University of Ciego de Ávila Máximo Gómez Báez
|
ISSN: 2309-8333
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RNPS: 2411
|13(2) |2025|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite:
Ortíz-Salatti, I., Cartaya-
Benítez, L. de la C., Velázquez-Soto, O. E.,
& Mirot-Delgado, R. (2025). Diagnosis of
training needs and proposal of the course:
Strengthening research skills.
Estrategia y
Gestión Universitaria
, 13(2), e9030.
https://doi.org/10.5281/zenodo.17592666
Received: 23/09/2025
Accepted: 31/10/2025
Published: 17/11/2025
Corresponding author:
ibelos95@cecmed.cu
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
Diagnosis of training needs and
proposal of the course: Strengthening
research skills
Diagnóstico de necesidades de
capacitación y propuesta del curso:
Fortalecimiento de las competencias de
investigación
Diagnóstico das necessidades de
formação e proposta do curso: Reforço
das competências de investigação
Abstract
Introduction: research competencies are essential for the
training of health personnel, particularly for educators and
researchers, and can be developed through training courses.
Objective: to diagnose the learning needs of specialists and
propose a training course on research competencies that
addresses the identified needs.
Method: an exploratory-
descriptive, applied, experimental, and cross-sectional study
was conducted between April and July 2025 at the National
Agency for Health Regulation (CECMED). Two surveys were
administered via the Google Forms platform to identify
participants’ learning needs and the course content. Results:
68.42% of participants demonstrated insufficient knowledge
regarding keywords and descriptors, while 93.75% showed
insufficient knowledge regarding the research profile. Based
on the collected data, a system of contents, skills, objectives,
and topic-specific evaluations was developed. Conclusion: the
learning needs of the participants were successfully
identified, which proved useful for designing the proposed
course aimed at strengthening research competencies.
Keywords: scientific communication, information retrieval,
scientific researcher, educator
Resumen
Introducción: las competencias de investigación son
esenciales para la formación del personal de salud,
especialmente a docentes e investigadores y estas se pueden
formar mediante cursos de capacitación.
Ibel Ortíz-Salatti
1
Agencia Nacional de Regulación Sanitaria
CECMED
https://orcid.org/0000-0002-5582-2613
ibelos95@cecmed.cu
Cuba
Leinen de la C. Cartaya-Benítez
2
Agencia Nacional de Regulación Sanitaria
CECMED
https://orcid.org/0000-0002-2695-5724
leidela0912@cecmed.cu
Cuba
Oscar E. Velázquez-Soto
3
Agencia Nacional de Regulación Sanitaria
CECMED
https://orcid.org/0000-0001-7149-8721
oevelazquez@cecmed.cu
Cuba
Rolando Mirot-Delgado
4
Agencia Nacional de Regulación Sanitaria
CECMED
https://orcid.org/0000-0003-0117-5243
rolando87@cecmed.cu
Cuba
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(2) | July-December |2025|
| Ibel Ortíz-Salatti | Leinen de la C. Cartaya-Benítez | Oscar E. Velázquez-Soto | Rolando Mirot-Delgado |
Objetivo:
diagnosticar las necesidades de aprendizaje de los especialistas y
proponer un curso de capacitación sobre las competencias de investigación que
dé respuesta a las necesidades encontradas.
Método:
se realizó una investigación
de tipo exploratoria-descriptiva, aplicada, experimental y transversal, en el
período comprendido de abril a julio del 2025 en la Agencia Nacional de
Regulación Sanitaria CECMED. Se aplicaron dos encuestas a través de la
plataforma Google Forms, para identificar las necesidades de aprendizaje de los
participantes y los contenidos del curso.
Resultados:
el 68,42% de los
participantes obtuvo un nivel insuficiente de conocimientos sobre palabras claves
y descriptores; y el 93,75% de los participantes obtuvo un nivel insuficiente de
conocimientos sobre el perfil de investigación. A partir de los datos arrojados se
presentó el sistema de contenidos, habilidades, objetivos y evaluaciones por
tema.
Conclusión:
se lograron identificar las necesidades de aprendizaje de los
participantes, lo que resultó de utilidad para el diseño de la propuesta del curso
de fortalecimiento de las competencias de investigación.
