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Laupland KB, Edwards F, Dhanani J. Determinants of research productivity during postgraduate medical education: a structured review. BMC MEDICAL EDUCATION 2021; 21:567. [PMID: 34753470 PMCID: PMC8579624 DOI: 10.1186/s12909-021-03010-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 10/29/2021] [Indexed: 05/28/2023]
Abstract
BACKGROUND Although formal participation in research is an integral and often mandatory component of clinical training programs, resulting productivity is highly variable. The objective of this review was to identify determinants of successful research performance among graduate medical education trainees. METHODS A structured review of the published literature was performed by searching PubMed, CINAHL, and EMBASE from inception through to 7 April, 2021. Articles examining graduate medical education trainee research productivity evidenced by publications in peer-reviewed journals were included. RESULTS Eighty-five articles were included of which most (66; 78%) were reported from the USA or Canada (10; 12%). A wide range of disciplines were represented with the most common being general surgery, internal medicine, orthopedic surgery, and pediatrics. Themes (number of reports) included trainee characteristics (n = 24), project characteristics (n = 8), mentoring/supervision (n = 11), and programmatic aspects (n = 57). Although variable results were observed, research productivity tended to be higher with prior research experience, later years of training, male gender, and pursuit of a postgraduate degree. Few project related aspects of success were identified. Trainee publication was associated with mentors with higher rank, publication productivity, and supportive academic environments. Training programs with organised programs/curricula including protection of time for research were associated with increased productivity as were provision of incentives or rewards but not mandatory requirements. CONCLUSION This review identifies several trainee characteristics, project and mentor aspects, and programmatic aspects associated with increased productivity that may serve as a useful resource for trainees and graduate medical education training programs.
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Affiliation(s)
- Kevin B Laupland
- Department of Intensive Care Services, Royal Brisbane and Women's Hospital, Level 3 Ned Hanlon Building, Butterfield Street, Brisbane, Queensland, 4029, Australia.
- Queensland University of Technology (QUT), Brisbane, Queensland, Australia.
| | - Felicity Edwards
- Queensland University of Technology (QUT), Brisbane, Queensland, Australia
| | - Jayesh Dhanani
- Department of Intensive Care Services, Royal Brisbane and Women's Hospital, Level 3 Ned Hanlon Building, Butterfield Street, Brisbane, Queensland, 4029, Australia
- Faculty of Medicine, University of Queensland, Brisbane, Queensland, Australia
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Mutsaers A, Jia S, Warner A, Nguyen TK, Laba JM, Palma DA. Research Productivity of Canadian Radiation Oncology Residents: A Time-Trend Analysis. ACTA ACUST UNITED AC 2020; 28:4-12. [PMID: 33704112 PMCID: PMC7816183 DOI: 10.3390/curroncol28010003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Revised: 11/20/2020] [Accepted: 11/23/2020] [Indexed: 11/21/2022]
Abstract
(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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Affiliation(s)
- Adam Mutsaers
- Department of Radiation Oncology, London Health Sciences Centre, London, ON N6A 5W9, Canada; (A.M.); (A.W.); (T.K.N.); (J.M.L.)
| | - Sangyang Jia
- Schulich School of Medicine & Dentistry, Western University, London, ON N6A 3K7, Canada;
| | - Andrew Warner
- Department of Radiation Oncology, London Health Sciences Centre, London, ON N6A 5W9, Canada; (A.M.); (A.W.); (T.K.N.); (J.M.L.)
| | - Timothy K. Nguyen
- Department of Radiation Oncology, London Health Sciences Centre, London, ON N6A 5W9, Canada; (A.M.); (A.W.); (T.K.N.); (J.M.L.)
| | - Joanna M. Laba
- Department of Radiation Oncology, London Health Sciences Centre, London, ON N6A 5W9, Canada; (A.M.); (A.W.); (T.K.N.); (J.M.L.)
| | - David A. Palma
- Department of Radiation Oncology, London Health Sciences Centre, London, ON N6A 5W9, Canada; (A.M.); (A.W.); (T.K.N.); (J.M.L.)
