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Brouhard, Ben H., Wilma Doylel, José Aceves, and Michael J. McHugh. "Research in Pediatric Residency Programs." Pediatrics 97, no. 1 (1996): 71–73. http://dx.doi.org/10.1542/peds.97.1.71.
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Background and Objectives. We have required residents in pediatrics at the Cleveland Clinic Foundation to give research presentations since 1989; this article reviews our experience with this program. Additionally, we sought to determine how many other accredited ted pediatric programs in the United States also require this. Methods. Retrospective review of the Cleveland Clinic program; descriptive statistics of other United States residency programs, obtained by questionnaire. Results. Pediatric residents at the Cleveland Clinic have given 108 research presentations since 1989, and have developed 33 (30.5%) of them into manuscripts or abstracts. We mailed questionnaires to 215 pediatric recidency program directors and received responses from 177 (82%). Of these, 48 (27%) indicated their programs had a research requirement; residents could present their findings in departmental meetings or submit an abstract or manuscript to a professional society or journal. Respondents cited several barriers to research: residents are too busy, there are too few faculty members to mentor them, financial resources are limited, and there is no residency review committee requirement. Conclusions. Even though only approximately one fourth of the pediatric residency programs in the United States require research, we feel it is worthwhile experience. Despite barriers, residents can and do perform research and publish their findings.
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Al-Busaidi, Ibrahim S., Sultan Z. Al-Shaqsi, Awatif K. Al-Alawi, Siham Al-Sinani, and Ammar Al-Kashmiri. "Characteristics, Trends, and Factors Associated With Publication Among Residents of Oman Medical Specialty Board Programs." Journal of Graduate Medical Education 11, no. 4s (2019): 104–9. http://dx.doi.org/10.4300/jgme-d-19-00259.
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ABSTRACT Background Research during residency is associated with better clinical performance, improved critical thinking, and increased interest in an academic career. Objective We examined the rate, characteristics, and factors associated with research publications by residents in Oman Medical Specialty Board (OMSB) programs. Methods We included residents enrolled in 18 OMSB residency programs between 2011 and 2016. Resident characteristics were obtained from the OMSB Training Affairs Department. In April 2018, MEDLINE and Google Scholar databases were searched independently by 2 authors for resident publications in peer-reviewed journals using standardized criteria. Results Over the study period, 552 residents trained in OMSB programs; 64% (351 of 552) were female, and the mean age at matriculation was 29.4 ± 2.2 years. Most residents (71%, 393 of 552) were in the early stages of specialty training (R ≤ 3) and 49% (268 of 552) completed a designated research block as part of their training. Between 2011 and 2016, 43 residents published 42 research articles (range, 1–5 resident authors per article), for an overall publication rate of 8%. Residents were the first authors in 20 (48%) publications. Male residents (odds ratio [OR] = 2.07; P = .025, 95% CI 1.1–3.91) and residents who completed a research block (OR = 2.57; P = .017, 95% CI 1.19–5.57) were significantly more likely to publish. Conclusions Research training during residency can result in tangible research output. Future studies should explore barriers to publication for resident research and identify interventions to promote formal scholarly activity during residency.
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Merino, Tomas, Viviana Rojas, Eduardo Fuentes-López, et al. "Barriers for research activities in residency programs: A mix-methods study." Medwave 23, no. 01 (2023): e2627-e2627. http://dx.doi.org/10.5867/medwave.2023.01.2627.
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Introduction Research activities have a positive impact on the performance of residents. However, information on research conducted by residents from developing countries is scarce. Our study sought to identify the barriers and facilitators for developing research in medical residency programs in a Latin-American faculty of medicine. Methods A mixed methodology study design was carried out. We used a grounded theory approach for the qualitative phase, collecting data through semi-structured interviews and focus groups with faculty and residents. For the quantitative phase, surveys were administered to residents and teachers. We used factor analysis and scree plot (validity), Cronbach's alpha, and Intraclass correlation coefficient (reliability) to evaluate the surveys' psychometric properties. Results Focus groups involving ten faculty members and 15 residents were conducted, and the following domains were identified: a) facilitators for resident participation, b) barriers, c) strategies for introducing research into the curriculum, d) arguments supporting research activities throughout medical residency, and e) profile of research-motivated residents. Both residents and faculty members identified a lack of protected time and adequate mentoring as the major barriers. A gender gap was found related to international publications (34% vs. 66% women/men); women perceived that research activities 'compete with other activities' (OR: 2.04, 95% CI 1.03 to 4.07). Conclusions Research is highly valued by both residents and faculty members at a Latin-American university with a strong academic output. Major barriers to promoting research in this context include lack of protected time and effective mentoring, and gender gaps. Strategies proposed to improve research within medical residency programs include: establishing an interdisciplinary mentoring program between residents and researchers, promoting elective rotations, and rewarding proposals that consider gender equity.
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Huang, Austin, Sarah Kim, Harrison Zhu, et al. "A Bibliometric Analysis of Ophthalmology Resident Research Productivity in the United States." Journal of Academic Ophthalmology 14, no. 02 (2022): e263-e270. http://dx.doi.org/10.1055/s-0042-1758565.
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Abstract Background The extent and impact of ophthalmology resident scholarly output is not well known. The authors aim to quantify scholarly activity of ophthalmology residents during residency and assess what factors may be associated with greater research productivity of these residents. Material and Methods Ophthalmology residents who graduated in 2021 were identified from their respective program Web sites. Bibliometric data published by these residents between the beginning of their postgraduate year 2 (July 1, 2018) until 3 months after graduation (September 30, 2021) were captured through searches via PubMed, Scopus, and Google Scholar. The association of the following factors with greater research productivity numbers was analyzed: residency tier, medical school rank, sex, doctorate degree, type of medical degree, and international medical graduate status. Results We found 418 ophthalmology residents from 98 residency programs. These residents published a mean (±standard deviation [SD]) number of 2.68 ± 3.81 peer-reviewed publications, 2.39 ± 3.40 ophthalmology-related publications, and 1.18 ± 1.96 first-author publications each. The mean (±SD) Hirsch index (h-index) for this cohort was 0.79 ± 1.17. Upon multivariate analysis, we discovered significant correlations between both residency tier and medical school rank and all bibliometric variables assessed. Pairwise comparisons revealed that residents from higher tier programs had greater research productivity numbers than those from lower tier programs. Conclusion We obtained bibliometric standards for ophthalmology residents on a national scale. Residents who graduated from higher-ranked residency programs and medical schools possessed higher h-indices and published more peer-reviewed publications, ophthalmology-related articles, and first-author publications.
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Weidner, Amanda, Ryan Gilles, and Dean A. Seehusen. "Residency Scholarship Within Practice-based Research Networks." Family Medicine 52, no. 2 (2020): 91–96. http://dx.doi.org/10.22454/fammed.2020.303653.
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Background and Objectives: Finding scholarship opportunities is a common struggle for family medicine residency programs, especially community-based programs. Participation in practice-based research networks (PBRNs) has been suggested as one option, but little is known about resident engagement in PBRNs. This study explores how PBRNs are currently involving family medicine residency programs and whether there are additional opportunities for engagement. Methods: We conducted a cross-sectional survey of 126 primary care PBRN directors regarding residency program involvement in PBRN governance and scholarly activity. We used descriptive statistics to characterize our sample and bivariate analyses to assess association between involvement of residency programs in PBRNs and PBRN characteristics. Results: Most responding PBRNs (N=56, 44.4% response rate) included at least one residency program (80%) and many had residency faculty involved in projects (67.3%), though involvement of residents was less common (52.7%). When involved, residents were part of fewer projects but participated in the full range of research activities. Few PBRNs had deeper engagement with residencies such as written goals specifying their inclusion in projects (23.6%) or residency faculty participation in the PBRN’s governing body (45.5%). Most PBRNs not currently involving residents are interested in doing so (73.9%), and half of these have the resources to do this. Conclusions: Most family medicine and primary care PBRNs have some involvement with residency programs, usually at the faculty level. Building on current PBRN involvement and making connections between local PBRNs and residency programs where none exist represents an excellent opportunity for education and for growing the research capacity of the discipline.
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Raman, Hari S., David D. Limbrick, Wilson Z. Ray, et al. "Prevalence, management, and outcome of problem residents among neurosurgical training programs in the United States." Journal of Neurosurgery 130, no. 1 (2018): 322–26. http://dx.doi.org/10.3171/2017.8.jns171719.
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OBJECTIVEThe challenging nature of neurosurgical residency necessitates that appropriate measures are taken by training programs to ensure that residents are properly progressing through their education. Residents who display a pattern of performance deficiencies must be identified and promptly addressed by faculty and program directors to ensure that resident training and patient care are not affected. While studies have been conducted to characterize these so-called “problem residents” in other specialties, no current data regarding the prevalence and management of such residents in neurosurgery exist. The purpose of this study was to determine the rate and the outcome of problem residents in US neurosurgical residency programs and identify predictive risk factors that portend a resident’s departure from the program.METHODSAn anonymous nationwide survey was sent to all 108 neurosurgical training programs in the US to assess a 20-year history of overall attrition as well as the management course of problem residents, including the specific deficiencies of the resident, management strategies used by faculty, and the eventual outcome of each resident’s training.RESULTSResponses were received from 36 centers covering a total of 1573 residents, with the programs providing a mean 17.4 years’ worth of data (95% CI 15.3–19.4 years). The mean prevalence of problem residents among training programs was 18.1% (95% CI 14.7%–21.6%). The most common deficiencies recognized by program directors were poor communication skills (59.9%), inefficiency in tasks (40.1%), and poor fund of medical knowledge (39.1%). The most common forms of program intervention were additional meetings to provide detailed feedback (93.9%), verbal warnings (78.7%), and formal written remediation plans (61.4%). Of the identified problem residents whose training status is known, 50% graduated or are on track to graduate, while the remaining 50% ultimately left their residency program for other endeavors. Of the 97 residents who departed their programs, 65% left voluntarily (most commonly for another specialty), and 35% were terminated (often ultimately training in another neurosurgery program). On multivariable logistic regression analysis, the following 3 factors were independently associated with departure of a problem resident from their residency program: dishonesty (OR 3.23, 95% CI 1.67–6.253), poor fund of medical knowledge (OR 2.54, 95% CI 1.47–4.40), and poor technical skill (OR 2.37, 95% CI 1.37–4.12).CONCLUSIONSThe authors’ findings represent the first study to characterize the nature of problem residents within neurosurgery. Identification of predictive risk factors, such as dishonesty, poor medical knowledge, and/or technical skill, may enable program directors to preemptively act and address such deficiencies in residents before departure from the program occurs. As half of the problem residents departed their programs, there remains an unmet need for further research regarding effective remediation strategies.