Palabras clave:
comunicación científica, recuperación de información,
Investigador científico, docente
Resumo
Introdução: as competências de pesquisa são essenciais para a formação de
profissionais de saúde, especialmente docentes e pesquisadores, e podem ser
desenvolvidas por meio de cursos de capacitação. Objetivo: diagnosticar as
necessidades de aprendizagem dos especialistas e propor um curso de capacitação
sobre competências de pesquisa que responda às necessidades identificadas.
Método: foi realizada uma investigação exploratória-descritiva, aplicada,
experimental e transversal, no período de abril a julho de 2025, na Agência
Nacional de Regulação Sanitária (CECMED). Foram aplicados dois questionários por
meio da plataforma Google Forms, com o objetivo de identificar as necessidades
de aprendizagem dos participantes e os conteúdos do curso. Resultados: 68,42%
dos participantes apresentaram nível insuficiente de conhecimento sobre
palavras-chave e descritores; e 93,75% apresentaram nível insuficiente de
conhecimento sobre o perfil de pesquisa. A partir dos dados obtidos, foi elaborado
um sistema de conteúdos, habilidades, objetivos e avaliações por tema.
Conclusão: as necessidades de aprendizagem dos participantes foram
identificadas com êxito, o que se mostrou útil para o desenho da proposta do curso
de fortalecimento das competências de pesquisa.
Palavras-chave:
comunicação científica, recuperação da informação,
pesquisador científico, docente
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Introduction
Training is nothing more than the development of competencies and skills.
As indicated by Hernández-Martínez et al. (2025), it enhances productivity and
competitiveness in workplace environments. However, this educational endeavor
currently faces significant challenges, particularly regarding the availability and
organization of healthcare personnel. According to Estrella-López et al. (2025), the
primary challenge lies in cultivating practical competencies and skills such as
research, communication, teamwork, and management.
Competencies refer to a professional's ability to perform a specific function
based on their knowledge, skills, and values. Hernández Barbosa and García-Martínez
(2025) highlight the existence of specific competencies and transversal
competencies; the latter enables appropriate task execution regardless of the
operational context, where research competencies are included.
Nevertheless, Zavala-Baque et al. (2025) clarify that the development of
transversal competencies requires the intentional and systematic application of
methods that promote reflective learning in specific contexts. It is crucial to view
the educator or researcher as an active agent in their education, utilizing
methodologies that encourage group participation and foster their autonomy in
facing real challenges. Additionally, a multidisciplinary approach is promoted, along
with the necessity of having qualified educators.
In Spain, as reported by Espinosa-Barreiro et al. (2024), several authors agree
that it is essential to cultivate skills from a holistic perspective. They emphasize that
teaching competency should not be reduced to disciplinary knowledge alone; rather,
it necessitates continuous training that enables university educators to respond with
rigor and creativity to an ever-evolving educational environment. Sánchez-Soriano
(2021) discusses the necessity of research and its scientific communication, as well
as how higher education faces liquidity issues in the research sphere.
Similarly, in various Latin American countries, according to Portuondo-
Sánchez and Álvarez-Rodríguez (2018), competencies in teaching, research, digital
skills, and humanistic approaches should be fostered for improved professional
performance. They argue that research competencies are essential for training
healthcare personnel, particularly those engaged as university educators. Pupo-Ávila
et al. (2025) explain that this professional training ensures the quality of medical
care and holistic patient attention, as well as project management and critical
problem-solving.
In Lima, Romaní-Romaní et al. (2022) proposed a plan to develop scientific
research skills through the design of a curriculum that introduces research and
scientific skills courses. However, they argue that these courses cannot be merely
specialized; instead, they should stem from the core subject of Research
Methodology, which often fails to cover content related to information retrieval and
research profile management.
Research competencies, being transversal to all sciences, facilitate the
intellectual and professional development of healthcare professionals. Among these
research competencies, the ability to search for and retrieve information, as well as
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manage research profiles, stands out. The skill to seek and recover reliable sources
of information allows for the acquisition of updated and accurate bibliographical
material on a topic. Research profiles are managed through digital platforms like the
Open Researcher and Contributor ID (ORCID), which provides a unique identifier
associated with an individual's academic, professional, and research trajectory.
