Attitudes to research and research training among ophthalmologists and ophthalmology trainees in New Zealand

Attitudes and Perceived Barriers to Research Among Residents in Obstetrics and Gynecology in Trinidad and Tobago: A National Multicenter Cross-sectional Study

OBJECTIVES

High-quality research forms the basis of evidence-based practice and sets the foundation for trainees to develop critical thinking skills and approach clinical problems with an inquisitive mind. The attitudes to research however vary widely and there are significant barriers to conducting research relevant to each clinical discipline. Understanding both the attitudes of residents to research and the barriers to conducting research could allow for strategies to improve this core aspect of clinical development. This aim of this study was to characterise current attitudes and perceived barriers towards conducting research among residents in Obstetrics and Gynecology in Trinidad and Tobago.

METHODS

An online survey was sent to all residents in the four major public hospitals in Trinidad and Tobago. The 10-min previously piloted questionnaire contained questions related to demographics, career level, research experience, attitudes to research as well as perceived barriers to conducting research.

RESULTS

The response rate was 74% (48/65). Although most (77%) respondents were interested in performing research, lack of time (56%) and insufficient training in research (59%) were the main barriers. Lack of mentorship or supervision as well as departmental issues such as access to case notes, electronic databases and bureaucratic issues were also found to hamper a research-oriented environment.

CONCLUSION

For residents in Obstetrics and Gynecology, curricula revision is urgently required to include protected research time, training in research methodology, formal and dedicated research mentors in order to promote a research-oriented culture that ensures a greater understanding and output of research in this specialty.

Impact of a Dedicated Research Rotation during Ophthalmology Residency

Background

The Accreditation Council for Graduate Medical Education (ACGME) requires that ophthalmology residents participate in scholarly activity during residency. However, residents lack protected time for research.

Objective

To determine the impact of a dedicated research rotation on scholarly productivity and research experience during residency.

Methods

This cohort study compared two groups of ophthalmology residents. Residents who graduated between 2004-2009 did not have dedicated research time and served as control residents (CR) while residents who graduated between 2010-2015 had a dedicated research rotation and served as the intervention group (research residents, RR). Primary outcomes included publications and presentations recorded over a four-year period, spanning the three years of residency and first year after graduation. These were analyzed by linear regression and t-tests. Residents also took surveys regarding research experience and chi squared tests and logistic regression were used to compare these results.

Results

The RR had 0.97 more publications and 1.3 more presentations compared to the CR after adjusting for PhD status, pre-residency publications and presentations, age at graduation, gender and race (p=0.09 and p=0.02, respectively). RR had higher odds of reporting adequate time to complete research (OR=13.11, 95% CI 3.58-48.03, p < 0.001) and satisfaction with their research experience (OR=6.96, 95% CI=2.104-23.053, p=0.002).

Conclusions

Residents with a research rotation had more time to complete research, were more satisfied with their research experience, and generated more publications and presentations compared to residents without the research rotation. A research rotation can help meet ACGME requirements and help residents achieve greater scholarly activity.

Trainee perspectives on usefulness of the Trainee Research Requirement

OBJECTIVE

To determine trainee perspectives of the utility of a trainee research project (TRP) or the coursework pathway (CP) in completing the Trainee Research Requirement of the ACEM.

METHODS

A survey based on the ACEM learning objectives for research was sent to all trainees and Fellows who had completed or intending to complete the Trainee Research Requirement between 2010 and 2012. Participants were asked to rate the value of the TRP or CP on a scale of 1 to 10 (1 = 'not useful' and 10 = 'invaluable'). In addition, open-ended questions were asked for qualitative assessment.

RESULTS

Survey response was 142/621 (23%). Most participants had undertaken the CP (113/142, 79%). Median scores were better for the CP compared with the TRP, and when results were dichotomised to scores of 1-5 as being not useful and 6-10 as being useful, a significantly higher proportion of participants rated the CP as being useful across all learning objectives (P ≤ 0.01). There was a bimodal distribution of scores for TRPs, with a minority of trainees reporting a very poor TRP experience. Cost was the most commonly cited negative aspect of the CP, whereas the TRP was perceived as time consuming and being difficult to attain.

CONCLUSIONS

More ACEM trainees are undertaking the CP compared with a TRP. The CP was associated with better self-reported fulfilment of the ACEM learning objectives for research. There is scope for the ACEM to improve the experience of trainees wishing to undertake their own research projects.

Ophthalmology and vision science research

Understanding the key elements that increase the likelihood of project success is fundamental for those embarking on research. The first article in this series placed scientific journals in perspective in relation to Journal Impact Factors and citation indices. This second article in a series primarily aimed at those commencing research, particularly in the area of ophthalmology and vision science, delineates the interrelated components that are required to complete a research project. Successful research projects seldom emerge from serendipitous observation, and most evolve through a combination of inspiration, careful planning, and a great deal of industry. Beginning researchers must first be clear about their reason(s) for pursuing research and should identify potential mentors and collaborators at the outset. This article discusses methods of identifying suitable projects and mentors. Ten component areas necessary to complete a research project are addressed, with reference to relevant published literature, under the following topic areas: mentors and collaborators; finding a research topic; confirming suitability of the topic; defining the research question; developing the hypothesis; key considerations in study design; threats to study validity; study sample size; benefits and limitations of clinical science; completing to publication. This guide is intended to be applicable to all embarking on research, but particularly to those with an interest in the visual system. The final 3 articles in this series will deal with writing a research paper to publication standard, working successfully with the journal review process, and refining electronic literature searches.

Selection, teaching and training in ophthalmology

This article examines the training requirements for ophthalmic surgical training, and the selection, assessment and training methodologies used for trainees, and also comments on the role of the surgical trainers. As an introduction to the article, a brief description of the current scheme in the UK is given.

Analysis of New Zealand's research productivity in ophthalmology and vision science: 1993-2002

AIM

To assess New Zealand's research productivity in the area of ophthalmology and vision science over the decade 1993-2002.

METHODS

New Zealand-based researchers involved in ophthalmology or vision science research, including ophthalmologists, optometrists and vision scientists were identified via professional colleges, universities and electronic databases. Peer-reviewed publications by these authors were identified by both searching electronic databases (MEDLINE/Pubmed) and personal communication with individual researchers.

RESULTS

Eighty-five New Zealand-based researchers involved in ophthalmology or vision science research published 446 articles in 84 scientific journals during the 10-year period. The cohort consisted of 59 ophthalmologists and 26 other researchers based in a diverse range of ophthalmology, optometry and university departments. Significant collaboration was observed between groups within New Zealand and with international institutions. Comparing ophthalmologists and 'other' researchers, ophthalmologists produced 69% of all ophthalmology and vision science research publications and those classified as 'active ophthalmologist researchers' published an average of 11 (range 5-55) papers each during this decade, compared to eight (range 5-25) for the group 'other active researchers'. This was also reflected in the high productivity rate by ophthalmologists of 277 publications per 1000. Publications were identified in a wide range of journals with the majority in top 20-ranked ophthalmology journals. The trend over the decade highlighted an increase in number of scientific publications, from 43 per annum in 1993, to 68 per annum in 2002.

CONCLUSIONS

Despite a relatively small and geographically isolated population, New Zealand ophthalmology and vision science research is highly active and collaborative, with significantly increased research productivity during the period 1993-2002. The present study is the first to document these trends and provides strong evidence to justify continued support for ophthalmology and vision science research in New Zealand.