- Correspondence: ; Tel.: +519-685-8500 (ext. 52833)
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Naik R, Mandal I, Hampson A, Casey R, Vasdev N. A Comparison of Urology Training Across Five Major English-Speaking Countries. Curr Urol 2020; 14:14-21. [PMID: 32398992 DOI: 10.1159/000499265] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2019] [Accepted: 05/11/2019] [Indexed: 12/20/2022] Open
Abstract
Background Urology is a rapidly evolving specialty, although wide variations exist between training programs in different countries. We aimed to compare the status of urology training in 5 English-speaking countries. Materials and Methods Features compared include the training pathway structure, training requirements, competition levels and the process of moving country for international medical graduates. Results Length of training varied considerably across countries, ranging from 5 years in the USA and Canada, to 7 years in Australia and New Zealand and 9 years in the UK. Ease of entering urology training for international medical graduates also varies, with the UK relatively easier compared to other countries. All countries encourage participation in research during training as well as completion of non-urology and urology specific surgical examinations. Conclusion Following the Royal College of Surgeons Improving Surgical Training report, it is vital that the UK incorporates optimal elements of international programs in order to provide the best standards for trainees and world-class care in urology.
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Affiliation(s)
- Rishi Naik
- UCL Medical School, Faculty of Medical Sciences, University College London, London
| | - Indrajeet Mandal
- UCL Medical School, Faculty of Medical Sciences, University College London, London
| | | | - Rowan Casey
- Department of Urology, Colchester General Hospital, Colchester, UK
| | - Nikhil Vasdev
- UCL Medical School, Faculty of Medical Sciences, University College London, London
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Solaja O, Skinner TAA, Mcgregor TB, Siemens DR. CanMEDS scholars: A national survey on urology residents' attitudes towards research during training. Can Urol Assoc J 2017; 12:E191-E196. [PMID: 29319476 DOI: 10.5489/cuaj.4927] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
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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Affiliation(s)
- Ogi Solaja
- Department of Urology, Queen's University, Kingston, ON, Canada
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Obuku EA, Lavis JN, Kinengyere A, Mafigiri DK, Sengooba F, Karamagi C, Sewankambo NK. Academic research productivity of post-graduate students at Makerere University College of Health Sciences, Uganda, from 1996 to 2010: a retrospective review. Health Res Policy Syst 2017; 15:30. [PMID: 28376904 PMCID: PMC5381020 DOI: 10.1186/s12961-017-0194-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2016] [Accepted: 03/19/2017] [Indexed: 10/25/2022] Open
Abstract
BACKGROUND Research is a core business of universities globally, and is crucial in the scientific process as a precursor for knowledge uptake and use. We aimed to assess the academic productivity of post-graduate students in a university located in a low-income country. METHODS This is an observational retrospective documentary analysis using hand searching archives, Google Scholar and PubMed electronic databases. The setting is Makerere University College of Health Sciences, Uganda. Records of post-graduate students (Masters) enrolled from 1996 to 2010, and followed to 2016 for outcomes were analysed. The outcome measures were publications (primary), citations, electronic dissertations found online or conference abstracts (secondary). Descriptive and multivariable logistic regression analyses were performed using Stata 14.1. RESULTS We found dissertations of 1172 Masters students over the 20-year period of study. While half (590, 50%) had completed clinical graduate disciplines (surgery, internal medicine, paediatrics, obstetrics and gynaecology), Master of Public Health was the single most popular course, with 393 students (31%). Manuscripts from 209 dissertations (18%; 95% CI, 16-20%) were published and approximately the same proportion was cited (196, 17%; 95% CI, 15-19%). Very few (4%) policy-related documents (technical reports and guidelines) cited these dissertations. Variables that remained statistically significant in the multivariable model were students' age at enrolment into the Masters programme (adjusted coefficient -0.12; 95% CI, -0.18 to -0.06; P < 0.001) and type of research design (adjusted coefficient 0.22; 0.03 to 0.40; P = 0.024). Cohort studies were more likely to be published compared to cross-sectional designs (adjusted coefficient 0.78; 95% CI, 0.2 to 1.36; P = 0.008). CONCLUSIONS The productivity and use of post-graduate students' research conducted at the College of Health Sciences Makerere University is considerably low in terms of peer-reviewed publications and citations in policy-related documents. The need for effective strategies to reverse this 'waste' is urgent if the College, decision-makers, funders and the Ugandan public are to enjoy the 'return on investment' from post-graduate students research.