In the Cuban context, researchers must be accredited with a scientific
category granted by a commission upon meeting specific requirements as outlined
in Resolution 171/2023, "Regulation for the Categorization of Researchers," from the
Ministry of Science, Technology, and the Environment (CITMA). In this regard,
science and innovation institutions outline their strategies for categorizing their
researchers, with training for interested personnel and those wishing to change
categories as the first step. Hence, at the National Health Regulatory Agency
(CECMED), there arises a necessity to train researchers and educators concerning
research competencies.
In a context of constant evolution in biomedical knowledge and information
technologies, it is imperative to strengthen transversal competencies. These skills
not only enhance the individual's capacity to generate, apply, and share knowledge,
but also have a direct impact on the quality of teaching, institutional research, and
decision-making. Moreover, in regulatory environments like CECMED, where
scientific production and academic visibility are linked to categorization and
professional recognition processes, ongoing training and the education of healthcare
personnel are crucial for personal, institutional, and national science and innovation
system development.
Therefore, the objective of this research is to diagnose the learning needs
of the specialists at the center and subsequently propose a training course focused
on research competencies for educators, researchers, and personnel seeking
categorization.
Methods and materials
Type of research: an exploratory-descriptive research study was conducted,
focusing on diagnosing and identifying problems during the period from April to July
2025. This research is applied within the context of CECMED.
Two surveys were administered to measure the following knowledge
areas:
• information searching and retrieval using keywords and descriptors;
• understanding of ORCID, its potential, and its links to other academic
platforms.
• The surveys were also instrumental in identifying the learning needs of the
future course participants.
Studied variables:
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• research category
• years of experience
• level of knowledge
• learning needs
A total experimental sample of 19 individuals was selected, based on
intentional diversity criteria: all researchers are graduates with higher education
degrees across various specialties, each with over one year of continuous work at
CECMED. The surveys were conducted through the Google Forms platform (Survey 1:
https://n9.cl/mdkzu and Survey 2: https://n9.cl/a8lkb
).
Responses to six questions were tabulated, using criteria of sufficient (S) and
insufficient (I). They were evaluated based on the accuracy of the respondents'
answers. A response was considered sufficient if participants answered five or more
questions correctly; insufficient if they marked two or fewer correctly. The survey
was validated by a Committee of Experts.
In identifying the learning needs, the problem tree method was employed,
a recognized tool for analyzing complex issues through causal relationships.
According to González-Muñoz et al. (2023), this analytical method not only
structured the visualization of the problem but also prioritized critical areas to
orient the course content towards the acquisition of specific skills and knowledge to
overcome these causes, based on a consensus among experts and involved
stakeholders.
The construction of the problem tree was performed participatively,
involving regulatory agency professionals and knowledge management specialists,
which enhanced the multidimensional understanding of the phenomenon and
ensured the relevance of the diagnosis, thereby guiding the curriculum design
towards clear and achievable objectives.
Results and discussion
The analysis of the survey results revealed that 68.4% of participants held no
research category, many of whom are currently in the process of preparation and
compiling their documentation (see Table 1). Additionally, it was noted that most
respondents have over five years of research experience, a positive aspect for
assessing the evolution of their skills over time.
Table 1
Distribution of respondents by research category and years of experience
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Research Category Percentage
Years of Experience in
Research
Percentage
No Category
68.4%
Less than one year
29.4%
Aspiring Researcher
10.5%
1-5 years
29.4%
Associate Researcher
10.5%
Over 5 years
41.2%
Assistant Researcher
5.25%
Senior Researcher
5.25%
Source: Authors’ own elaboration.
Note. This table displays the percentage distribution among different scientific
categories and levels of expertise related to research activities.
Participants were aged between 30 and 65 years, predominantly female,
with only two male participants. All members (100%) are graduates with higher
education degrees in various medical sciences disciplines. These data indicate a high
level of research experience, with results being more representative among adult
women with higher education. Future studies can analyze additional statistics.
It can be observed that 68.42% of participants demonstrated insufficient
knowledge regarding keywords and descriptors, while 93.75% were assessed as
insufficient in their understanding of ORCID (see Fig. 1). This highlights the necessity
for these topics to be included in the graduate course.
