Attitudes Towards Research During Residency Training: a Survey of Canadian Radiation Oncology Residents and Program Directors

Dahn, Hannah; Best, Lara; Bowes, David

doi:10.1007/s13187-019-01565-8

Cited by 13 publications

(21 citation statements)

References 24 publications

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“…In addition, mentees must also ful ll their role to de ne their goals, responsibility, and willingness to learn as well as improvement in the mentorship relationship. However, nding the right mentor may also be pivotal to success in any eld, and a successful mentorship is more likely to secure completion of research activity (16)(17)(18). Meanwhile, areas of interest in research topic and motivation in terms of obtaining a desire job and/or a fellowship promotion in a department are possibly signi cant concerns for residents' participation in clinical research (17).…”

Section: Discussionmentioning

confidence: 99%

Another aspect of surgical residency training for future professional development through the application of mentorship program

Chan

Hsu

Yeh

et al. 2020

Preprint

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Background Traditionally, surgical residency training is more focused on obtaining surgical skills through a well-established coaching system worldwide. However, constant advances in medical science require surgeons to learn not only surgical skills but also the ability of scientific research to improve clinical practice and future professional development. The study aims to emphasize that professional education in terms of scientific research is also significant for surgical residency training. Methods All residents who entered the surgery residency program of the Department of Surgery in Linkou Chang Gung Memorial Hospital between years 2006 and 2015 were evaluated in the study. Generally, every resident is assigned to a mentor since the first year of residency. Then, the mentor would help the resident qualify a two-step evaluation in terms of scientific research during the residency training program. Results A total of 193 residents were evaluated in the study. All of them had completed the first step regarding oral presentation of their designated research, and the majority of residents obtained 80–90 points that were rated by referees. Overall, 102 residents (52.8%) had completed the second step with the publication of a research manuscript. The percentage of residents who had fulfilled the criteria of this two-step assessment ranged from 35.3–81.8% by year. Conclusions Surgical training has become more complex and challenging for residents nowadays. The continuing education for surgical residents should not be limited in coaching clinical practice. Scientific research is also essential for current surgical residency training, and a formal mentorship program may be beneficial for the future professional development of surgical residents.

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Section: Discussionmentioning

confidence: 99%

Another aspect of surgical residency training for future professional development through the application of mentorship program

Chan

Hsu

Yeh

et al. 2020

Preprint

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“…This area of graduate medical education (GME) project scholarship has been investigated during resident survey projects concerning perceived value by the SAPN of SA project types. 3,9,13,21 Conclusions were that many SAPNs may be less familiar with the value of replicating published project articles, possibly due to pressure towards producing SA projects from more "established" (i.e., more readily recognizable) types of studies, e.g., randomized clinical trials (RCTs), etc. 25,26,[29][30][31] • "My project must be an entirely new design.…”

Section: Initial Project Designmentioning

confidence: 99%

“…The SAPN may frequently start with nebulous project ideas they expect to somehow yield feasible SA project designs. 9,10,32 For example, the authors have heard from the SAPN, "I thought it would be interesting to study individuals with condition x." Although this type of orientation may eventually lead to useful descriptive pilot (i.e., more exploratory, descriptive) projects, 5,31,33 the authors have generally concluded that this may comprise an unrealistic desire to study especially terribly complex healthcare topics in initial projects.…”

Section: Spartan Medical Research Journalmentioning

confidence: 99%

“…[1][2][3] Second, the inclusion of community and universitybased residents and faculty in SA projects leads to improved understanding of the medical literature and enhanced clinical practices, arguably producing more "well-rounded" physicians. [4][5][6] Finally, while conducting SA projects during a residency can be quite complex, [7][8][9][10][11] resident physicians, with their "new set of eyes" perspective, may in some ways be in a better position to conduct SA projects to investigate patient care inconsistencies compared to their clinically ex-perienced faculty. 10,[12][13][14] The authors' Statewide Campus System (SCS) in the Michigan State University College of Osteopathic Medicine (MSUCOM) is a consortium of graduate medical residency programs across the state of Michigan.…”

Section: Introductionmentioning

confidence: 99%

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Common Problematic Scholarly Activity Project Planning Expectations of Project Novices

Wisniewski

Corser

2021

Spartan Medical Research Journal

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INTRODUCTION Scholarly Activity (SA) projects, whether using methods more traditionally associated with research and or “quality improvement” projects, have been shown to confer value to resident physicians and other project novices in multiple ways. The inclusion of community and university-based residents and faculty in spearheading SA projects has led to improved understanding of medical literature and enhanced clinical practices, arguably producing more “well-rounded” physicians. PURPOSE OF PAPER The primary purpose of this paper is to provide a summary of problematic expectations frequently assumed by project novices when developing and conducting SA projects. RESULTS The authors will discuss a total of 26 problematic project-related novice expectations during five typical project phase categories. CONCLUSIONS Learning to navigate the complexities of training to become a practicing physician, while also planning high quality SA project designs has been and will continue to be a complex challenge. The authors hope that this article can be used by supervising faculty and other graduate medical education mentors to assist the SA project novice (SAPN) plan SA projects. By establishing realistic expectations during project planning phases, the SAPN can avoid potential missteps that typically impede SA project completion.

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“…There is a great deal of importance given to the research scholarship activity during residency. 1 , 2 , 3 There has been an increased discussion about fellowship programs in recent years, 4 but the data are not available regarding other educational resources like resident elective rotations.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of the Residents’ Research, Education, and Wellness Resources in Radiation Oncology Residency Programs in the United States

Thomas

Kuruvilla

Bhanat

et al. 2021

Advances in Radiation Oncology

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The purpose of this research was to evaluate the variations in research, education, and wellness resources for residents among radiation oncology (RO) residency programs across the United States. A list of accredited programs for the academic year 2018 to 2019 was collected using the Accreditation Council for Graduate Medical Education website. Individual residency program websites were used as the primary source of the data, and the Fellowship Residency Electronic Interactive Data Access System website complemented any missing data. We collected data on dedicated research time, resident rotations, wellness resources, and salary information. Excel 2013 was used for analysis. Information from the 94 Accreditation Council for Graduate Medical Education accredited RO residency programs during the academic year 2018 to 2019 was collected. Seventy-five (80%) programs reported the duration of dedicated research time on their websites. At least 6 months are allowed in 48 (51%) programs, and 27 (29%) programs report that dedicated research time is negotiable. Outstandingly, 20 (21%) programs allow 1 year of dedicated research time, and the median dedicated research time is 9 months. From our study, only 13 (14%) residency programs allow residents to rotate in other departments of the same institution. Fifty-nine (63%) programs allow away rotations at other institutions (external electives). An international rotation is permitted only in 19 (20%) programs. Wellness resoursces specifically fatigue managment, resident retreat and resident mentoring programs were available in 53%, 26% and 42% of programs, respectively. The salary information is obtainable for 63 institutions, and the yearly compensation ranges between $51,000 and $78,000. Moonlighting is allowed only in 28 (30%) programs. Our study found that major variations exist among RO residency programs in the United States regarding research, education, and wellness resources for residents.

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Attitudes Towards Research During Residency Training: a Survey of Canadian Radiation Oncology Residents and Program Directors

Cited by 13 publications

References 24 publications

Another aspect of surgical residency training for future professional development through the application of mentorship program

Another aspect of surgical residency training for future professional development through the application of mentorship program

Common Problematic Scholarly Activity Project Planning Expectations of Project Novices

An Analysis of the Residents’ Research, Education, and Wellness Resources in Radiation Oncology Residency Programs in the United States

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