A research objective is defined as a clear and concise statement of the specific goals and aims of a research study. It outlines what the researcher intends to accomplish and what they hope to learn or discover through their research. Research objectives are crucial for guiding the research process and ensuring that the study stays focused and ...
Research objectives are integral to the research framework as the nexus between the research problem, questions, and hypotheses. They translate the broad goals of your study into actionable steps, ensuring every aspect of your research is purposefully aligned towards addressing the research problem.
A research objective is defined as a clear and concise statement that outlines the specific goals and aims of a research study. These objectives are designed to be specific, measurable, achievable, relevant, and time-bound (SMART), ensuring they provide a structured pathway to accomplishing the intended outcomes of the project.
Summary. The importance of research aims and objectives cannot be over-stressed. It is vital to have a very clear understanding of what the research is about and what you are actually trying to achieve. You need to know this. And you need to be able to communicate it to others. Carrying out a research project is rather like going on a journey.
In order to write effective research aims and objectives, researchers should consider all aspects of their proposed work. For example, the sample(s) to be approached for participation in the primary data collection. Identifying research objectives that are SMART is key to ensuring key aspects of the work are considered prior to any data collection.
To develop a set of research objectives, you would then break down the various steps involved in meeting said aim. For example: This study will investigate the link between dehydration and the incidence of urinary tract infections (UTIs) in intensive care patients in Australia. To achieve this, the study objectives w ill include:
For example, with clear research objectives, your study focuses on the specific goals you want to achieve and prevents you from spending time and resources collecting unnecessary data. However, sticking to research objectives isn't always easy, especially in broad or unconventional research. This is why most researchers follow the SMART ...
Summary. One of the most important aspects of a thesis, dissertation or research paper is the correct formulation of the aims and objectives. This is because your aims and objectives will establish the scope, depth and direction that your research will ultimately take. An effective set of aims and objectives will give your research focus and ...
A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement, before your research objectives. Research objectives are more specific than your research aim. They indicate the specific ways you'll address the overarching aim.
Answer: Research objectives describe concisely what the research is trying to achieve. They summarize the accomplishments a researcher wishes to achieve through the project and provides direction to the study. A research objective must be achievable, i.e., it must be framed keeping in mind the available time, infrastructure required for ...
Research objectives are formulated based on the research questions or hypotheses, and they help in defining the scope of the study and guiding the research design and methodology. They also assist in evaluating the success and outcomes of the research.
INTRODUCTION. Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses.1,2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results.3,4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the ...
5 Examples of Research Objectives. The following examples of research objectives based on several published studies on various topics demonstrate how the research objectives are written: This study aims to find out if there is a difference in quiz scores between students exposed to direct instruction and flipped classrooms (Webb and Doman, 2016).
Aim: To understand the contribution that local governments make to national level energy policy. Objectives: Conduct a survey of local politicians to solicit responses. Conduct desk-research of local government websites to create a database of local energy policy.
An in-depth analysis of information creates space for generating new questions, concepts and understandings. The main objective of research is to explore the unknown and unlock new possibilities. It's an essential component of success. Over the years, businesses have started emphasizing the need for research.
Formulating research aim and objectives in an appropriate manner is one of the most important aspects of your thesis. This is because research aim and objectives determine the scope, depth and the overall direction of the research. Research question is the central question of the study that has to be answered on the basis of research findings.
The development of the research question, including a supportive hypothesis and objectives, is a necessary key step in producing clinically relevant results to be used in evidence-based practice. A well-defined and specific research question is more likely to help guide us in making decisions about study design and population and subsequently ...
The objectives of research may vary depending on the field of study and the specific research question being investigated. However, some common objectives of research include: To explore and describe a phenomenon: Research can be conducted to describe and understand a phenomenon or situation in greater detail.
Clinical Oral Implants Research is a dentistry and oral surgery journal publishing papers on scientific progress in the field of implant dentistry. Abstract Objectives The objective of this study is to analyze the clinical and radiographic outcomes of implant-supported fixed protheses with cantilever extensions (ISFPCs) in the partially edentu
This study adopted the descriptive analytical research method, and quantitative and qualitative data were collected to achieve its objectives. The survey method has been used with the help of two sets of questionnaires. The first stage evolved by making a questionnaire to conduct research or gather information from users and library professionals.
The findings of Halverson's study indicate that BT has a beneficial impact on surgical skills training for rural physicians, aligning with the outcomes of our study. Nevertheless, unlike the present research, Halverson's study relied solely on questionnaires for drawing conclusions and lacked objective evaluation metrics [ 19 ].
This study assesses the adoption and operational effectiveness of Environmental Management Systems (EMSs) in Italian wineries, focusing on ISO 14001:2015. It evaluates commitment, planning, communication strategies, emergency preparedness, and employee training practices. Using a comprehensive survey-based methodology, the research elucidates the dynamics of EMS implementation across various ...
To achieve efficient structural design, it is crucial to reduce the cost of materials while ensuring structural safety. This study proposes an optimization method for design parameters (DPs) in a prestressed steel structure driven by multi-factor coupling. To accomplish this, a numerical proxy model of prestressed steel structures is established with integration of DPs and mechanical ...