Figure 1
Levels of knowledge on Topics 1 and 2
Source: Authors’ own elaboration.
Note. This figure shows the levels of proficiency observed in the diagnosis, on
keywords and descriptors, and on the use of ORCID.
31.58%
68.42%
6.25%
93.75%
Sufficient Insufficient
Level of knowledge about keywords and descriptors
Level of knowledge about ORCID
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The majority relied on search engines (36.8%) and databases (47.4%) as their
primary sources. The most common search strategy was the exclusive use of
keywords (63.2%), followed by a combination with descriptors (31.5%). For most
participants (84.2%), identifying keywords was intuitive, while 63.2% had never used
a thesaurus, and 15.8% were unaware of its definition. Regarding ORCID
management, 82.4% are aware of the identifier, but 35.3% do not have an active
one. The updating of ORCID accounts is poor, with 64.7% not having updated theirs
and 70.6% unaware of the process to link to academic platforms (see Fig. 2).
Figure 2
Aspects evaluated by the survey: use of search engines, databases, thesaurus,
keywords, descriptors, and ORCID identifier
Source: Authors’ own elaboration.
Note. The figure shows the percentage variation among five aspects measured in
diagnostic survey 2. Legend: 1. Use of search engines. 2. Database usage. 3. Not used
a thesaurus. 4. Search strategy: combination with descriptors. 5. It does not have an
ORCID identifier.
The Problem Tree (Fig. 3) identifies insufficient research competency among
personnel as the central trunk, which limits their ability to manage and apply
updated scientific knowledge. Its roots are linked to causes such as lack of ongoing
training, limited access to scientific resources, technological constraints, and low
motivation for research. Consequently, branches emerge reflecting low quality in
information retrieval, weak scientific production, limited institutional visibility, and
poor utilization of academic tools and networks, among other factors that hinder the
research and educational development of the center.
Insufficient research competency among personnel is a decisive factor that
hampers the center's ability to manage and apply updated scientific knowledge.
Improving research competency necessitates a strategic plan that combines
professional development, resources, and institutional incentives for research. An
evaluation approach should include outcome measures on three fronts: staff
capabilities (competencies), research products (projects and publications), and
institutional processes (access to information, networks, and visibility).
Figure 3
36.80%
47.40%
63.20%
31.50%
35.30%
1 2 3 4 5
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Problem tree “Insufficient research competency of staff”
Source: Authors’ own elaboration.
Note. The figure illustrates a tree analysis, identifying five root causes that branch
into ten problems stemming from the central issue.
The results of this research concerning ORCID may be attributed to the lack
of mandatory requirements for this field in author registration on journal platforms,
as well as ignorance regarding its importance and proper management. The
identified insufficiencies are effects of inadequate training on keywords,
descriptors, and ORCID, underscoring the need to design and implement a course
that strengthens these competencies, which every researcher and educator should
possess.
Additionally, a limited understanding of controlled vocabulary was noted,
which is a negative impact in the field of Health, which has various specialized
thesauri. The absence of specialized thesauri implies less precision in concept
encoding, compromising the quality of bibliographic searches, standardization of
terminology, interoperability of records, collaboration among staff, comparability of
results between studies, and traceability of scientific evidence for clinical and
educational decision-making.
From the results, three fundamental learning needs were identified,
indicating the necessity to clarify the concept of keywords during the first
conference of the course. One limitation that may affect CECMED researchers is
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restricted Internet access, as it is limited, and their heavy workload affects the time
available for browsing.
Studies such as that conducted by Contreras and Espinosa (2021) align with
the findings of this research, as they demonstrated that authors only occasionally
use descriptors appropriately, complicating their proper indexing and subsequent
retrieval of scientific publications.
The proposed training course aimed at strengthening research competencies
aligns with the current demands of scientific education. While there are educational
programs that address methodological aspects of research, such as the "Diplomado
en Investigación Aplicada y Clínica en Odontología" at the Pontifical Catholic
University of Chile (2025), which seeks to develop skills from formulating a question
to managing research projects, it does not adapt to the regulatory and educational
context.
