Barriers Preventing Medical Trainees from Active Participation in Research Activities

Background

Research has increasingly become important to career progression and a compulsory component in most medical programs. While medical trainees are consistently urged to undertake research endeavors, they frequently encounter obstacles at both personal and organizational levels that impede the pursuit of high-quality research. This study aims to identify the barriers and recommend successful interventions to increase research productivity amongst medical trainees.

Methods

A descriptive cross-sectional survey was carried out among interns, residents, and fellows within a single hospital located in the emirate of Abu Dhabi, UAE. The survey included inquiries regarding perceived obstacles hindering engagement in research activities, factors driving motivation for research involvement, and the assessment of how research participation relates to their job in terms of relevance.

Results

Fifty-seven medical trainees participated in the survey, reflecting a response rate of 53%. The survey highlighted common obstacles, notably including time constraints, insufficient statistical and methodology training, the weight of other educational commitments, as well as inadequate incentives and rewards. While a majority of participants expressed interest in engaging in research activities, the consensus was that more incentives and increased funding opportunities would significantly encourage their involvement.

Conclusion

Implementing successful interventions such as allocating dedicated time for research, facilitating access to research mentors, and organizing training sessions have the potential to be effective strategies in fostering a thriving research culture and subsequently elevating research productivity of medical trainees.

Academic Future of Interventional Radiology Subspecialty: Are We Giving Enough Space to Radiology Trainees?

Background

The aim of this study was to investigate willingness and barriers to academic activities of radiology trainees interested in interventional radiology subspecialty.

Materials and methods

Radiology trainees and fellows were called to participate a 35-question survey via online platforms and radiological societies. The research survey investigated on involvement in academic activities, willingness of a future academic career, and challenges for pursuing an academic career. Research participants interested in interventional radiology were selected for analysis. Analyses were performed by using either Fisher's exact or chi-square tests.

Results

Of 892 respondents to the survey, 155 (17.4%) (112/155, 72.3% men and 43/155, 27.7% women) declared interest in interventional radiology. Active involvement in research and teaching was reported by 53.5% (83/155) and 30.3% (47/155) of the participants, respectively. The majority is willing to work in an academic setting in the future (66.8%, 103/155) and to perform a research fellowship abroad (83.9%, 130/155). Insufficient time was the greatest perceived barrier for both research and teaching activities (49.0% [76/155] and 48.4% [75/155], respectively), followed by lack of mentorship (49.0% [75/155] and 35.5% [55/155], respectively) and lack of support from faculty (40.3% [62/155] and 37.4% [58/155], respectively).

Conclusion

Our international study shows that most trainees interested in interventional radiology subspecialty actively participate in research activities and plan to work in an academic setting. However, insufficient time for academia, mentorship, and support from seniors are considered challenges in pursuing an academic career.

Creating a Competency-Based Medical Education Curriculum for Canadian Diagnostic Radiology Residency (Queen’s Fundamental Innovations in Residency Education)—Part 1: Transition to Discipline and Foundation of Discipline Stages

Purpose:

The Royal College of Physicians and Surgeons of Canada (RCPSC) has mandated the transition of postgraduate medical training in Canada to a competency-based medical education (CBME) model divided into 4 stages of training. As part of the Queen’s University Fundamental Innovations in Residency Education proposal, Queen’s University in Canada is the first institution to transition all of its residency programs simultaneously to this model, including Diagnostic Radiology. The objective of this report is to describe the Queen’s Diagnostic Radiology Residency Program’s implementation of a CBME curriculum.

Methods:

At Queen’s University, the novel curriculum was developed using the RCPSC’s competency continuum and the CanMEDS framework to create radiology-specific entrustable professional activities (EPAs) and milestones. In addition, new committees and assessment strategies were established. As of July 2015, 3 cohorts of residents (n = 9) have been enrolled in this new curriculum.

Results:

EPAs, milestones, and methods of evaluation for the Transition to Discipline and Foundations of Discipline stages, as well as the opportunities and challenges associated with the implementation of a competency-based curriculum in a Diagnostic Radiology Residency Program, are described. Challenges include the increased frequency of resident assessments, establishing stage-specific learner expectations, and the creation of volumetric guidelines for case reporting and procedures.

Conclusions:

Development of a novel CBME curriculum requires significant resources and dedicated administrative time within an academic Radiology department. This article highlights challenges and provides guidance for this process.

Barriers to Resident Research in Radiology: A Canadian Perspective

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.