The research rotation: competency-based structured and novel approach to research training of internal medicine residents

Kanna, Balavenkatesh; Deng, Chao; Erickson, Savil N; Valerio, Jose A; Dimitrov, Vihren; Soni, Anita

doi:10.1186/1472-6920-6-52

Cited by 94 publications

(103 citation statements)

References 17 publications

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“…Other approaches include formal and informal faculty/ resident meetings, and the provision of resources to collect and interpret data, prepare manuscripts, or meet deadlines. [5][6][7][8][9][10][11] A few programs have developed a more formal approach, such as a 1-to 3-month research rotation during residency. 6,12 However, given the breadth of knowledge and technical skills that Ob-Gyn residents are expected to develop in 4 years, as well as the increasing work hour restrictions, this may not be practical.…”

Section: Introductionmentioning

confidence: 99%

“…[5][6][7][8][9][10][11] A few programs have developed a more formal approach, such as a 1-to 3-month research rotation during residency. 6,12 However, given the breadth of knowledge and technical skills that Ob-Gyn residents are expected to develop in 4 years, as well as the increasing work hour restrictions, this may not be practical. 7 The literature suggests that programs in all disciplines face similar perceived problems in achieving a successful and meaningful resident research experience.…”

Section: Introductionmentioning

confidence: 99%

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An Incremental Approach to Improving Scholarly Activity

Penrose¹,

Yeomans²,

Praderio³

et al. 2012

Journal of Graduate Medical Education

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Background The Accreditation Council for Graduate Medical Education requires scholarly activity for both faculty and residents in obstetrics and gynecology (Ob-Gyn). There is little evidence on the most effective method to train, recruit, and retain research faculty who can mentor resident researchers at small programs. Innovation To address this problem, we created the “Baby Steps” program for a small university-based Ob-Gyn program. Methods After a thorough assessment of existing resources, a postdoctoral researcher was recruited and coupled with an established researcher to raise the standards of resident research, facilitate and coordinate resident projects, and support clinical faculty participation in research activities. Grant submissions, grants awarded, publications submitted, presentations, and awards were tracked before and after the implementation of the Baby Steps program for faculty and residents. Results After 2 years the program has already begun to show an increase in scholarly activity. In a program of 12 residents, 8 made one or more presentations at regional or national meetings within the previous 24 months. Additionally, 8 of 12 clinical faculty members were engaged as mentors in resident research, compared with only 3 in past years. Further, abstract, paper, and grant submissions by faculty increased approximately 25%. Conclusion The addition of a mentored postdoctoral researcher was associated with improvements to both resident and faculty research activities. Based on this success, a sister residency program has incorporated the Baby Steps approach into its training.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Incremental Approach to Improving Scholarly Activity

Penrose¹,

Yeomans²,

Praderio³

et al. 2012

Journal of Graduate Medical Education

View full text Add to dashboard Cite

show abstract

“…Traditional academic centres have reported a dramatic increase in publications and empiric research to nearly 100% with the implementation of a full research curriculum [6,7,11]. More frequent reports indicate that 25–35% of residents published or present papers during training [2,4].…”

Section: Discussionmentioning

confidence: 99%

“…In the second cohort, PGY1 residents had a 1-month research elective. After the first 2 years, the rotation schedule was changed so that residents have 2 days a week during 2-week outpatient rotations, occurring every 6 weeks [7]. …”

Section: Methodsmentioning

confidence: 99%

“…In 2009, this was the main reason programs were cited for deficiencies. Numerous articles have been published regarding complex and costly methods to enhance scholarship [2–7]. The intent of the current paper is to discuss methods employed in a small, community-based internal medicine residency and to compare the results with recently published data.…”

Section: Introductionmentioning

confidence: 99%

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Promoting scholarship in a community-based internal medicine residency

