Skip to main content

Table 3 Junior researchers’ perception of barriers in research knowledge

From: Research capacity and training needs for non-communicable diseases in the public health arena in Turkey

(n = 46) Importance score mean ± SD Performance score mean ± SD Gap* (difference) mean ± SD Training need %
Research design & implementation 6.2 ± 0.9 4.5 ± 1.4 1.7 ± 1.4 66
Study Design: Qualitative 5.9 ± 1.4 3.4 ± 1.8 2.6 ± 2.0 80
Qualitative Research tools 5.8 ± 1.3 3.7 ± 1.7 2.1 ± 1.8 77
Writing research proposals 6.4 ± 1.0 4.5 ± 1.6 1.9 ± 1.5 66
Data management 6.5 ± 0.8 4.8 ± 1.7 1.8 ± 1.8 61
Study Design: Quantitative 6.2 ± 1.2 4.5 ± 1.6 1.7 ± 1.6 70
Routine/secondary data use 6.2 ± 1.2 4.5 ± 1.7 1.7 ± 1.8 68
Ethical guidelines & oversight 6.3 ± 1.2 4.9 ± 1.5 1.4 ± 1.9 64
Questionnaire development 6.1 ± 1.3 4.7 ± 1.7 1.3 ± 1.6 54
Conducting literature reviews 6.5 ± 0.8 5.2 ± 1.4 1.3 ± 1.6 61
Analysis & writing 6.3 ± 0.9 3.8 ± 1.4 2.5 ± 1.6 80
Writing qualitative reports 6.1 ± 1.2 3.1 ± 1.8 2.9 ± 2.0 82
Qualitative data analysis 6.1 ± 1.2 3.2 ± 1.8 2.9 ± 1.9 84
Writing policy papers 5.9 ± 1.4 3.3 ± 1.7 2.7 ± 2.0 89
Writing academic journal articles 6.5 ± 0.9 3.9 ± 1.9 2.6 ± 2.0 79
Writing quantitative reports 6.3 ± 1.0 4.1 ± 1.9 2.2 ± 1.9 75
Statistical analysis 6.5 ± 0.8 4.4 ± 1.7 2.1 ± 1.6 77
Conference presentation skills 6.4 ± 0.8 4.4 ± 1.7 1.9 ± 1.8 73
  1. * The gap refers to the difference between the importance assigned to each skill and perceived self-performance scores.