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Johnson, Paul D., Stefan Sillau, Joseph C. Masdeu, Douglas E. Ney, and Pearce J. Korb. "Education Research: Neuroradiology curriculum in neurology residency training programs." Neurology 92, no. 4 (2019): 199–203. http://dx.doi.org/10.1212/wnl.0000000000006812.
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ObjectiveTo better understand how the essential skill of interpreting various neuroimaging studies is taught to neurology residents in Accreditation Council for Graduate Medical Education (ACGME)-accredited training programs.MethodsA 22-question survey was sent electronically to 150 ACGME adult neurology program directors. We collected data regarding the presence of a neuroimaging curriculum, frequency of review sessions and testing, resource availability, and program director confidence in neuroimaging skills of graduating residents. We collected average scores on the neuroimaging section of the Resident In-service Training Examination of graduating residents for the past 3 years, which we attempted to correlate with resource availability.ResultsOne-third of neurology residency programs do not have a neuroimaging curriculum, and half of training programs do not require a neuroimaging rotation. On average, trainees spend 1 hour per week reviewing imaging with radiologists. Program directors believed trainees receive insufficient neuroimaging training, with a median satisfaction rating on a Likert scale (0–100) of 35 (interquartile range 27–47). Few programs take advantage of online training resources.ConclusionOpportunities exist to improve neuroimaging education in neurology resident education. This can be done by closer adherence to the American Academy of Neurology neuroimaging curriculum guidelines, especially by expanding access to online resources and additional emphasis on imaging review with neurology subspecialists.
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Mutsaers, Adam, Sangyang Jia, Andrew Warner, Timothy K. Nguyen, Joanna M. Laba, and David A. Palma. "Research Productivity of Canadian Radiation Oncology Residents: A Time-Trend Analysis." Current Oncology 28, no. 1 (2020): 4–12. http://dx.doi.org/10.3390/curroncol28010003.
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(1) Background: Research productivity is a mandatory component of Canadian radiation oncology (RO) resident training. To our knowledge, Canadian RO resident research publication productivity has not previously been analysed. (2) Methods: We compiled a 12-year database of RO residents in Canadian training programs who completed residency between June 2005 and June 2016. Resident names and dates of training were abstracted from provincial databases and department websites and were used to abstract data from PubMed, including training program, publication year, journal, type of research, topic and authorship position. Residents were divided into four time periods and the linear trend test evaluated publication rates over time. Univariable and multivariable logistic regression analyses were performed to identify authorship predictors. (3) Results: 227 RO residents representing 363 publications were identified. The majority were first-author publications (56%) and original research (77%). Overall, 82% of first-author, and 80% of any-author articles were published in resident year 4 or higher. Mean number of publications for first-author and any-author positions increased significantly over time (p = 0.016 and p = 0.039, respectively). After adjusting for gender and time period, large institutions (> 3 residents per year) trended toward associations with more first-author publications (odds ratio (OR): 2.44; p = 0.066) and more any-author publications (OR: 2.49; p = 0.052). No significant differences were observed by gender. (4) Conclusions: Canadian RO resident publication productivity nearly doubled over a 12-year period. The majority of publications are released in the last 2 years of residency, and larger residency programs may be associated with more publications. These findings serve as a baseline as programs transition to Competency Based Medical Education (CBME).
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Weaver, Sally P. "Increasing Residency Research Output While Cultivating Community Research Collaborations." Family Medicine 50, no. 6 (2018): 460–64. http://dx.doi.org/10.22454/fammed.2018.734196.
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Background and Objectives: Having a research curriculum in addition to hosting a resident research day stimulates research activity in residency programs. Research collaborations outside an individual residency program may also promote research in residency. This paper describes a community-wide health research forum that engages faculty and residents in research while bringing together potential research collaborators from the community. Methods: A yearly research forum has been held at a large community-based family medicine residency program for the past 10 years. This forum invites both residency faculty and residents to present scholarly works, and also invites researchers from the community to present health-related research. Presenters outside the residency come from hospital systems, the local university, other residency programs, and community private physicians. Results: Peer-reviewed research publications have increased greatly since the advent of the research forum in 2006, with six publications from 1997-2006 and 26 from 2007-2016. Greater increases in numbers of peer reviewed presentations were also seen. Collaborative research has occurred between residency faculty and multiple departments at the local university including the business school, social work, public health, physiology, and statistics. There are now 28 collaborative projects completed or in progress. Conclusions: Development and implementation of a regional health research event has been a success in increasing faculty and resident research productivity. The even greater success however, is the progress made in advancing research collaborations between the local university and the residency program.
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Villwock, Jennifer A., Chelsea S. Hamill, Brian D. Nicholas, and Jesse T. Ryan. "Otolaryngology Residency Program Research Resources and Scholarly Productivity." Otolaryngology–Head and Neck Surgery 156, no. 6 (2017): 1119–23. http://dx.doi.org/10.1177/0194599817704396.
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Objective To delineate research resources available to otolaryngology residents and their impact on scholarly productivity. Study Design Survey of current otolaryngology program directors. Setting Otolaryngology residency programs. Subjects and Methods An anonymous web-based survey was sent to 98 allopathic otolaryngology training program directors. Fisher exact tests and nonparametric correlations were used to determine statistically significant differences among various strata of programs. Results Thirty-nine percent (n = 38) of queried programs responded. Fourteen (37%) programs had 11 to 15 full-time, academic faculty associated with the residency program. Twenty (53%) programs have a dedicated research coordinator. Basic science lab space and financial resources for statistical work were present at 22 programs (58%). Funding is uniformly provided for presentation of research at conferences; a minority of programs (13%) only funded podium presentations. Twenty-four (63%) have resident research requirements beyond the Accreditation Council for Graduate Medical Education (ACGME) mandate of preparing a “manuscript suitable for publication” prior to graduation. Twenty-five (67%) programs have residents with 2 to 3 active research projects at any given time. None of the investigated resources were significantly associated with increased scholarly output. There was no uniformity to research curricula. Conclusions Otolaryngology residency programs value research, evidenced by financial support provided and requirements beyond the ACGME minimum. Additional resources were not statistically related to an increase in resident research productivity, although they may contribute positively to the overall research experience during training. Potential future areas to examine include research curricula best practices, how to develop meaningful mentorship and resource allocation that inspires continued research interest, and intellectual stimulation.
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Santalo, Oscar, Joelle Farano, Jacqualine Igwe, and Niaz Deyhim. "Survey of health-system pharmacy administration and leadership residencies." American Journal of Health-System Pharmacy 77, no. 6 (2020): 449–56. http://dx.doi.org/10.1093/ajhp/zxz327.
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Abstract Purpose To perform an inquiry with response measurement from health-system pharmacy administration and leadership (HSPAL) residency program directors and residents to distinguish variances between the programs and identify enhancement opportunities for key stakeholders. Methods Members from the Pharmacy Administration Resident Collaboration Research Committee developed separate 20-question survey instruments to assess the strengths and areas of opportunity for HSPAL residency programs from the perspective of residency program directors and residents. The survey instruments were designed to evaluate the level of pharmacy service integration across HSPAL programs nationwide. Results Nearly half of the residency program directors within the listserv (40.74%, 33/81) participated in the survey. The recognized areas of opportunity by residency program directors include community pharmacy leadership, professional organization involvement, sterile compounding, and supply chain management. About a third (32.54%, 41/126) of the residents participated in the survey. Residents reported the least exposure to community pharmacy leadership, human resource management, informatics, professional organizations, and ambulatory care/specialty rotations. The overall recommendations for HSPAL residency programs are to incorporate C-suite–level experiences, improve alumni engagement, develop longitudinal human resource/financial experiences, and encourage resident credential obtainment. Conclusion In order to foster professional and leadership growth for HSPAL residents, residency programs should consider incorporating C-suite–level experiences, longitudinal human resource/finance experiences, alumni engagement opportunities, rotation variety, professional organization involvement, and support in credential obtainment.
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Darko, William, Robert W. Seabury, Christopher D. Miller, et al. "Implementation of a formal pharmacy residency research certificate program." American Journal of Health-System Pharmacy 78, no. 5 (2021): 436–46. http://dx.doi.org/10.1093/ajhp/zxaa424.
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Abstract Purpose We describe the structure, implementation, and initial evaluation of a formal residency research certificate program (RRCP) designed to further advance residents’ knowledge and skills in research in an effort to better prepare residents for research involvement during their careers. Summary Pharmacy residency programs vary in the degree of emphasis on research education and training and the structure of resident research activities. Limited data describing formal research education and training for pharmacy residents are available. To better educate and prepare residents in the research process, State University of New York Upstate University Hospital developed and implemented a formal RRCP designed to educate and train residents in essential areas of the research process. Research seminars are delivered by preceptors with experience and training in research throughout the academic year to align with residency project tasks. Residents are also required to complete at least 1 residency project and submit a manuscript suitable for publication in a peer-reviewed journal. Upon successful completion of the program and project requirements, residents earn a certificate of completion. Initial data collected through formal resident assessments before and after RRCP completion demonstrated significant improvement in research knowledge (from an average score of 61.3% out of 100% to an average score of 84.7%, P = 0.002). Conclusion Post-RRCP assessment showed improvements in residents’ confidence in several areas of research, including but not limited to research project design, ethical and regulatory principles of research, data collection, selection of appropriate statistical tests, manuscript writing, and the publication process. Residents strongly agreed that the RRCP improved their overall knowledge and perceptions of research.
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Personett, Heather A., Drayton A. Hammond, Erin N. Frazee, Lee P. Skrupky, Thomas J. Johnson, and Garrett E. Schramm. "Road Map for Research Training in the Residency Learning Experience." Journal of Pharmacy Practice 31, no. 5 (2017): 489–96. http://dx.doi.org/10.1177/0897190017727382.
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The American Society of Health-System Pharmacists residency accreditation standards require all postgraduate residency training programs to teach and evaluate a resident’s ability to advance practice through project development and presentation, underscoring the importance of conducting research in today’s professional climate. Although many residents express strong interest in research participation and contributing to the medical literature, many obstacles to publication have been identified. We aim to illustrate a deliberate approach to teaching this material and structuring the longitudinal experience in a way that maximizes resources to overcome these barriers. Such efforts should aid residents, advisors, and program directors in establishing curriculum which leads to successful completion and publication of pharmacy resident’s research projects.
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Anand, Pratibha, Hania Flaten, Cory Dunnick, and Robert Dellavalle. "Dermatology residency research policies and support: A national USA survey." Our Dermatology Online 12, no. 1 (2021): 9–13. http://dx.doi.org/10.7241/ourd.20211.2.