This course, targeted at dentists and health professionals, includes modules
on literature review and search, and reference managers, but fails to detail the
teaching of identifiers like ORCID or the strategic use of thesauri for indexing and
information retrieval. The CECMED proposal differentiates itself by focusing on key
tools for enhancing the visibility and impact of scientific production, while also
obtaining the designation of a teaching unit from the University of Havana and the
Faculty of Medical Sciences of Havana.
The relevance of research training has been highlighted by Castro-Rodríguez
et al. (2025) as a favorable quality indicator in education, with opportunities that
include economic benefits from projects or publications and the hiring of educators
and researchers. Certainly, greater involvement of professionals in research projects
generates higher economic benefits for educators, researchers, and the institution
as a whole.
However, for authors like García-Trujillo et al. (2025) and Reyes-Fernández
(2023), challenges persist regarding motivation and educator training concerning
research teaching strategies. In this context, a course focused on scientific visibility
tools could act as a catalyst for motivation, demonstrating to regulatory
professionals how their work can be effectively recognized and disseminated.
The formation of research skills, according to Panizo-Bruzón et al. (2020), is
a recognized need, demanding both theoretical and practical tools for solving
professional problems. Nevertheless, the reviewed literature does not delve into
specific training on managing a researcher’s digital identity (ORCID), optimizing
metadata (keywords, descriptors, thesauri), and the strategic use of academic
networks to enhance visibility and impact.
Bhatt and Snehasish (2025) argue that the ORCID ID is essential in the digital
research landscape, providing a consistent and interoperable means of identifying
researchers. Additionally, they advocate for outreach initiatives regarding ORCID
usage and institutional strategies from platforms like IRINS and DSpace. CECMED is
also working on creating a research platform to make institutional results and
scientific potential available to all.
The proposed course seeks to bridge the digital and cognitive gap by
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providing practical knowledge that empowers researchers to navigate the scientific
publication ecosystem more effectively. According to Zhaksylyk et al. (2023),
researchers must adhere to the highest ethical standards, and institutions play a
pivotal role in establishing an environment that supports ideals of integrity while
providing guidance, instruction, and assistance to researchers.
The omission of topics like ORCID and the management of descriptors in most
training programs of Health Regulatory Agencies in Latin America, such as the
Diplomado from San Sebastián University in Chile (2017) or the Diploma in Regulatory
Affairs in Argentina (2025), represents a limitation that seeks to be overcome.
The literature reviewed by Cruz-Pérez and Pozo-Vinueza (2020) and
Rodríguez-Lora et al. (2019) underscores the need to strengthen research training,
and this proposal complements these efforts by providing a practical focus on
knowledge management tools essential for the modern researcher. Furthermore,
Baute et al. (2022) refer to the systematization of ongoing training in research
competencies as a fundamental requirement for university educators to enhance
their modes of action with social responsibility; an aspect that this course explores
and aims to maintain continuity to update the content according to the current
context and characteristics of the students.
The graduate course is designed to accommodate varying levels of
experience, ranging from beginners to those with more advanced knowledge,
offering tools and resources that facilitate learning in an accessible and effective
manner. The center is interested in increasing the number of categorized
researchers and educators, enhancing scientific production, and ensuring
progression through research categories.
The course comprises 112 hours divided according to topics: 32 hours for
Topic 1, 16 hours for Topic 2, 32 hours for Topic 3, and 16 hours for Topic 4,
respectively. It is designed to include a weekly in-person class (2 hours), one
recovery week, and a final project submission, along with opportunities for student
consultations as feedback.
The remaining hours correspond to interactions in the Virtual Classroom,
where students will find lectures, bibliographic materials on the topic, supporting
materials, and where they must upload their responses to exercises. The use of
virtual learning environments helps reduce educator burnout (Muñoz et al., 2025).
According to Germán-Reyes et al. (2024) and Gómez-Cárdenas et al. (2024),
it is essential to raise awareness among university students regarding the ethical
dimension of information and communication technologies in educational contexts.
Therefore, students are required to submit plagiarism-free assignments and utilize
the virtual learning environment correctly.
The assessment system consists of a diagnostic or initial assessment, a
formative or continuous assessment, and a final or summative assessment. The
Diagnostic Assessment (Initial) will involve the application of a questionnaire aimed
at identifying the baseline level of knowledge regarding research methodology,
thereby redefining the focus of the graduate program according to the students'
characteristics.
