Background: Over the past decade, scholarly activity has become
more defined and outcomes-based. For years, residents have completed research
projects that did not always fulfill the ACGME defined categories of
publications (with PubMed IDs) or abstracts/presentations/posters (given at
international, national, or regional meetings.) After assessing barriers to
meaningful research, a formal strategy was developed to tackle obstacles to
productive research; perceived lack of support, knowledge and motivation.
Methods: Residents began their research projects in their PGY2
year and received support and guidance from a medical editor and 2 faculty mentors.
A formal program consisting of both a didactic curriculum (6 lectures) on
research/statistical techniques and scheduled, bimonthly, mandatory meetings to
assist with study design, IRB submission and presentations was developed.
Throughout the research projects, a clear expectation of submission of the
abstracts to selected national/regional meetings was made, and if accepted,
residents were rewarded with financial subsidy to attend the conference.
Results: In 2016, 50% of resident research projects (3 of 6
projects) were accepted at national and regional meetings and in 2017, 70% (7
of 10 projects) were accepted. After instituting a comprehensive didactic,
support and reward program, the number of research projects that were presented
at meetings increased by 133%.
Discussions: Implementing a scholarly activity approach that addresses
issues of support, motivation and knowledge shows promise to improve quality of
research. Further study is needed to make scholarly activity a more rewarding
and productive part of residency.
Topics: CREOG & APGO Annual Meeting, 2019, Resident, Faculty, Residency Director, Medical Knowledge, Professionalism, GME, Independent Study,
Barbara Deli,
MD, Icahn
School of Medicine at Mount Sinai; Lois
Brustman, MD;
Carolyn Waldron,
MS, MA; David
Cole, MD;
Peter McGovern,
MD