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Background: Dermatology residency programs are considerably varied in regard to their resident research requirements and resources. The authors examined the availability of 12 key resident research-related criteria in 30 ACGME dermatology residency programs in the United States. Objective: To assess the degree to which dermatology residency programs require and support their new physician graduates in scholarly research. Methods: This cross-sectional study employed a 12-item survey administered online that was informed and created by literature search, expert feedback, and a thorough review and revision process. The primary purpose of the study was to examine the differences in programs’ policies and structure around resident research. Results: Thirty out of 114 PDs (26%) responded to the survey. We found that while most programs had publication and QI project requirements for residents, the majority did not have required research rotations, research electives, or a formal mentorship program. Thus, in spite of a growing need for new physician–scientists coupled with the various benefits associated with conducting research during residency training, considerable hurdles dissuade new physician graduates from pursuing careers in clinical research. Conclusions: Our survey findings supply timely, objective data on dermatology resident research requirements across the country. Medical schools, residency programs, and the ACGME/ AMA may all find our results valuable in further enhancing, evolving, and systematizing dermatology residency policies and provisions.
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Newsome, Cheyenne, Keenan Ryan, Ludmila Bakhireva, and Preeyaporn Sarangarm. "Breadth of Statistical Training Among Pharmacy Residency Programs Across the United States." Hospital Pharmacy 53, no. 2 (2017): 101–6. http://dx.doi.org/10.1177/0018578717746416.
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Background: Pharmacy residents’ knowledge of biostatistics is a self-identified deficit. Objective: To describe statistical training practices across postgraduate year 1 (PGY1) pharmacy residency programs and correlate training practices with residency program directors’ (RPDs) confidence in their residents’ statistical abilities. Methods: A 13-item survey was sent to PGY1 RPDs and included questions regarding respondents’ institution, program characteristics, type and amount of statistical training offered and desired, as well as performance of statistics, resident project publication rates, and RPDs’ confidence in residents’ statistical abilities. Results: Of the 1054 RPDs invited to participate in the survey, 202 (19.7%) surveys were completed. Nearly 25% of PGY1 pharmacy residency programs in this sample offered no statistical training to their residents. The most common types of training were study design considerations/selecting statistical tests (64.9%), descriptive statistics (59.9%), and database development/data manipulation (46.6%). The majority (60.9%) of RPDs had low confidence in their residents’ abilities to perform their own statistical analysis. After adjusting for significant covariates, residents receiving complex statistical training (odds ratio [OR]: 6.76; 95% confidence interval [CI]: 2.7-24.9) and a publication rate >50% (OR: 5.63; 95% CI: 1.61-19.69) were associated with higher RPD confidence in residents’ abilities to perform statistical analyses. Conclusion: The sample of programs in this survey indicates that statistical training for many residents may be limited, and many RPDs are not confident in their residents’ abilities to perform statistical analysis of research projects. Statistical training and opportunities to enhance research skills may be an area for future growth in pharmacy residency training programs.
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Raymond, Caitlin, Joseph Gosnell, and Christopher Zahner. "Addressing Low Scholarly Output in Residency With a Resident-Led Society for Innovation and Research." Academic Medicine 99, no. 10 (2024): 1104–7. http://dx.doi.org/10.1097/acm.0000000000005729.
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Abstract Problem Research in residency develops skills essential for the practice of medicine with many benefits for residents, residency programs, the community of medicine, and patients. However, resident participation in research and innovation remains limited, with barriers that are difficult to address without significant overhead or changes to curriculum. Approach In September 2021, the Society for Innovation and Research (SIR), a resident-led organization dedicated to promoting and supporting resident achievement in research and innovation, was founded. Using only 1 hour of protected didactic time a month, SIR workshops provide critical mentoring and feedback to make resident research a success, with education on various topics of interest to residents. In addition, SIR celebrates and publicizes resident research success and lays the groundwork for interested residents to participate in innovation. Outcomes The authors assessed for any increase in resident research productivity by analyzing PubMed-indexed publications for 11 semesters from fall 2018 to fall 2023. After the launch of SIR, the mean (SD) total number of publications increased from 5.3 (2.4) to 13.3 (1.6) (P = .01), the total mean (SD) number of residents publishing increased from 3.7 (1.3) to 10.0 (1.2) (P = .009), and the mean (SD) total number of coauthored articles increased from 0.1 (0.3) to 2.8 (1.3) (P = .007). Next Steps The skill set acquired from participation in research during residency is more critical than ever in the wake of the COVID-19 pandemic. SIR initiatives are generalizable to most residency programs in most specialties and require little overhead in terms of physical space, digital resources, and staffing. The authors are currently exploring expanding the SIR program to other residencies at U.S. institutions and have set up processes for the mantle of SIR leadership to be passed down among the pathology resident body.
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Tso, Michael K., Ayoub Dakson, Syed Uzair Ahmed, et al. "Operative Landscape at Canadian Neurosurgery Residency Programs." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 44, no. 4 (2017): 415–19. http://dx.doi.org/10.1017/cjn.2017.30.
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AbstractBackground Currently, the literature lacks reliable data regarding operative case volumes at Canadian neurosurgery residency programs. Our objective was to provide a snapshot of the operative landscape in Canadian neurosurgical training using the trainee-led Canadian Neurosurgery Research Collaborative. Methods: Anonymized administrative operative data were gathered from each neurosurgery residency program from January 1, 2014, to December 31, 2014. Procedures were broadly classified into cranial, spine, peripheral nerve, and miscellaneous procedures. A number of prespecified subspecialty procedures were recorded. We defined the resident case index as the ratio of the total number of operations to the total number of neurosurgery residents in that program. Resident number included both Canadian medical and international medical graduates, and included residents on the neurosurgery service, off-service, or on leave for research or other personal reasons. Results: Overall, there was an average of 1845 operative cases per neurosurgery residency program. The mean numbers of cranial, spine, peripheral nerve, and miscellaneous procedures were 725, 466, 48, and 193, respectively. The nationwide mean resident case indices for cranial, spine, peripheral nerve, and total procedures were 90, 58, 5, and 196, respectively. There was some variation in the resident case indices for specific subspecialty procedures, with some training programs not performing carotid endarterectomy or endoscopic transsphenoidal procedures. Conclusions: This study presents the breadth of neurosurgical training within Canadian neurosurgery residency programs. These results may help inform the implementation of neurosurgery training as the Royal College of Physicians and Surgeons residency training transitions to a competence-by-design curriculum.
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Hames, Kate, Michael Patlas, and Richard Duszak. "Barriers to Resident Research in Radiology: A Canadian Perspective." Canadian Association of Radiologists Journal 69, no. 3 (2018): 260–65. http://dx.doi.org/10.1016/j.carj.2018.03.006.
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Purpose The study sought to identify and characterise barriers to research for Canadian diagnostic radiology residents and suggest potential solutions to enhance future research success. Methods Institutional research board approval was obtained. Electronic surveys were solicited from all postgraduate year 2-5 diagnostic radiology residents at all 16 programs across Canada. The survey focused on key factors inhibiting research during training. Results Of all 400 Canadian diagnostic radiology residents, 88 (22%) responded. Of respondents, 86% reported research experience before residency, with 19% holding a nonphysician graduate degree. All indicated that research was a requirement for completion of their residency. The most important reported factors limiting resident research were time constraints (67%), personal disinterest (32%), and inadequate mentorship (32%). Although 44% reported dedicated residency program research training, 40% reported no such opportunities. Among the various time constraints, respondents cited studying demands (61%), on-call demands (52%), and daily clinical duties (38%) as strong or significant barriers to research. Most (63%) indicated their program provided at least some protected research time, but 21% were not aware of such protected time availability. When available, protected research time was modest, and ranged from 0.5 days/month to 3 months, with the majority of respondents citing 1 month of protected research time. Conclusions Diagnostic radiology residents in Canada report numerous barriers to research. Programs seeking to enhance radiology research should focus on providing appropriate training, protected time, and mentorship.
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Bennett, Jeffrey I., Kristina Dzara, Mir Nadeem Mazhar, and Aniruddh Behere. "A Preliminary Report on Resident Emergency Psychiatry Training From a Survey of Psychiatry Chief Residents." Journal of Graduate Medical Education 3, no. 1 (2011): 21–25. http://dx.doi.org/10.4300/jgme-d-10-00056.1.
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Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requirements stipulate that psychiatry residents need to be educated in the area of emergency psychiatry. Existing research investigating the current state of this training is limited, and no research to date has assessed whether the ACGME Residency Review Committee requirements for psychiatry residency training are followed by psychiatry residency training programs. Methods We administered, to chief resident attendees of a national leadership conference, a 24-item paper survey on the types and amount of emergency psychiatry training provided by their psychiatric residency training programs. Descriptive statistics were used in the analysis. Results Of 154 surveys distributed, 111 were returned (72% response rate). Nearly one-third of chief resident respondents indicated that more than 50% of their program's emergency psychiatry training was provided during on-call periods. A minority indicated that they were aware of the ACGME program requirements for emergency psychiatry training. While training in emergency psychiatry occurred in many programs through rotations—different from the on-call period—direct supervision was available during on-call training only about one-third of the time. Conclusions The findings suggest that about one-third of psychiatry residency training programs do not adhere to the ACGME standards for emergency psychiatry training. Enhanced knowledge of the ACGME requirements may enhance psychiatry residents' understanding on how their programs are fulfilling the need for more emergency psychiatry training. Alternative settings to the on-call period for emergency psychiatry training are more likely to provide for direct supervision.
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Khosravi, Mohammad Hossein, Afsaneh Mehri, Sama Jabbaripour, Fatemeh Kazemi, Zahra Khosravi, and Sayedali Ahmadi. "The Research Status of Neurological Surgery Residents; A Survey of Iranian Residency Programs." International Clinical Neuroscience Journal 8, no. 4 (2021): 193–97. http://dx.doi.org/10.34172/icnj.2021.38.
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Background: Research activities promote the appreciation for evidence-based medicine (EBM), quality patient care and clinical competence of resident physicians. We decided to investigate the research background of Iranian neurological surgery residents and their attitude toward research through a survey. Methods: This cross-sectional study was done on Iranian neurological surgery resident physicians between February and April 2020. We provided an online survey, including 13 questions, using Google form and then sent the link to survey via WhatsApp application. Following the first post, two more reminders were sent to the groups after 2 and 4 weeks. Results: Responses were received from 89 respondents from which about 88% used to spend two hours or less per week for research. Almost equal numbers of resident physicians chose academic position (n=43) or private practice (n=39) as their future job. Only seven respondents stated immigration for assumed future job position. Clinical research (47%) was the most frequent type of research done by participants and clinical research education (43.2%) during medical school was the most common way of obtaining research experience. Agreement with doing research during residency program (45.6%) was more than disagreement (22.4%) and neutral attitude (32%). Conclusion: There is a low tendency among Iranian neurological surgery residents for conducting research projects during their programs. Lack of a proper research curriculum, heavy clinical duties and consequent shortage of time as well as insufficient encouraging points, are the main reasons. Designing a research plan for residency programs may successfully increase the research involvement rate.
