This review extends existing literature and informs workplace-based research engagement strategies for residents whilst demonstrating the applicability of workplace learning theory to improving residents' research engagement. The authors propose a learning model to support effective resident research engagement through clinical practice.
Introduction: Engaging junior doctors in research can contribute to improved health outcomes, but there is a lack of guidance on how best to support junior doctor research engagement through their workplace experiences. is study aims to identify factors in uencing Australian junior doctors' workplace engagement in research and inform recommendations for building research capacity. Methods: is qualitative interview study, using convenience sampling, explored junior doctors' perceptions and experiences of research engagement. Seventeen junior doctors working at an Australian teaching hospital were interviewed. Data were analysed using the framework method, informed by workplace learning theory. Results: Junior doctors found it challenging to engage in research activities and attributed this to the lack of a practice-based curriculum to sequence their learning. ey described an absence of workplace a ordances for research engagement, including time, research-active clinician mentors and accessible projects. Whilst career progression was one motivator for research engagement, a key motivator was engaging in research contributing to patient care. Conclusions: e ndings suggested that absence of practice-based curriculum, mentor guidance and engagement in meaningful research activities hampered research engagement. ese ndings may inform junior doctor research development programs in acute healthcare organisations.
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