Fanciullo

Hsu

Stevens

2018

Journal of Community Hospital Internal Medicine Perspectives

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The University of South Dakota Sanford School of Medicine Internal Medicine residency implemented a program to enhance scholarship among residents. This residency is part of a small Mid-Western community-based school.Background: A Director of Research was hired and developed a structured approach consisting of: 1. Independent study regarding research methods and statistical testing and 2. Mentoring of residents and faculty in scholarly pursuits starting in the first months of residency.Methods: Scholarship for two cohorts of residents for years July 2011–2014 and January 2014–2017 were followed. Products included papers accepted/published and papers accepted/presented at national or international meetings.Results: 7 (14.8%) of 47 residents in the first cohort published 12 papers (0.25 papers/resident) with 18 faculty as co-authors (1.5/paper). 20 (43.4%) of 46 residents in the second cohort (structured program) published 39 papers (0.85 papers/resident) with 80 faculty as co-authors (2.1/paper). The difference in papers was significant by chi-square analysis.Conclusion: A structured program requiring independent study in conjunction with individualized mentoring of scholarship starting early in the first postgraduate year was successful in significantly increasing the scholarly activity of our community-based internal medicine residents and faculty. With this program, the percentage of residents publishing exceeds national statistics recently reported.

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Resident Burnout, Wellness, Professional Development, and Engagement Before and After New Training Schedule Implementation

Heppe,

Baduashvili,

Limes

et al. 2024

JAMA Netw Open

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ImportanceBurnout is a work-related syndrome of depersonalization (DP), emotional exhaustion (EE), and low personal achievement (PA) that is prevalent among internal medicine resident trainees. Prior interventions have had modest effects on resident burnout. The association of a new 4 + 4 block schedule (4 inpatient weeks plus 4 outpatient weeks) with resident burnout has not previously been evaluated.ObjectiveTo evaluate the association of a 4 + 4 block schedule, compared with a 4 + 1 schedule, with burnout, wellness, and self-reported professional engagement and clinical preparedness among resident physicians.Design, Setting, and ParticipantsThis nonrandomized preintervention and postintervention survey study was conducted in a single academic-based internal medicine residency program from June 2019 to June 2021. The study included residents in the categorical, hospitalist, and primary care tracks in postgraduate years 1 and 2 (PGY1 and PGY2). Data analysis was conducted from October to December 2022.InterventionIn the 4 + 4 structure, resident schedules alternated between 4-week inpatient call-based rotations and 4-week ambulatory non–call-based rotations.Main Outcomes and MeasuresThe primary outcome was burnout, assessed using the Maslach Burnout Inventory subcategories of EE (range, 0-54), DP (range, 0-30), and PA (range, 0-48), adjusted for sex and PGY. Secondary outcomes included In-Training Examination (ITE) scores and a questionnaire on professional, educational, and health outcomes. Multivariable logistic regression was used to assess the primary outcome, 1-way analysis of variance was used to compare ITE percentiles, and a Bonferroni-adjusted Kruskal Wallis test was used for the remaining secondary outcomes. The findings were reexamined with several sensitivity analyses, and Cohen’s D was used to estimate standardized mean differences (SMDs).ResultsOf the 313 eligible residents, 216 completed the surveys. A total of 107 respondents (49.5%) were women and 109 (50.5%) were men; 119 (55.1%) were PGY1 residents. The survey response rates were 78.0% (85 of 109) in the preintervention cohort and 60.6% (63 of 104) and 68.0% (68 of 100) in the 2 postintervention cohorts. The PGY1 residents had higher response rates than the PGY2 residents (119 of 152 [78.2%] vs 97 of 161 [60.2%]; P &lt; .001). Adjusted EE scores (mean difference [MD], −6.78 [95% CI, −9.24 to −4.32]) and adjusted DP scores (MD, −3.81 [95% CI, −5.29 to −2.34]) were lower in the combined postintervention cohort. The change in PA scores was not statistically significant (MD, 1.4 [95% CI, −0.49 to 3.29]). Of the 15 items exploring professional, educational, and health outcomes, a large positive association was observed for 11 items (SMDs &gt;1.0). No statistically significant change in ITE percentile ranks was noted.Conclusions and RelevanceIn this survey study of internal medicine resident physicians, a positive association was observed between a 4 + 4 block training schedule and internal medicine resident burnout scores and improved self-reported professional, educational, and health outcomes. These results suggest that specific 4 + 4 block combinations may better improve resident burnout than a 4 + 1 combination used previously.

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The research rotation: competency-based structured and novel approach to research training of internal medicine residents

Cited by 94 publications

References 17 publications

An Incremental Approach to Improving Scholarly Activity

An Incremental Approach to Improving Scholarly Activity

Promoting scholarship in a community-based internal medicine residency

Resident Burnout, Wellness, Professional Development, and Engagement Before and After New Training Schedule Implementation

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