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Haji, FA, S. Cooke, S. Chahine, CJ Watling, and N. Duggal. "P.104 Factors influencing resident engagement in research during post-graduate training." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 44, S2 (2017): S40. http://dx.doi.org/10.1017/cjn.2017.188.
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Background: Residency training programs aspire to develop residents’ research skills, but engaging trainees in research often proves challenging. Addressing this requires a better understanding of factors influencing residents’ engagement in scholarship. We sought to identify such factors through an interview-based study that explored residents’ interest and involvement in research during training. Methods: We conducted 15 semi-structured interviews with neurology (n=8) and neurosurgery (n=7) residents at our institution based on an interview guide developed through a literature review and pilot interviews (n=3). Using template analysis, we examined transcripts to identify facilitators and barriers to resident research. Results: Motivation, mentorship, and resource availability were noted to significantly impact resident research. Trainees indicated motivation is influenced by personal desire to develop research skills, interest in available projects, and pressure to engage in scholarship from peers, mentors, and future employers. While strong mentorship and departmental resources for data collection and analysis facilitate resident research, funding and time constraints are barriers to success. Conclusions: We have identified multiple factors influencing residents’ engagement in research, which may be targeted by program directors to optimize the post-graduate training environment for resident scholarship. In the next phase of our project, we will corroborate and expand on these findings through a national survey of residents across all specialties.
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Wang, A., K. Van Aarsen, A. Meiwald, and J. Yan. "LO60: Health research methodology education in Canadian emergency medicine residency programs: a national survey of curriculum assessment." CJEM 21, S1 (2019): S29. http://dx.doi.org/10.1017/cem.2019.103.
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Introduction: With a shift towards competency-based medical education, it is crucial to not only emphasize learner abilities such as clinical skills but also leadership in the conduct of research. Though the Royal College of Physicians and Surgeons of Canada's (RCPSC) training objectives for Emergency Medicine (EM) residents state that the specialist physician be able to describe the principles of research, the research methodology curriculum across EM training programs in Canada is likely variable. The primary goal of this study was to describe the variability of research methodology teaching among RCPSC-EM residency programs. Methods: An electronic survey was distributed to English-speaking RCPSC-EM program directors (PDs) and EM residents. The survey investigated residents' and PDs’ thoughts on the adequacy of their local curriculum and asked them to quantify their research methodology teaching. The primary outcome was the frequency and content of current research methodology and research ethics teaching as well as a description of scholarly project requirements of EM residency programs across Canada. The data was presented with simple descriptive statistics. Results: 79 EM residents and 7 PDs responded (response rate 22.3% and 58.3%, respectively). All 7 PDs indicate having a research methodology curriculum while 71.6% of residents are aware of this curriculum. Only 57.1% of PDs report having formal assessments. Most programs (71.4%) teach via small groups while 28.6% of programs use large group sessions. Residents identify teaching as led by research staff (68.9%), staff physicians (60%), and EM researchers (57.8%), while only 17.8% use outside educators. Students noted various modalities of curriculum feedback such as online surveys, weekly forms, and verbal feedback. Regarding the strength of the curricula, 85.7% of PDs believed their curriculum prepares residents for board exams, while only 62.2% of residents felt similarly. When asked about using a standard web-based curriculum module if available, 60.5% of residents responded in favour. Conclusion: This study demonstrates that EM residency programs across Canada vary with respect to research methodology curriculum and discrepancies exist between residents’ and program directors’ perceptions of the curriculum. Given the lack of a standardized research methodology curriculum for these residency programs, there is an opportunity for curriculum development to improve training in research methodology.
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Solaja, Ogi, Thomas A. A. Skinner, Thomas B. McGregor, and D. Robert Siemens. "CanMEDS scholars: A national survey on urology residents’ attitudes towards research during training." Canadian Urological Association Journal 12, no. 4 (2017): E191–6. http://dx.doi.org/10.5489/cuaj.4927.
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Introduction: Participation in scholarly activity is an important tenet of residency training and is firmly entrenched in Canada since the introduction of CanMEDS roles by the Royal College of Physicians and Surgeons. As Canadian residency programs transition to competency- based training, it will remain important to understand how to best implement and encourage scholarly pursuits among resident trainees. The objective of this study was to understand the experiences, attitudes, and barriers that surgical residents face when pursuing research during their training.Methods: An anonymous, cross-sectional, self-report questionnaire was administered to chief residents of all English-speaking urology programs in Canada in 2015. Questions were open- and close-ended, including an agreement score based on a five-point Likert scale. Questions addressed residents’ involvement in and attitudes towards research, as well as their perceptions of the utility of research involvement during training. The residents were also asked about the support they received and potential areas to improve the attainment of this competency. Descriptive and correlative statistics were used to analyze the responses.Results: There was a 100% overall response rate to the questionnaire. This study revealed that Canadian urology residents have a high rate of participation in scholarly work, with the vast majority (94%) publishing at least one manuscript with a mean of four papers. Despite this, there appeared to be significant variation in the respondent’s experiences, including protected time for research. Furthermore, many residents appeared unconvinced of the importance of research involvement, with only 51% agreement that participation was important to their overall training. As well, a significant number of residents reported largely external, rather than internal, motivations for research participation, such as attaining a preferred fellowship (66% agreement). While the majority of respondents felt (66% agreement) that the scholar role was important in residency training, it would appear that significant barriers, including time and mentorship, limited the effectiveness of research participation to gain those competencies.Conclusions: The results of this self-report survey outline the significant differences in attitudes and experience towards mandatory research as a component of scholarship in Canadian urology training programs. As postgraduate medical education evolves, particularly with the uptake of competency-based medical education, programs and residents will need to address the motives and barriers to better foster academic pursuits during urology training.
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Nasr, Viviane G., Iqbal Ahmed, Iwona Bonney, and Roman Schumann. "Research and Scholarly Activity in US Anesthesiology Residencies: A Survey of Program Directors and Residents." ISRN Anesthesiology 2012 (April 12, 2012): 1–9. http://dx.doi.org/10.5402/2012/652409.
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Background. Effective 2007, the ACGME required scholarly activity during residency. Although many programs have ongoing research, residents' involvement may be limited. This US anesthesiology residency survey assesses the current scholarly environment, research activity and program support during training. Methods. Following IRB approval, 131 US anesthesiology program directors were invited to participate in a web-based survey. Questions to directors and residents included program structure, research activity, funding and productivity. We categorized residencies threefold based on their size. Results are summarized descriptively. Results. The response rate was 31.3% (n=41) for program directors and 15.3% (n=185) for residents. Residents' responses mirrored those of program directors' regarding the presence of didactic curricula (51% versus 51.9%), research rotations (57% versus 56.2%) and a project requirement (37% versus 40%). Demands of residency (27.0%) and early stage in training (22.2%) were the main obstacles to research cited by trainees. Residents' financial support was available in 94.3% of programs. Medium and large programs had multiple funding sources (NIH, industrial and private). Conclusion. Programs are dedicated to incorporate research into their curriculum. Residents' financial support and mentorship are available, while research time is limited. Systematic improvements are needed to increase trainee research in US anesthesiology residencies.
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Li, Benjamin C., Jessica Chew, Daniel V. Wakefield, Ankit Agarwal, and Anuja Jhingran. "Frameworks for Radiation Oncology Global Health Initiatives in US Residency Programs." JCO Global Oncology, no. 7 (February 2021): 233–41. http://dx.doi.org/10.1200/go.20.00315.
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PURPOSE To understand trends, pathways, and experiences and to establish a framework for radiation oncology (RO) programs interested in developing global health (GH) initiatives. METHODS An in-depth interview was conducted of all US RO programs with established GH initiatives. Programs were identified by reviewing results of the 2018 Association of Residents in Radiation Oncology Global Health Resident Survey and individualized outreach to screen for additional programs meeting the following criteria: (1) active resident involvement in RO-specific GH opportunities, (2) active faculty involvement in these initiatives, and (3) department chair or program director awareness and support for ongoing opportunities. Among 88 residency programs, 11 were identified. Standardized questions explored the type of initiative, planning, staff and resident involvement, challenges, components to success, and history of programs through December 2018. RESULTS Between 2010 and 2018, 11 programs started initiatives. Total resident participants ranged from one to 13 (median = 3) in each program's history. Initiatives spanned education (n = 9 [82%]), clinical mentorship (73%), innovative technology (55%), bilateral hosting programs (45%), clinical development and equipment (45%), promotion of local research (36%), clinical care (36%), industry partnerships (27%), and remote tumor board (18%). Faculty involvement included radiation oncologists (91%), medical physicists (55%), and non-RO department faculty (27%). Six programs (55%) had faculty with prior GH experience. Four (36%) programs reported medical student involvement in projects. Barriers included international communication (36%), time for faculty (18%), funding (9%), and legal (9%) concerns. Commonest components of success included fostering relationships with international sites and identifying needs before solutions. CONCLUSION RO GH initiatives were reported as positive, educational, and feasible across 11 US residency programs. Growth is expected, representing opportunities for innovation and service among US programs.
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Covell, Michael, Aaron Segura, Joanna Roy, et al. "2046 Does Neurosurgery Residency Program Ranking Impact Scholarly Activity? Quantifying Resident Research Output Across Program Ranking Tiers Using the Publication Value Unit and Arms Race Control Score." Neurosurgery 71, Supplement_1 (2025): 254–55. https://doi.org/10.1227/neu.0000000000003360_2046.
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INTRODUCTION: Neurosurgery residency training programs (NRTP) prioritize resident scholarly activity and research constitutes a key milestone for resident evaluation. The impact of NRTP resources and reputation, as estimated by national NRTP rankings, on resident scholarly output remains unknown. METHODS: A total of 30 NRTPs were stratified by Doximity rankings, into top (#1-10)(H), middle (#40-47, 49, 50, 52)(M) and low (#80-89)(L) program ranking tiers. Successful graduates from 2021 and 2022 were identified for each program. A retrospective quantitative publication assessment for each resident was conducted for their 7-year residency period, using total indexed residency publications (TIRPs) in PubMed. A 5-point scale was used to calculate a Publication Effort Score (PES) for each publication, ranging from an editorial/historical commentary (PES=1) to a high-effort basic science paper (PES=5). Each PES was subsequently divided by the resident’s authorship position to assign a corresponding PVU for each publication. Each resident’s cumulative PVU (cPVU) was summated. ARCS was also calculated, which eliminates all minimal effort publications (PVU = 1)(MEP) from the cPVU. RESULTS: A total of 145 neurosurgery residency graduates (14.5% female) were identified. On multivariate analysis, top-ranked programs had significantly higher mean TIRPs (H:45.7, M:12.0, L:15.2), mean cPVU (H:73.1, M:20.2, L:25.3) and mean ARCS (H:57.4, M:16.1, L:20.0)(p<0.001). In contrast, across all NRTP ranking tiers, sex, PhD status, medical school affiliation, and fellowship status were not significant predictors of residency publication output. Among top-ranked programs, the proportion of TIRPs that were MEP was more prevalent (H:34.1%, M:30.1%, L:30.3%). CONCLUSIONS: Neurosurgery residents from top-ranked programs published more research, with more MEP, as measured by PVU/ARCS. This finding was irrespective of sex, PhD status, medical school affiliation, or fellowship status.