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Affiliation(s)
- E A Obuku
- Clinical Epidemiology Unit, Department of Medicine, School of Medicine, College of Health Sciences, Makerere University, PO Box 7072, Kampala, Uganda. .,Faculty of Epidemiology and Population Health, London School of Hygiene and Tropical Medicine, London, United Kingdom.
| | - J N Lavis
- McMaster Health Forum, Centre for Health Economics and Policy Analysis, Department of Clinical Epidemiology and Biostatistics and Department of Political Science, McMaster University, Hamilton, Canada.,Department of Global Health and Population, Harvard School of Public Health, Harvard University, Cambridge, MA, United States of America
| | - A Kinengyere
- Sir Albert Cook Library, College of Health Sciences, Makerere University, Kampala, Uganda
| | - D K Mafigiri
- Department of Social Work and Social Administration, College of Humanities and Social Sciences, Makerere University, Kampala, Uganda.,Center for Social Science Research on AIDS, Department of Anthropology, College of Arts and Sciences, Case Western Reserve University, Cleveland, OH, United States of America
| | - F Sengooba
- Department of Health Policy and Planning, School of Public Health, College of Health Sciences, Makerere University, Kampala, Uganda
| | - C Karamagi
- Clinical Epidemiology Unit, Department of Medicine, School of Medicine, College of Health Sciences, Makerere University, PO Box 7072, Kampala, Uganda
| | - N K Sewankambo
- Clinical Epidemiology Unit, Department of Medicine, School of Medicine, College of Health Sciences, Makerere University, PO Box 7072, Kampala, Uganda
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Stevenson MD, Smigielski EM, Naifeh MM, Abramson EL, Todd C, Li STT. Increasing Scholarly Activity Productivity During Residency: A Systematic Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:250-266. [PMID: 27049539 DOI: 10.1097/acm.0000000000001169] [Citation(s) in RCA: 52] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
PURPOSE Although resident participation in scholarly activity is mandated by the Accreditation Council for Graduate Medical Education, programmatic factors associated with success are not defined. This systematic review's objective was to determine which interventions are effective in increasing resident scholarly activity productivity (RSAP), as measured by participation in scholarly activity, presentations, or publications. METHOD The PubMed, MEDLINE, Cochrane Library of Systematic Reviews, PsycINFO, CINAHL, and ERIC databases were searched through October 2013. English-language articles evaluating interventions to increase RSAP in U.S. or Canadian residency programs were included, without date limits. Two independent reviewers selected articles for inclusion and extracted data. Discrepancies were resolved by consensus. RESULTS Of the 6,248 records screened, 80 studies underwent data abstraction. Twenty-six described outcomes without a comparison group, leaving 54 studies representing 13 medical and surgical specialties. Interventions included required scholarly activity participation, protected research time, research curricula, research directors, dedicated research days, and research tracks. Focusing on the 35 studies reporting statistical analysis, RSAP was associated with all interventions. There were some differences in intervention effectiveness between medical and surgical specialties. CONCLUSIONS Interventions, including protected time, research curricula, or specialized research tracks, generally result in increased participation in scholarly activity in residency programs, with mixed effects on resident presentations or publications. In many studies, interventions were bundled, suggesting that programs may need to provide increased structure and rigor through multiple pathways. The findings highlight the need for a clear definition of resident scholarly activity success aligned specifically to individual program and resident aims.
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Affiliation(s)
- Michelle D Stevenson
- M.D. Stevenson is associate professor, Department of Pediatrics, University of Louisville, Louisville, Kentucky. E.M. Smigielski was professor, Kornhauser Health Sciences Library, University of Louisville, Louisville, Kentucky, at the time of writing. M.M. Naifeh is clinical associate professor, Department of Pediatrics, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma. E.L. Abramson is assistant professor, Departments of Pediatrics and Healthcare Policy & Research, Weill Cornell Medicine, New York, New York. C. Todd is associate professor, Department of Pediatrics, Texas Tech University, Lubbock, Texas. S.T. Li is associate professor, vice chair of education, and pediatric program director, Department of Pediatrics, University of California, Davis, Sacramento, California
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