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The Formative Assessment (Continuous) will consider active participation in
classes (10%), including contributions to discussions, workshops, and critical analysis
of scientific articles. Additionally, it will assess the submission of practical
assignments (40%), requiring either a group or individual project for each topic (10%
for each assignment). Practical exercises, according to Palacios-Liberato (2025),
develop skills to design strategies, methods, or techniques that allow for the
resolution of complex problems and foster institutional innovation.
Olaseni (2025) indicates that implementing Project-Based Learning in
technical education presents a valuable opportunity to bridge the gap between
education and the demands of the modern labor market; thus, the research project
must culminate in a scientific article. Jha et al. (2025) assert that for students,
monthly internal assessments and seminars, along with skill-based competency
certification, are effective initiatives to enhance academic performance and enrich
their knowledge, which is why a continuous formative assessment has been selected.
The Final Assessment (Summative) will evaluate the generated product
(50%), which involves creating a manuscript for potential publication in a scientific
journal, thus it must demonstrate originality, rigorous methodology, and
applicability in the Cuban regulatory context. Following the guidelines of the Journal
of Sanitary Regulation, the official scientific communication body of CECMED, will
be recommended.
According to Márquez-Valdés et al. (2023), thorough evaluation of the
teaching-learning process in general and, specifically, of the formation of research
competencies leads to assessment, orientation, and regulation of that process.
Consequently, a final satisfaction survey for the course is also designed to measure
the effectiveness of the training at the center, analyzing acceptable learning levels
and participant motivation (Mitchell et al., 2022).
The system of contents, skills, objectives, and evaluations per topic is
visualized in Figure 4. In its development, various authors were reviewed: Guruge et
al. (2021), Álvarez and Rodríguez (2025), Jesus et al. (2025), Orozco-Cazco et al.
(2025), Plasencia-Urizarri and Almaguer-Mederos (2022), and Castro-Rodríguez
(2021). The course will be updated annually to optimize its contents based on
sociotechnical advancements in research.
Table 2
System of contents, skills, objectives, and evaluations per theme
Themes
Contents
Skills
Objectives
Evaluation
Theme 1:
introduction
to information
searching
and retrieval.
Basic
concepts.
Main
sources.
Use of
thesauri.
Search
strategies.
Develop skills to
identify information
needs, design
effective search
strategies, retrieve
accurate data,
evaluate source
relevance, and
promote ethical
Foster
adaptation to
digital
research and
continuous
learning for
academic-
professional
Elaboration
of a
research
protocol in
health.
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Veracity of
documenta
ry sources.
access and use of
information.
development
.
Theme 2:
importance of
ORCID for
scientific
research.
Creating
and
configuring
an ORCID
profile.
Linking
ORCID to
academic
platforms.
Manage authorship
and scientific
visibility through
ORCID, keeping
the account
updated and
linked, as a
prerequisite for
scientific
publishing.
Develop and
certify
competencie
s in
academic
information
management
.
Creation and
normalizatio
n of the
ORCID
profile.
Theme 3: key
aspects for
scientific
communicati
on.
Identifying
journals for
publication.
Predatory
journals.
Types of
articles.
Different
bibliographi
c norms.
Structure academic
documents
rigorously (APA,
Vancouver),
master scientific
networks, analyze
copyright issues,
simplify technical
language for
diverse audiences,
and write clearly
and precisely
following
international
standards.
Promote the
use of digital
platforms to
enhance
collaboration
while
improving
scientific
communicati
on skills.
Structure an
article and
advance in
its
development
, applying
the
Vancouver
standard for
bibliographic
references.
Theme 4:
dissemination
of academic
and
professional
content on
social media.
Types of
social
media,
algorithms,
uses, and
updates.
Mechanism
s for
protecting
personal
data.
Leverage digital
tools strategically
and responsibly to
enhance scientific
dissemination,
measuring impact
through analytics.
Develop and
manage
profiles on
academic
networks to
build a
community
of practice.
Construction
of a
prototype
publication
on a social
network or
the
publication
of a preprint.
Source: Authors’ own elaboration.
Note. The table summarizes the course program.