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Wickenheisser, Victoria A., Sonali Biswas, Caitlin Marks, Yisong Geng, and Brett T. Phillips. "Defining Predictors of Future Academic Productivity in Plastic Surgery Residency." Plastic and Reconstructive Surgery - Global Open 11, no. 10 (2023): e5358. http://dx.doi.org/10.1097/gox.0000000000005358.
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Background: Research is a valued component of applications to plastic surgery residency. No prior studies have explored factors associated with increased resident research productivity. This study aims to compare the academic productivity levels of plastic surgery residency graduates based on their pre- and postresidency experiences. Methods: Residents graduating in 2019 and 2020 were identified from integrated programs. Metrics collected included the number of publications in medical school and residency. Descriptive statistics were completed along with linear regressions to evaluate the impact of these on academic productivity. Results: A total of 221 residents from the classes of 2019 and 2020 were included. Most residents completed fellowship (75.9%) although less than half went on to academic practice (42.3%). Approximately one in five residents obtained secondary degrees (17.4%). Subjects averaged 3.15 (N = 208, SD = 4.51) publications while in medical school and 8.1 publications during residency (N = 209, SD = 10.0). For h-index calculated at the end of residency, having dedicated medical school research time was the only statistically significant factor (coefficient = 2.96, P = 0.002). Conclusions: Plastic surgery residents published more often as first authors and overall during residency than medical school, indicating increased research involvement and leadership. The present study builds upon prior studies by confirming the importance of dedicated medical school research time and its lasting impact. Understanding the associations of academic factors with increased research productivity in residency is relevant for both applicants and programs evaluating residency candidates.
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Wei, Randy, Lauren Colbert, Joshua Adam Jones, et al. "Palliative care and palliative radiotherapy education in radiation oncology: A survey of US radiation oncology program directors." Journal of Clinical Oncology 34, no. 26_suppl (2016): 178. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.178.
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178 Background: To assess the state of palliative care education curricula in radiation oncology residency programs in the United States. Methods: We surveyed 90 program directors of radiation oncology residency programs in the United States from September 2015 to November 2015. An electronic survey on palliative care education during residency was sent to all program directors. The survey consisted of questions on perceived relevance of palliative care in radiation oncology residency, formal didactics on domains of palliative care, effective teaching formats for palliative care education, and perceived barriers for integrating palliative care into the residency curriculum. Results: Sixty-three percent (57/90) residency program directors completed the survey. Most (93%) program directors agree or strongly agree that palliative care is an important competency for radiation oncologists. A vast majority (90%) of programs have dedicated palliative care services; however, only 57% of programs offer residents an opportunity to spend elective time on a palliative care service. Of these programs, only 30% reported residents rotating on a palliative care service in the past two years. Furthermore, 67% of residency programs have formal educational activities in principles and practice of palliative care. The palliative care curriculum included faculty-led lectures (73%), resident-led lectures (42%), and seminars (22%). Most programs have one or more hours of formal didactics on management of pain (66%), management of neuropathic pain (64%), and management of nausea and vomiting (64%). 35%, 46%, and 48% programs had one or more hours of management of non-physical symptoms including fatigue, anorexia, and anxiety, respectively. Conclusions: Residency program directors believe that palliative care is an important competency for their trainees. The survey revealed that many programs have structured curricula on PSC and palliative radiation education, but that there are still areas for improvement.
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Ali, Sajjad, Farooq Ahmed, Waleed Mabood, and Fayaz ur Rehman. "Impact of Pandemics on surgical residency programs." Journal of Medical Sciences 29, no. 02 (2021): 79–83. http://dx.doi.org/10.52764/jms.21.29.2.04.
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Background; To evaluate the impact of the COVID 19 pandemic on the national surgical residency program of Pakistan in terms of its effects on skill development, academics, research activities, and fellowship examination/assessment. Material and methods; A 16 item validated survey was designed to conduct this cross-sectional study which was carried out in 3 tertiary care hospitals of Peshawar, Khyber Pakhtunkhwa Province of Pakistan. Ethical approval was granted by institutional review board after formal piloting. The study included 169 residents from both general surgery and surgery-allied disciplines. Participants characteristics and Responses were analyzed using SPSS 25.0 and presented as percentages value of less than 0.05 was considered significant.Results: Before the pandemic, more than 80 % general surgery residents had frequent or occasional opportunities to engage in surgical activities as observer, assistant, dependent or independent performer. During pandemic these opportunities were less than 20 % and more than 75 % had rare or no such opportunities. Almost similar and statistically significant was the impact on the skills exposure opportunities for surgery-allied residents. 100 % general surgery residents and 98.9 % surgery-allied residents had frequent or occasional opportunities to attend academic ward rounds before the pandemic while 91 % general surgery residents and 80 % surgery allied residents had only rare or no opportunities to attend academic ward rounds. Data collection of 88.6 % general surgery residents and 80 % surgery allied residents were affected to more or less extent on the Likert scale. In both disciplines less than 15 % residents. Among the general surgery residents only 9 (11.4%) confident, and 1 (1.3%) very confident that the exam will take place in time despite the pandemic. These figures were 11.4% and 4.4 % only in surgery-allied discipline.Conclusion: The COVID 19 pandemic has severely damaged all the pillars of surgical residency program in Pakistan. Residents think that they have lagged behind than they should have been at this stage of residency and are not sure of the months to come in prospect of their training. They feel insecure whether they will be able to complete their research projects in time or not. Moreover, they are not confident about the schedule of their module/exit exam.Key-Words: Pandemic, residency, COVID,
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Arora, Vikram, Paul F. Bell, and Stephen Hagberg. "Cultivating change: Engaging residents in research." International Journal of Psychiatry in Medicine 55, no. 5 (2020): 376–83. http://dx.doi.org/10.1177/0091217420951030.
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Background The American Council of Graduate Medical Education (ACGME) guidelines for scholarly activities by family medicine residents require at least one activity per resident and encourage conference presentations. Meeting these guidelines has traditionally been challenging due to a multitude of factors from lack of time to limited administrative support. Studies have shown that resident participation in research was associated with higher levels of satisfaction with training. We aimed to develop and evaluate the effectiveness of a dedicated research curriculum in achieving ACGME goals for our residents. Methods We performed a need assessment that identified strengths and obstacles related to research which then guided the actions taken to build the curriculum. Revised curricular elements included a research focused lecture series, a restructured journal club, financial support for presentations and project expenses, a specific timeline for project completion, and the development of a regional research day involving multiple family medicine programs. Dedicated research time was built into the resident schedule and presentations at local, regional and national conferences were encouraged and supported. Results Following implementation of the curriculum there was a marked increase in the number of scholarly projects performed by residents. Prior to implementation there had only been one presentation at a national conference in the previous five years. This increased to an average of four presentations per year in the following five year period. On a regional scale, the initial success of the local research day led to a continued expansion and now includes six family medicine programs. Conclusion Implementation of a dedicated multifaceted research curriculum significantly increased the participation of our residents in scholarly activities and led to a near five-fold increase in presentations at regional and national levels. Additionally, resident satisfaction in scholarly activities increased and a far greater number of graduating residents went on to complete fellowships.
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Shaath, Deena S., and Thomas J. Whittaker. "Evaluation of Ophthalmology Residency Program Web Sites." Journal of Academic Ophthalmology 11, no. 02 (2019): e44-e48. http://dx.doi.org/10.1055/s-0039-3400736.
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Abstract Objective This article evaluates the current availability of information on residency program Web sites that may be of interest to residency applicants. Design Cross-sectional analysis of 117 Accreditation Council for Graduate Medical Education (ACGME)-accredited ophthalmology residency program Web sites from October 17, 2018 to December 17, 2018. Methods Programs were identified through the ACGME-specialty search, and the URL links provided by the program were evaluated for directing the user to the institution, department, or residency program. If a link was not functional or not provided, programs were identified through a Google search. Web sites were evaluated for having information on how to apply, application requirements and eligibility, and providing a link to the San Francisco (SF) Match. Educational content included: didactic instruction, rotation overview, research requirement information, active and/or past research, institutional conferences, academic conferences, call schedules, and charitable work. Recruitment content included current residents and faculty and their biographies, graduate placement, salary, benefits, surrounding area information, message from the Program Director, Chair, and/or Chief Residents, surgical statistics, affiliated hospital information, selection criteria, and association links. Data was stratified by program size, geographic region, and top 20 hospitals in ophthalmology by the U.S. News & World Report. Results Nonfunctional links were provided by 16.2% of programs, and 3.4% did not provide a link. Application instructions were presented by 83% of programs and 77% provided a link to the SF Match. Greater than 80% provided didactic instruction, rotation overviews, research expectations of residents, and faculty and resident listings. Up to half of programs listed information about application requirements and eligibility, call schedules, surgical statistics, academic conferences, charitable work, salary, and selection criteria. A message to applicants was displayed by 48% of programs, and 16% of programs provided association links. Programs with more than 15 residents provided more educational content than programs with less than 12 (p = 0.042). Differences in recruitment content were observed among programs in the Northeast and West, (p = 0.003) and programs in the South and West (p = 0.037). No other differences were observed. Conclusion The Internet is frequently consulted during the residency application process. Many programs provide basic information, but this can be further optimized to maximize the utility of residency Web sites.
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Wieder, Matthew S., Catherine H. He, Daniel A. Pahl, Afshin Parsikia, and Joyce N. Mbekeani. "Factors Associated with Early Career Research Productivity after Ophthalmology Residency." Journal of Academic Ophthalmology 14, no. 02 (2022): e238-e245. http://dx.doi.org/10.1055/s-0042-1756124.
