The phrase "develop research skills" is correct and usable in written English.
You can use it when discussing the process of improving one's ability to conduct research effectively.
Example: "In order to succeed in academia, it is essential to develop research skills that allow for thorough investigation and analysis."
Alternatives: "enhance research abilities" or "cultivate research competencies."
Mentoring has been identified as a key element in training and development and important in providing support to young researchers so they can develop research skills before they are overwhelmed by other demands [ 11, 22].
Some saw this as having positive effects on AH research, for example, new opportunities for AH to develop research skills through scholarships and workforce development programs, increased incentives to acquire research qualifications, and recognition for research.
Having said that, research in the medical sciences will be very different, so it is important that you develop research skills in your new field.
The WES program enabled me to develop research skills, as well as view firsthand the processes involved in advancing medical knowledge through research.
This is an example of research-led teaching which aims to develop research skills through engaging students in research like activities.
This research series is aimed at clinicians who wish to develop research skills, or who have a particular clinical problem that they think could be addressed through research.
Most respondents were interested in developing research skills, particularly if they were early-career researchers.
In light of their expertise in both policy and research, the expert sample may have felt that if policymakers had developed research skills themselves through training programs and professional development opportunities (i.e. domain 2), there might be less of a need to consult researchers.
This should not be restricted to mean that developing research skills and capacity is of value just for career researchers; research skills are needed by a broader range of professionals.
On the other hand, teachers may not be so keen to voluntarily take the lead in action research as a form of professional development due to busy work schedule; lack of time to developing research skills; and dependency culture on top-down guidance and implementation.
In addition, AH professionals are faced with heavy case-load demands [ 11], and there is little opportunity for developing research skills or combining research and clinical careers [ 15].
