Table 3 Mean score and standard deviation for each statement in domain
Domain 1: Research question development at departmental and individual effort level, N = 139 (SD) | |||
 My unit or department or faculty: | Mean (SD) | ||
  (a) | Develops a list of priority questions for further research | 2.05 (1.26) | |
  (b) | Organizes research question identification meetings or seminars with research producers | 2.35 (1.43) | |
  (c) | Holds regular meetings with health research users | 1.96 (1.29) | |
 During the process of identifying my research question, I: | Yes | No | |
  (d) | Identified a health-related problem during the course of my work | 127 (91.4) | 12 (8.6) |
  (e) | Identified a gap in literature through reading a systematic review | 90 (64.8) | 49 (35.7) |
  (f) | Identified a gap in literature through reading a single study article | 27 (19.4) | 112 (80.6) |
  (g) | Consulted my colleagues to identify a suitable research question | 72 (51.8) | 67 (48.2) |
  (h) | Consulted my research mentor or potential supervisor | 100 (71.9) | 39 (28.1) |
  (i) | Identified a question from an existing project where I am affiliated | 30 (21.6) | 109 (78.4) |
  (j) | Identified a question from an existing public list of priority questions | 36 (25.9) | 103 (74.1) |
  (k) | Identified a question through interaction with decision-makers | 24 (17.3) | 115 (82.7) |
Domain 2: Proposal development. In conducting your research project, which of the following applies to your department or faculty? N = 180 (SD) | |||
 (a) | Assigned a supervisor/mentor | 3.82 (1.56) | |
 (b) | Accessed university guidelines/resources | 3.98 (1.28) | |
 (c) | Accessed my supervisor/mentor easily | 4.10 (1.13) | |
 (d) | Accessed alternative online resources | 3.12 (1.59) | |
 (e) | Considered the PICO approach in research question development | 2.64 (1.58) | |
Domain 3: Knowledge transfer. In conducting your research project, which of the following applies to your department or faculty? N = 158 (SD) | |||
 (a) | There is a process that determines which research results can be transferred to the target audiences | 2.67 (1.44) | |
 (b) | Research results are peer-reviewed prior to knowledge dissemination or transfer | 3.35 (1.38) | |
 (c) | Knowledge transfer and utilization of research results exist in the general programme of research methodology training | 2.92 (1.47) | |
 (d) | I am familiar with the topic of knowledge translation and how to perform it | 2.91 (1.39) | |
 (e) | I am familiar with converting research results into actionable messages appropriate to the target audience | 3.08 (1.32) | |
 (f) | I am familiar with communication skills for knowledge transfer | 3.15 (1.33) | |
 (g) | A list of potential (postgraduate student) research result users is prepared for each research project | 2.18 (1.27) | |
 (h) | The necessary structures and/or manpower are available for strengthening knowledge transfer in our department | 2.65 (1.39) | |
 (i) | The framework of students research projects’ final reports is such that decision-makers can easily point out the actionable message | 2.85 (1.24) | |
 (j) | Student researchers can provide the results of their research through the web and/or electronic banks | 2.75 (1.43) | |
 (k) | There is regular communications with media and target for transfer of research-based evidence | 1.81 (1.15) | |
 (l) | Intellectual property rights exist which support researchers who help disseminate research results prior to their publication in journals | 2.21 (1.32) | |
 (m) | There are criteria for evaluation of researchers’ knowledge transfer activities in our department | 2.58 (1.46) | |
 (n) | Evidence-based medicine/decision-making is among the subjects in our department | 3.44 (1.41) | |
Domain 4: Promoting use. In conducting your research project, which of the following applies to your unit or department or faculty? N = 180 (SD) | |||
 (a) | Systematic reviews or policy briefs or clinical guidelines or technical reports, etc., that strengthen evidence-based decision-making are produced in my department | 2.76 (1.44) | |
 (b) | Postgraduate student researchers participate in technical committees that help in decision-making | 1.84 (1.28) | |
 (c) | We send decision-makers reminders to follow the (postgraduate) research results that we have previously sent them | 1.68 (1.14) | |
 (d) | Education programmes such as “evidence-based medicine” or “evidence-based decision-making” for service providers and/or managers is among the activities in our department | 2.84 (1.45) | |