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Abstract Background Few studies have evaluated associations between ophthalmology trainee characteristics and performance with postgraduate research productivity. Purpose This article evaluates factors associated with post-residency research productivity among U.S. ophthalmology graduates. Methods Publicly available information of residents graduating between 2009 and 2014 from 30 randomly selected U.S. ophthalmology programs was collected from June to September 2020. Differences in publications between the 5 years post-residency and pre-residency/residency period were used as metrics of productivity. Residents with incomplete records were excluded. Results A total of 758 of 768 residents, 306 females (40.4%) and 452 males (59.6%), met inclusion criteria. The mean (standard deviation [SD]) number of pre-residency publications was 1.7 (4.0), residency was 1.3 (2.2), and post-residency was 4.0 (7.3). Mean (SD) H-index was 4.2 (4.9). Top-ranked residency (p = 0.001), Alpha Omega Alpha (AOA) medical honor status (p = 0.002), U.S. medical school graduates (p < 0.001), and academic career (p < 0.001) were all associated with higher pre-/post-residency mean publication difference. Pursuing fellowship training also was associated with higher total publications (p < 0.001). Of all pre-residency degrees, PhD had the greatest odds of high postgraduate publications (defined as > 4). There was a positive correlation between both pre-residency/residency and post-residency publications (rho = 0.441; p < 0.001) and between mean difference of pre-residency/post-residency publications for residents at a program and that program's Doximity rank (rho = 0.497; p < 0.001). Multivariate logistic regression revealed, academic career choice (odds ratio [OR] = 3.38; p < 0.001), Heed fellowship (OR = 3.12; p = 0.031), > 2 residency publications (OR = 2.89; p < 0.001), AOA status (OR = 2.0; p = 0.004), and top-ranked residency programs (OR = 1.89; p = 0.007), had greatest odds of > 4 postgraduation publications. Conclusion Higher post-residency productivity was associated with multiple factors, with choice of an academic career, Heed fellowship, and residency productivity playing key roles.
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Karsy, Michael, Fraser Henderson, Steven Tenny, et al. "Attitudes and opinions of US neurosurgical residents toward research and scholarship: a national survey." Journal of Neurosurgery 131, no. 1 (2019): 252–63. http://dx.doi.org/10.3171/2018.3.jns172846.
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OBJECTIVEThe analysis of resident research productivity in neurosurgery has gained significant recent interest. Resident scholarly output affects departmental productivity, recruitment of future residents, and likelihood of future research careers. To maintain and improve opportunities for resident research, the authors evaluated factors that affect resident attitudes toward neurosurgical research on a national level.METHODSAn online survey was distributed to all US neurosurgical residents. Questions assessed interest in research, perceived departmental support of research, and resident-perceived limitations in pursuing research. Residents were stratified based on number of publications above the median (AM; ≥ 14) or below the median (BM; < 14) for evaluation of factors influencing productivity.RESULTSA total of 278 resident responses from 82 US residency programs in 30 states were included (a 20% overall response rate). Residents predominantly desired future academic positions (53.2%), followed by private practice with some research (40.3%). Residents reported a mean ± SD of 11 ± 14 publications, which increased with postgraduate year level. The most common type of research involved retrospective cohort studies (24%) followed by laboratory/benchtop (19%) and case reports (18%). Residents as a group spent on average 14.1 ± 18.5 hours (median 7.0 hours) a week on research. Most residents (53.6%) had ≥ 12 months of protected research time. Mentorship (92.4%), research exposure (89.9%), and early interest in science (78.4%) had the greatest impact on interest in research while the most limiting factors were time (91.0%), call scheduling (47.1%), and funding/grants (37.1%). AM residents cited research exposure (p = 0.003), neurosurgery conference exposure (p = 0.02), formal research training prior to residency (p = 0.03), internal funding sources (p = 0.05), and software support (p = 0.02) as most important for their productivity. Moreover, more productive residents applied and received a higher number of < $10,000 and ≥ $10,000 grants (p < 0.05). A majority of residents (82.4%) agreed or strongly agreed with pursuing research throughout their professional careers. Overall, about half of residents (49.6%) were encouraged toward continued neurosurgical research, while the rest were neutral (36.7%) or discouraged (13.7%). Free-text responses helped to identify solutions on a departmental, regional, and national level that could increase interest in neurosurgical research.CONCLUSIONSThis survey evaluates various factors affecting resident views toward research, which may also be seen in other specialties. Residents remain enthusiastic about neurosurgical research and offer several solutions to the ever-scarce commodities of time and funding within academic medicine.
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Shoirah, Hazem, Achilles Ntranos, Rachel Brandstadter, et al. "Education Research: Resident education through adult learning in neurology." Neurology 91, no. 5 (2018): 234–38. http://dx.doi.org/10.1212/wnl.0000000000005914.
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ObjectiveTo enhance residency education by implementing the 6 principles of adult learning theory (ALT) in a large academic neurology residency program.MethodsWe implemented a set of curricular interventions aimed at Resident Education through Adult Learning in Neurology (REAL Neurology), in a large, academic neurology residency program. Interventions included didactic reform, increasing resident-as-teacher activities, and enhancing residents' interaction. The primary outcome was the change in mean Residency In-service Training Examination (RITE) percentile between the preintervention and postintervention cohorts, adjusting for US Medical Licensing Examination step 1 and 2 score. Other analysis included evaluating the effect of the duration of intervention exposure on outcome and evaluating the intervention effect on the proportion of advanced performers.ResultsA total of 134 RITE score reports were evaluated (87 preintervention and 47 postintervention). The mean RITE score percentile postintervention was 11.7 points higher than preintervention (adjusted, longitudinal analysis: fit linear mixed model, p < 0.0001). Postgraduate year 3 learners who had 1 and 2 years of exposure scored 13.4 and 18.9 points higher than those with no exposure at all, respectively (analysis of covariance, p = 0.04). The adjusted odds of better performance with REAL Neurology was 5.77 (ordinal logistic regression, 95% confidence interval 2.37–14.07, p < 0.05).ConclusionThis study evaluated the efficacy and feasibility of an ALT-based curricular program in neurology education. The results show robust and sustainable benefit for residents in training without imposing a financial or logistical burden on programs. REAL Neurology could serve as a model for curricular reform in other programs across subspecialties.
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Gibson, Keith, Donald Addington, Nancy Brager, Terry Fauvel, and Kleran O'malley. "Psychiatry Training and Research." Canadian Journal of Psychiatry 34, no. 3 (1989): 182–85. http://dx.doi.org/10.1177/070674378903400304.
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There is a growing concern that residents in psychiatric training programs may not be receiving an adequate exposure to the principles of research. This paper examines the need for such exposure and outlines a framework wherein the fundamentals of clinical research could be demonstrated to the resident physician.
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Ladha, Danyal, Kevin Imrie, Christopher J. Patriquin, and Liying Zhang. "Assessment of Gaps in Hematology Education in Canadian Internal Medicine Residency Programs." Blood 142, Supplement 1 (2023): 7192. http://dx.doi.org/10.1182/blood-2023-191019.
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Background Across Canadian Internal Medicine residency programs, a resident's clinical exposure to hematologic disorders is highly heterogeneous depending on the residency program's curriculum, ethnic diversity of the local patient population, and access to resources. Despite this variability in clinical exposure to hematology, there is a paucity of data assessing Internal Medicine residents' competence in the various subspecialties of hematology and whether they are fulfilling the Royal College of Physicians and Surgeons' expected competencies by the end of residency 1. Through this study, our primary aim was to assess Canadian Internal Medicine residents' perceptions of their hematology training to identify gaps in hematology education in residency curricula. Methods We administered a cross-sectional survey using REDCap to all Internal Medicine residents (PGY1 to PGY5) from participating sites across Canada. The survey was distributed to residents electronically by email. To increase response rates, the survey was distributed three times (every 2 weeks) over a 6-week period. An incentive ($10 Starbucks gift card) was provided to improve response rates. The survey questions were designed based on the Royal College objectives which outline expected competencies by the end of Internal Medicine residency (Table 1). It consisted of 16 questions assessing 4 domains: respondent demographics, competence in diagnosis and management of specific hematologic disorders, competence in management of hematologic emergencies, and resident perceptions on hematology education in their program. Survey responses were anonymous and consisted of a combination of dichotomous (yes/no) and ordinal variables (Likert scale). The study was approved by the University of Toronto Research and Ethics Board (REB). Generalized linear regression analysis was used to compare survey questions between residents in different subgroups. p&lt;0.05 was considered statistically significant. Least square mean (LSM) difference (with standard error SE) and 95% confidence intervals (CI) were calculated, with positive LSM indicating a higher Likert score. Results Of the 17 Internal Medicine programs that were invited to participate, 13 programs participated in the survey. 208 residents responded, with 92.31% (192/208) complete responses and 7.69% (16/208) incomplete responses. The overall response rate was 15.02% (208/1,385), with breakdown as follows: 31.5% (436/1,385) PGY1s, 30.5% (423/1,385) PGY2s, 30.9% (428/1,385) PGY3s, 4.5% (62/1,385) PGY4s, and 1.6% (22/1,385) PGY5s. 84.46% (163/208) of residents felt that there was a need for more hematology education in their residency program (Table 2). Specifically, residents felt that there was a need for more education in thrombosis (62.5%, 120/208), hemostasis (75.5%, 145/208), apheresis (75.0%, 144/208), sickle cell disease (79.2%, 152/208), transfusion medicine (84.4%, 162/208), and malignant hematology (78.7%, 151/208). A simulation/workshop was rated to be the most beneficial intervention (mean score of 4.25 +/- 0.80 on Likert scale) for learning. Conclusion Based on a cross-national survey of Internal Medicine residents in Canada, there are significant gaps in hematology education in Canadian Internal Medicine residency programs, most pronounced in transfusion medicine, sickle cell disease, and hemostasis. Interventions targeting these gaps should be designed to improve competence in the diagnosis and management of hematologic disorders and emergencies. References 1. Internal Medicine Competencies, Royal College of Physicians and Surgeons of Canada. 2018. Version 1.0.
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Edwards, S., S. Verma, and R. Zulla. "63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos." Clinical & Investigative Medicine 30, no. 4 (2007): 63. http://dx.doi.org/10.25011/cim.v30i4.2824.
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Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. 
 The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. 
 Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. 
 The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools.
 Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3.
 Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21).
 Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.
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Dabrow, Sharon M., Elizabeth J. Harris, Luis A. Maldonado, and Rani S. Gereige. "Two Perspectives on the Educational and Administrative Roles of the Pediatric Chief Resident." Journal of Graduate Medical Education 3, no. 1 (2011): 17–20. http://dx.doi.org/10.4300/jgme-d-10-00039.1.
