Survey of Respiratory Therapy Alumni: Research-Related Competencies and Skills

Abstract

Background:

The respiratory therapy (RT) field is at a turning point in academic progression. Competencies valued by RT managers may be more evident among bachelor's prepared therapists including leadership, evidence-based practice, and research. Evaluation is needed to determine the value and benefit of incorporating research related competencies and skills in RT curriculums. The purpose of this study was to determine the research-related competencies and skills respiratory therapists with a bachelor's degree have utilized during their career.

Methods:

IRB approval was obtained for this study. An online survey link was emailed to alumni of The Ohio State University Respiratory Therapy Program from 2006-2017. Participants were asked about current and past job histories and responsibilities and how frequently they utilized, valued, and benefited from the competencies and skills garnered from their research project experience.

Results:

The response rate was 52%. Of the 107 participants that initiated the survey, 59 met inclusion criteria and completed the survey.94.9%-100% of respondents believed the research project helped them develop competencies and skills including searching and analyzing scientific literature, scientific writing, data management, presentation skills, communication skills, working both independently and with a team, critical thinking, self-motivation, flexibility, resourcefulness, and time management. Some primary research-related competencies are highly valued but used less frequently, with 32.2%-52.5% reporting occasionally or regularly using these in their current role as an RT. Overall, participants rated all competencies and skills gained during the research project experience valuable and beneficial in their career development. Graduates thought incorporating the research project was beneficial because it provided additional marketable and useful skills and prepared them for graduate school.

Conclusions:

Research-related competencies and skills directly and tangentially developed by engaging in a research project are highly valued and used with varying frequency by RTs in various roles. These results indicate it is worthwhile to dedicate the time and resources required for a research project in an RT curriculum. Educational programs with existing research projects should continue to include the experience in the curriculum, and other programs should consider incorporating a similar experience.

Disclosures:

None.