The course covers four fundamental topics: first, it introduces information
searching and retrieval, where participants learn basic concepts, sources, the use of
thesauri, and search strategies, with the objective of developing skills in identifying
information needs and evaluating sources. The second topic focuses on the
importance of ORCID for scientific research, teaching participants how to create and
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manage a profile to enhance visibility and authorship.
The third topic explores key aspects of scientific communication, including
the identification of suitable journals and bibliographic standards, to rigorously
structure academic documents. The fourth topic analyzes the dissemination of
academic content through social media, emphasizing the responsible use of these
platforms for assertive communication while ensuring the protection of personal
data.
Assessment in each topic is essential for developing competencies in the
academic and scientific fields, as it includes the development of specific protocols,
ORCID profiles, structured articles, and publication prototypes. These activities
enable students to apply their theoretical knowledge, promote systematic research,
and ensure proper authorship management. Moreover, they facilitate the rigorous
presentation of scientific contributions and strengthen the communication skills of
university educators, researchers, and aspiring professionals.
However, this proposal does present some limitations as research. One
limitation lies in the sample size, which may affect the generalizability of the results
but depends on individual interest in participating in courses like the one proposed
and its prioritization over other more technical courses that respond to institutional
interests and the activities of center employees. Additionally, external factors may
have influenced the responses to the applied surveys due to biases related to
internet usage and the search for answers using artificial intelligence.
Based on the findings and the proposal presented in this article, several lines
of future research can be explored. One avenue could focus on evaluating the impact
of the course “Strengthening Research Competencies” once implemented,
measuring indicators such as the improvement in the quality of bibliographic
searches, the increase in the creation and updating of ORCID profiles, and the rise
in scientific production among participants. Furthermore, it would be valuable to
investigate how training in managing a researcher’s digital identity influences
institutional visibility and the acquisition of official scientific categories.
Conclusions
The learning needs of the participants were identified, which include
insufficient use of descriptors, limited knowledge about managing ORCID, restricted
access to reliable information sources, and minimal dissemination of research
results, leading to low visibility for the center and its educators and researchers.
The course “Strengthening Research Competencies” is proposed as a fundamental
tool for developing the skills of CECMED researchers, which will also promote
scientific communication and efficient knowledge management.
It is suggested that this course be updated annually to incorporate new topics
in line with the socio-technical advancements in scientific research. With the
implementation of this graduate course proposal, specialists and participants will be
able to refine their final projects into manuscripts for submission to peer review for
the Journal of Regulación Sanitaria (RSS) and other specialized journals, addressing
the identified issue of low scientific productivity at CECMED highlighted in the
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problem tree.
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| Ibel Ortíz-Salatti | Leinen de la C. Cartaya-Benítez | Oscar E. Velázquez-Soto | Rolando Mirot-Delgado |
About the main author
Ibel Ortíz
-Salatti:
She graduated with a degree in Information Science in 2018 and a
Master's degree in Library and Information Science in 2025 from the Faculty of
Communication at the University of Havana. She is a member of the Editorial
Committee of the CECMEC's
Journal
of Health Regulation, where she works as a
Research, Innovation, and Development Specialist and also oversees training
activities.
Declaration of author responsibility
Ibel Ortíz
-Salatti 1: Conceptualization, Data curation, Formal
analysis, Research,
Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Leinen de la C. Cartaya
-Benítez 2:
Conceptualization, Data Curation, Formal
Analysis, Research, Methodology, Resources, Software, Supervision, Validation and
Verification, Original Drafting and Writing, Review and Editing
.
Oscar E. Velázquez
-Soto 3:
Conceptualization, Resources, Software, Supervision,
Validation and Verification,
and Writing, Reviewing and Editing.
Rolando Mirot
-Delgado 4:
Resources, Formal Analysis, Supervision, Validation and
Verification, and Writing, Reviewing and Editing.
Financing:
National Health Regulation Agency CECMED.
Special Acknowledgments:
Dr. Ileana Rosa Alfonso Sánchez, Deputy
Director of Strategic Management at the
National Health Regulation Agency (CECMED) and Professor at the National School
of Public Health (ENSAP).
M.Sc. Yadira Álvarez Rodríguez, Policy Specialist in the Medical Equipment
Department and Manager of the
Virtual Classroom at the National Health
Regulation Agency (CECMED).