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Abstract Purpose To investigate pediatric chief residents' responsibilities and determine how chief residents and program directors view the scope of the chief resident's role. Survey We distributed a 20-item survey to program directors and chief residents at all US pediatric residency programs. Questions pertained to activities performed and the level of importance of administrative, clinical, and educational activities. The survey also investigated motivating factors to become chief resident, future career plans, and level of job satisfaction. Results We received responses from 127 program directors and 101 chief residents. Of the chief residents, 98% (99/101) felt administrative tasks were very/somewhat important, followed by education, service, and research. Significantly more program directors than chief residents felt chiefs' overall workload was well balanced. Program directors gave higher ratings than chief residents on chief's ability to develop clinical skills (79% [95/121] versus 61% [61/100]) and manage stress and burnout (86% [104/121] versus 72% [72/100]). Future career plans for chief residents in decreasing order included fellowship, outpatient practice, academic practice, and working as a hospitalist. The most significant problems reported by the chief residents were lack of administrative support and lack of time spent in educational/clinical activities. Conclusions The chief resident role is primarily administrative, but program directors and chiefs feel teaching and clinical responsibilities also are important. Although the 2 groups agreed in many areas, program directors underestimated the administrative demands placed on the chief residents, and our findings suggest the chief resident role may be more fulfilling if the balance was shifted somewhat toward teaching and clinical responsibilities.
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Roulier, Julia P., and Jaeyun Sung. "What Will It Take to Recruit and Train More Underrepresented Minority Physicians in Family Medicine? A CERA Survey Analysis." Family Medicine 52, no. 9 (2020): 661–64. http://dx.doi.org/10.22454/fammed.2020.453883.
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Background and Objectives: Both the Society of Teachers of Family Medicine (STFM) and the American Academy of Family Physicians have developed strategic plans to increase the training of underrepresented minority in medicine (URMM) family physicians to meet the needs of an increasingly diverse patient population in the United States. This study examines data from the 2017 Council of Academic Family Medicine (CAFM) Educational Research Alliance (CERA) Program Directors (PD12) Survey to assess whether recruitment strategies increase the diversity of underrepresented minority physicians in family medicine. Methods: Data were collected from an online electronic survey administered by the CERA of family medicine program directors in 2018. The data included specific questions about the diversity of URMM residents in family medicine programs and about initiatives that were used in their recruitment. We analyzed the data using the Pearson χ2 criteria for cause and effect of two variables. Results: Family medicine residency programs that have initiatives dedicated to increasing resident diversity have a higher percentage of URMM residents. Specifically, residency programs that have URMM recruitment strategies are 2.5 to 4 times more likely to have a diverse residency population than those programs without strategies (P&lt;.001-.015). Conclusions: Striving to improve diversity in family medicine residency training in accordance with the ideals of STFM will require programs to design and implement initiatives to increase recruitment of URM residents.
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Colbert, Colleen Y., John D. Myers, Christian T. Cable, et al. "An Alternative Practice Model: Residents Transform Continuity Clinic and Become Systems Thinkers." Journal of Graduate Medical Education 4, no. 2 (2012): 232–36. http://dx.doi.org/10.4300/jgme-d-11-00133.1.
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Abstract Background A changing health care environment has created a need for physicians trained in health system improvement. Residency programs have struggled to teach and assess practice-based learning and improvement and systems-based practice competencies, particularly within ambulatory settings. Intervention We describe a resident-created and resident-led quality and practice-improvement council in an internal medicine continuity clinic. We conducted focus groups and report on residents' perspectives on council membership, practice management experiences, quality improvement projects, and resident satisfaction. Method Focus groups were held from May 2009 to March 2010 with internal medicine residents (N = 5/focus group) who participated in the Continuity Clinic Ownership in Resident Education (CCORE) council. Data were analyzed with a grounded theory approach. Results During the focus groups, residents responded to the question: “Do you have any new insights into delivering quality patient care in an outpatient clinic as a result of this experience (CCORE membership)?” The qualitative analysis resulted in 6 themes: systems thinking and systems-based care skills; improving quality of patient care; improved clinic efficiency; ownership of patients; need for improved communication of practice changes; and a springboard for research. Conclusions CCORE residents participated in system changes and acquired leadership skills while working on practice-based and system problems in a clinic microsystem. We believe this model can be implemented by other residency programs to promote the development of systems thinking in residents, increase their ownership of continuity clinic, and empower them to implement system changes.
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Carr, Marvin, J. Michael Anderson, Samuel Shepard, et al. "An analysis of publication trends of orthopedic surgery residency graduates in relation to academic achievement." Journal of Osteopathic Medicine 122, no. 4 (2022): 195–202. http://dx.doi.org/10.1515/jom-2021-0196.
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Abstract Context Traditionally, the Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to implement research and other scholarly activities into their training curriculum. Encouraging residents to publish during residency is believed to promote research throughout their careers; however, no study has attempted to quantify research productivity among orthopedic surgery residents before, during, and after residency. Objectives To determine whether publishing in peer-reviewed journals during orthopedic residencies was an indicator of continued academic achievement after graduation. Methods This study was observational in nature and employed a cross-sectional design. We examined whether research outcomes during orthopedic residency was associated with academic advancement or continued research involvement after residency. We identified 201 orthopedic residency programs on the Doximity website and randomly selected 50 to include in our sample. Of these programs, graduate rosters for 31 programs were located and subsequently included. Of the 341 graduates identified, we recorded the number of peer-reviewed publications, H-indices, fellowships, and whether the graduate pursued a career in private practice or academia. Results Orthopedic residency graduates from 31 programs published a total of 1923 peer-reviewed manuscripts. On average, residents had a total of 5.6 publications and an h-index of 3.2. Residents entering academia and pursuing fellowships had a significantly higher total number of publications, higher number of first-author publications, and greater H-indices compared to those who did not enter academia or pursue a fellowship. Conclusions Increased research productivity was associated with continued academic pursuits and an increased likelihood of pursuing fellowship training after residency.
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Mok, Philip S., Linda Probyn, and Karen Finlay. "Factors Influencing Radiology Residents' Fellowship Training and Practice Preferences in Canada." Canadian Association of Radiologists Journal 67, no. 2 (2016): 99–104. http://dx.doi.org/10.1016/j.carj.2015.08.005.
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Purpose The study aimed to examine the postresidency plans of Canadian radiology residents and factors influencing their fellowship choices and practice preferences, including interest in teaching and research. Methods Institutional ethics approval was obtained at McMaster University. Electronic surveys were sent to second to fifth-year residents at all 16 radiology residency programs across Canada. Each survey assessed factors influencing fellowship choices and practice preferences. Results A total of 103 (31%) Canadian radiology residents responded to the online survey. Over 89% from English-speaking programs intended to pursue fellowship training compared to 55% of residents from French-speaking programs. The most important factors influencing residents' decision to pursue fellowship training were enhanced employability (46%) and personal interest (47%). Top fellowship choices were musculoskeletal imaging (19%), body imaging (17%), vascular or interventional (14%), neuroradiology (8%), and women's imaging (7%). Respondents received the majority of their fellowship information from peers (68%), staff radiologists (61%), and university websites (58%). Approximately 59% planned on practicing at academic institutions and stated that lifestyle (43%), job prospects (29%), and teaching opportunities (27%) were the most important factors influencing their decisions. A total of 89% were interested in teaching but only 46% were interested in incorporating research into their future practice. Conclusions The majority of radiology residents plan on pursuing fellowship training and often receive their fellowship information from informal sources such as peers and staff radiologists. Fellowship directors can incorporate recruitment strategies such as mentorship programs and improving program websites. There is a need to increase resident participation in research to advance the future of radiology.
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Mansi, Ahmed, Wade N. Karam, and Mohamad R. Chaaban. "Attitudes of Residents and Program Directors Towards Research in Otolaryngology Residency." Annals of Otology, Rhinology & Laryngology 128, no. 1 (2018): 28–35. http://dx.doi.org/10.1177/0003489418804565.
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Objective: To determine attitudes of residents and program directors towards research during residency training. Study Design: Survey of current otolaryngology residents and program directors. Setting: Otolaryngology residency programs. Methods: An anonymous web-based survey ( www.surveymonkey.com ) was sent to 106 program directors (PDs) and 115 program coordinators. The program coordinators subsequently sent it to residents. Fisher exact tests and correlations were used to determine statistically significant differences. Results: Overall, 178 residents and 31 PDs responded to our surveys. All residents surveyed reported some research experience prior to residency. Residents who reported a previous first-author manuscript publication prior to residency were more likely than residents who had no previous first-author publication to report a first-author publication during residency (58.44% vs 27.27%, P < .0001); 33% of the residents reported academics as a desired future career setting after residency. The most significant barrier to research perceived by the residents was time constraint due to residency duties and personal commitments (93% and 74%, respectively). The second and third most common barriers to research were lack of statistical knowledge at 52% and lack of interest in research at 43.6%. Conclusions: Research is a required component of otolaryngology residency training. The most significant barrier in our survey was the lack of protected research time, followed by lack of biostatistical knowledge and interest. Program directors may need to implement structured research rotations tailored to individual residents’ research interests and integrate training in research methodology and biostatistics.
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Naples, Jennifer G., Tracie Rothrock-Christian, and Jamie N. Brown. "Characteristics of Postgraduate Year 1 Pharmacy Residency Programs at Veterans Affairs Medical Centers." Journal of Pharmacy Practice 28, no. 4 (2015): 425–29. http://dx.doi.org/10.1177/0897190014568386.
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Purpose: Although the characteristics of pharmacy postgraduate year 1 (PGY1) residency programs have been examined among large academic medical centers, there are no identified studies comparing the attributes of individual programs in the Veterans Affairs (VA) Health Administration System. The primary objective of this study was to describe and contrast characteristics of VA PGY1 residency programs. Methods: This was a cross-sectional survey of VA pharmacy residency programs. An online survey was distributed electronically to residency program directors of VA PGY1 residencies. Results: Responses from 33 (33%) PGY1 programs were available for the analysis. Programs reported growth over the previous 2 years and expected continued expansion. There was a wide variety of learning opportunities, although experiences were customizable based on residents’ interests. Notably, many programs allowed residents to seek rotations at other locations if specific experiences were not available on-site. Additionally, most programs had a mandatory staffing component and required residents to present the results of residency research projects. Conclusion: There is a high degree of variability among individual VA facilities with regard to the requirements and opportunities available to PGY1 pharmacy residents. This assessment is able to characterize the currently established residency programs and allows for an active comparison of programs in a nationally integrated health care system.
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Andrews, J. Matthew, Mohamed Abdolell, and Richard W. Norman. "Canadian urology resident scholarly performance." Canadian Urological Association Journal 7, no. 5-6 (2013): 402. http://dx.doi.org/10.5489/cuaj.1348.
