Appraisal skills as a public health competency for evidence-based care: students' satisfaction with their research education.

With the demand for evidence-based practice, a greater need for health professionals' research expertise has emerged. Insufficient knowledge and inadequate competencies in research methods have been identified as barriers. Training endeavors to increase students' research awareness have been extensive. The study detailed in this article examines three research modules aimed at increasing health professionals' research knowledge. The effects that four demographic dimensions (gender, disability, ethnic group, and age bracket) and five educational parameters (academic term, mode of study, nature of module, qualification aim, and entry qualification) have on student contentment are investigated. According to these parameters, there were no differences in students' performance on the research modules. However, there were significant differences in satisfaction with the module administration, content, integration, and assessment procedures; the module team and university resources; and the module relevance and stimulation.