Clinician Investigator Training in Canada: A Review

Abstract

Purpose:e Royal College of Physicians and Surgeons of Canada undertook a review of its Clinician Investigator Program (CIP), 13 years a er launching the program in response to shortages in clinical investigators. e primary study goals were to determine the outcomes, impact, strengths and weaknesses of CIP.Methods: Focus groups and telephone interviews with current and past program directors (PD) and a detailed survey of current and former trainees were conducted.irteen PD and 45% of current and former trainees from 10 CIP participated.Results: Since 1995, 12 CIP have been accredited and 553 residents have enrolled in CIP, with 194 completing CIP and residency training by 2008. PD recognized CIP as an excellent program that produces highly quali ed clinical investigators; important for faculty renewal. Both trainees and PD identi ed the need to improve CIP funding. Most (84%) CIP trainees did not have prior graduate degrees. Most alumni had completed Masters (58%) or Doctoral (39%) programs during CIP and published on their CIP research (97%). Among alumni who completed CIP and residency, many obtained an academic appointment with protected time for research, with 39% receiving an external career award. Many (60%) alumni reported no drawbacks to CIP and recognized the added values included Royal College recognition, structured training, pursuit of graduate studies, integration of clinical/research training and enhanced mentorship. Conclusion:Since the progam's inception, the number of CIP in Canada has grown. CIP are recognized as important mechanisms for integrating clinical and research training during residency to produce highly quali ed clinician investigators. TRAINEE SECTION

Anesthesia research training: preparing for the future of our speciality

“…5 A broader review of CIP, published in 2011 after the ten-year anniversary, showed that the number of anesthesia residents in the CIP program was about 22-fold lower than the number of general surgery residents. 6 The majority of all trainees completed either an MSc (58%), PhD (39%) or MEd (3%) degree. 6 Most CIP participants secured an academic appointment, pursued research projects, and published research papers.…”

“…6 The majority of all trainees completed either an MSc (58%), PhD (39%) or MEd (3%) degree. 6 Most CIP participants secured an academic appointment, pursued research projects, and published research papers. 6 Interestingly, a survey of University of Toronto CIP trainees in 2011 reported that most were satisfied with completing a graduate degree during residency (92%).…”

“…6 Most CIP participants secured an academic appointment, pursued research projects, and published research papers. 6 Interestingly, a survey of University of Toronto CIP trainees in 2011 reported that most were satisfied with completing a graduate degree during residency (92%). They also expected to become clinician-scientists (92%) and participate in research programs (86%).…”

The Miniproject: An initial step in scientific research skill development for first-semester medical students

“…In order to raise students' understanding of the scientific basis of Protudjer J, Möller R, Nikkola M, Dickman P, Plymoth A MedEdPublish https://doi.org/10.15694/mep.2016.000005 Page | 6 medicine as well as the clinical practice, it is essential to start scientific development at an early stage in their training (Culican SM, et al, 2014). Previous methods to engage medical students in research vary greatly in terms of the time commitments required by students and faculty (Soloman SS, et al, 2003) (Bosse D, Milger K, & Morty RE, 2011;Hayward CP et al, 2011;Muslin AJ, Kornfeld S, & Polonsky KS, 2009). For example, one American medical school have 10-12 week programs that run during the summer between Years 1 and 2 (Soloman SS, et al, 2003), whereas another has a fast-track program that limits training in general medicine to two years, but requires clinician-scientist students to also complete two to three years of advanced research training (Muslin AJ, et al, 2009).…”

How to Succeed in Research During Medical Training: A Qualitative Study

“…A deeper understanding of the factors that contribute to the success of resident-led research projects and a description of productive resident-supervisor relationships are needed to foster positive early experiences and encourage pursuit of a research career. is information would bene t physician training programs including those with a strong research focus, such as the Clinician Investigator Program in Canada [8]. e objective of this study was to describe the elements of a successful resident research project from the perspective of both the resident and the supervisor.…”