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Introduction: Scholarly research is a key component of Canadian urology residency. Through comparison of scholarly performance of urology residents before residency with that achieved during residency, we aimed to elicit predictive factors for completion of research activities.Methods: Electronic surveys were sent to 152 urology residents of 11 accredited Canadian programs. Survey questions pertained to post-graduate training year (PGY), formal education, scholarly activity completed before and after the start of residency, protected/dedicated research time, structured research curriculum and pursuit of fellowship training.Results: Surveys were completed by 42 residents from 10 programs. Only 26% of residents had a structured research curriculum, 38% a dedicated research rotation and 43% protected research time. We found that 45% of residents published at least 1 manuscript so far during residency (mean 1.14 ± 0.32), and 43% submitted at least 1 manuscript (mean 0.86 ± 0.25). During residency, 62% of residents completed ≥1 formal research presentation (median number 1.5; range: 0-≥10). Only the level of PGY significantly affected the number of manuscripts published (p < 0.001) and number of formal research presentations (p < 0.001) completed during residency. In total, 86% of residents planning to pursue fellowship training had a mean number of publications and presentations during residency of 1.25 ± 0.37 and 2.25 ± 0.54, respectively.Interpretation: Level of PGY significantly affected quantitative scholarly activity, but the numbers and types of presentations performed prior to residency, completion of an honours or graduate degree and plans to pursue fellowship training did not.
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Shih, Grace, Debra Stulberg, Tyler W. Barreto, C. Holly A. Andrilla, Suzette Guzman, and Melissa Nothnagle. "Faculty and Resident Contraceptive Opt Outs and Training Site Restrictions: A CERA Study." Family Medicine 54, no. 2 (2022): 123–28. http://dx.doi.org/10.22454/fammed.2022.410546.
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Background and Objectives: Contraception is a core component of family medicine residency curriculum. Institutional environments can influence residents’ access to contraceptive training and thus their ability to meet the reproductive health needs of their patients. Methods: Contraceptive training questions were included in the 2020 Council of Academic Family Medicine Educational Research Alliance (CERA) survey of family medicine residency program directors. The survey asked how many faculty and residents opt out of providing contraceptive methods for moral or religious reasons, and whether training sites have institutional restrictions on contraception. We performed descriptive statistics and regression to identify program characteristics associated with having a resident or faculty opt out of providing contraceptive care. Results: Of 626 program directors, 249 responded to the survey, and 237 answered the contraceptive questions. Percentages of program directors reporting any residents or faculty who opted out of contraceptive services are as follows: pill/patch/ring (residents 27%; faculty 17%), emergency contraception (residents 40%, faculty 33%), or intrauterine devices/implants (resident 29%; faculty 23%). Programs in the South (OR 2.78; 1.19-6.49) and those with Catholic affiliation (OR 2.35; 1.23-4.91) had higher adjusted odds of at least one opt-out faculty but were not associated with having opt-out residents. Eleven percent of programs had at least one training site with institutional restrictions on contraception. Conclusions: To ensure that residents have access to adequate contraceptive training, residencies should proactively seek faculty and training environments that meet residents’ needs, and should make limitations on services clear to potential residents and patients.
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O'Fee, John R., Nadim Rayess, Carolyn K. Pan, and Brian C. Toy. "Factors Affecting Ophthalmology Trainees to Pursue Vitreoretinal Surgery Fellowship." Journal of Academic Ophthalmology 14, no. 01 (2022): e110-e119. http://dx.doi.org/10.1055/s-0041-1741461.
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Abstract Objective The aim of this study was to understand the factors that ophthalmology trainees consider in pursuing vitreoretinal surgery (VRS) fellowship training. Methods This is a prospective observational survey study. Survey invitations were disseminated to postgraduate year 4 (PGY)-4 ophthalmology residents at Accreditation Council for Graduate Medical Education-accredited residency programs and surgical retina fellows at Association of University Professors of Ophthalmology Fellowship Compliance Committee-compliant fellowship programs in the United States. Survey questions on factors related to VRS were administered employing a 5-point Likert scale. Responses from ophthalmology residents pursuing surgical retina were combined with surgical retina fellows' responses and compared with responses from PGY-4 residents not pursuing vitreoretinal surgery. Results Eighty-one resident surveys were completed. Forty-three fellow surveys were completed. Fifty-seven out of eighty-one (70.4%) residents were not pursuing surgical retina, and a total of 67 trainees (24 residents, 43 fellows) were pursuing surgical retina. The following factors were associated with pursuing VRS training: male gender (p = 0.031); having performed retina research during residency (p ≤ 0.001); enjoying surgical retina procedures (p ≤ 0.001), enjoying surgical retina patient outcomes (p ≤ 0.001), and working with vitreoretinal surgeons (p ≤ 0.001); finding surgical retina prestigious (p ≤ 0.001); perceiving their residency having a strong record of matching surgical retina (p = 0.039); liking the potential financial income from surgical retina (p ≤ 0.001); and having vitreoretinal mentors during residency (p = 0.014). A majority of trainees (31/57, 54.4%) not pursuing surgical retina disagreed or strongly disagreed with enjoying the patient outcomes in surgical retina. A third of female residents not pursuing surgical retina felt having a female surgical retina mentor would have made them more likely to pursue the field. Conclusion Longer retina rotations, encouraging resident participation in retina research, and increasing mentorship opportunities of female trainees from female retina specialists may increase resident interest in pursuing surgical retina fellowship.
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Levine, Oren Hannun, Sukhbinder K. Dhesy-Thind, Meghan McConnell, Melissa C. Brouwers, and Som Mukherjee. "Code status communication training in Canadian postgraduate oncology programs: A needs assessment survey." Journal of Clinical Oncology 35, no. 31_suppl (2017): 13. http://dx.doi.org/10.1200/jco.2017.35.31_suppl.13.
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13 Background: Discussions with cancer patients on cardiopulmonary resuscitation directives, or ‘code status,’ are often led by trainees in oncology. This study was carried out across Canada to identify current educational practices and gaps in training for this communication skill. Methods: Medical and radiation oncology residents and program directors (PDs) from across Canada were invited to complete a survey. Questions addressed current teaching practices, perceived importance of this competency, satisfaction with current education and barriers to teaching code status discussion skills. Relative frequencies of categorical and ordinal responses were calculated. Results: Between November 2016 and February 2017, 95 residents (58.6% response rate [RR]) and 17 PDs (63% RR) completed surveys. Both oncology disciplines and trainees at all levels were represented. Only 54.1% and 48.3% of medical and radiation oncology residents, respectively, had experienced any form of code status communication training before entering an oncology program. During oncology training, 41.1% of residents expect to receive formal teaching on this topic and 47.1% of PDs endorsed inclusion of this topic in curricula. Only 20% of residents reported receiving any formal evaluation for this competency while 41.2% of program directors indicated that formal evaluations are provided. All PDs and 98% of residents positively endorsed the importance of this competency in residency and clinical practice. Among residents, 88% felt that more training would be beneficial, and 82.3% of PDs identified a need for new educational resources in this area. Lack of time, educational resources and evaluation tools were among the most commonly identified barriers to teaching (by PDs and trainees). Conclusions: Canadian medical and radiation oncology residency PDs and trainees feel that code status communication is an important competency, yet teaching and evaluation are limited in this area. Barriers to teaching and skill-building have been identified. Further work is underway to develop novel educational resources for code status communication training to include in postgraduate curricula.
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Cafferty, Lauren A., Paul F. Crawford, Jeremy T. Jackson, and Christy J. W. Ledford. "Residency Leader Motivations to Engage Residents and Residency Faculty in Scholarship: A Qualitative Study." Family Medicine 52, no. 8 (2020): 581–85. http://dx.doi.org/10.22454/fammed.2020.437433.
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Background and Objectives: Research shows that limited time, lack of funding, difficulty identifying mentors, and lack of technical support limit resident and faculty ability to fully participate in scholarly activity. Most research to date focuses on medical student and resident attitudes toward research. This study aimed to understand the underlying attitudes of family medicine residency (FMR) leaders toward scholarship. Methods: Two focus groups of family medicine residency leaders were conducted in March 2018. The sample (N=19) was recruited through the membership directory of the Family Physicians Inquiry Network. Results: Leaders shared positive attitudes toward scholarship; however, motivation to engage residents and residency faculty in scholarship diverged. Motivations for promoting scholarly activity among participants were either extrinsic (through ACGME, program graduation, or promotion requirements) or intrinsic (through personal interest and natural drive). Conclusions: Emerging themes illustrate differences in how FMR program leaders perceive the role of scholarship in residency programs. As programs aim to increase research and scholarship, more attention must be paid to the motivating messages communicated by the program’s leadership.
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Walsh, Laura, Natasha Chida, Sam Brondfield, Ross C. Donehower, Kristen Marrone, and Parul Agarwal. "Resident Inpatient Curriculum for Oncology (RICO): Results of a targeted needs assessment performed in the Osler Internal Medicine Residency Program." Journal of Clinical Oncology 40, no. 28_suppl (2022): 365. http://dx.doi.org/10.1200/jco.2022.40.28_suppl.365.
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365 Background: An important factor contributing to a resident’s interest in oncology training is early and consistent exposure to the field. Currently, completing an inpatient oncology rotation is associated with a decreased interest in pursuing a career in oncology and low resident satisfaction. The reasons for this are multi-factorial, including high task burden and limited dedicated teaching time. Fortunately, prior work has revealed that interest in oncology fellowship training increases when residents receive targeted educational material during their oncology rotations. As part of a multifaceted approach to improve the inpatient curriculum, we conducted a targeted needs assessment at our institution. Our goal is to improve resident satisfaction, clinical competency, and interest in pursuing subspecialty training in oncology by implementing a focused educational intervention. Methods: The Johns Hopkins Hospital is an urban academic medical center where the Osler Internal Medicine Residency Program of approximately 156 housestaff complete their training. A majority of these residents rotate through the inpatient solid tumor service. We performed a targeted needs assessment designed with the ABIM Blueprint, the solid tumor service learning objectives, and ACGME data specific to our program. The survey was created using Qualtrics software and distributed via email to all PGY-1, PGY-2, and PGY-3 residents. Results: 42.9% of residents participated in the survey. 79% of participants indicated they planned to pursue subspecialty training after residency with 21% of those in oncology. Approximately half of participants (45%) had rotated on the solid tumor service. 51% of participants reported barriers to education; the most common barriers identified were patient census and high resident task burden. “On the fly teaching” was the preferred instructional strategy by 70% of participants, followed by in-person didactics and asynchronous videos. The top three areas of interest for content creation were: basics of antineoplastic therapy, tumor lysis syndrome, and immune checkpoint inhibitor toxicities. Conclusions: Resident educational experiences on subspecialty rotations plays a strong role in the ultimate decision to pursue further training. Given the rising need for oncologists nationally, it is imperative that programs identify and address gaps in the educational experience on oncology rotations. Our needs assessment identified several concrete ways to improve resident experience on the Johns Hopkins inpatient solid tumor service. Next steps will include development and implementation of a high-yield resident inpatient curriculum for oncology (RICO), with focused assessments planned throughout the academic year to measure clinical competency, resident satisfaction and ultimately identify areas for further improvement.