The Role of Regional Conferences in Research Resident Career Development: The California Psychiatry Research Resident Retreat

Besterman, Aaron D.; Williams, Jazzmin; Reus, Victor I.; Pato, Michele T.; Voglmaier, Susan M.; Mathews, Carol A.

doi:10.1007/s40596-016-0562-7

Cited by 5 publications

(4 citation statements)

References 18 publications

(19 reference statements)

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“…47–56 The remaining 26 studies evaluated interventions designed to enhance research competencies or skills in specific techniques (Table 2). 57–82…”

Section: Resultsmentioning

confidence: 99%

“…59,60,[62][63][64][65][66]71,72,74,76 For instance, shorter research training opportunities, such as intensive summer research institutes or symposia, targeted residents with less formal research interests, with attendants reporting high satisfaction. 58,61,[68][69][70]73,79 Similarly, 3-day NIMH-funded psychiatry research conferences, which included morning plenary sessions and afternoon small-group teaching sessions, appeared to consolidate knowledge and provide practical research skills for resident participants. 86 For child and adolescent psychiatry trainees, designated research workshops encouraged child psychiatrists who wished to pursue a research career and effectively encouraged trainee research.…”

Section: Synthesis Of Findings From the Intervention Studiesmentioning

confidence: 99%

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Assessing research competency development in Canadian psychiatry residency programs: A systematic review and future directions

Bahji,

Danilewitz,

Crockford

et al. 2023

SAGE Open Medicine

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Objective: We aimed to conduct a systematic review to identify curricular and educational interventions to build research competency among Canadian psychiatry residents and fellows transitioning to the competency-by-design framework. Methods: The PRISMA guidelines were followed, searching five databases from their inception to February 2023 for relevant evaluation-type studies exploring research competency among psychiatry residents and fellows. We appraised thestudy’s quality using the Joanna Briggs Institute’s risk of bias tool for observational designs. Results: Overall, 36 original articles met our inclusion criteria. Surveys ( n = 10) showed that participation in scholarly research, quality improvement, or educational projects relevant to psychiatry is needed in most residency programs. However, these vary significantly across programs; few need direct research experience for residency completion. The interventions spanned four categories: externally funded comprehensive research training programs ( n = 5); resident research tracks ( n = 11); workshops and seminars ( n = 7); and specific modules ( n = 3). Reported outcomes included overall program ratings, research output, and career trajectory. The quality of most studies was low because of the lack of controls or validated metrics for evaluating outcomes. Conclusions: While many studies have explored best practices in research curricula, the current literature does not inform competency-based models for Canadian psychiatry residency programs incorporating research training requirements. Further description is needed from Canadian psychiatric training bodies regarding appropriate curricula, milestones, and metrics for evaluating research competencies.

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“…47–56 The remaining 26 studies evaluated interventions designed to enhance research competencies or skills in specific techniques (Table 2). 57–82…”

Section: Resultsmentioning

confidence: 99%

Section: Synthesis Of Findings From the Intervention Studiesmentioning

confidence: 99%

Assessing research competency development in Canadian psychiatry residency programs: A systematic review and future directions

Bahji,

Danilewitz,

Crockford

et al. 2023

SAGE Open Medicine

View full text Add to dashboard Cite

show abstract

“…Effective conference participation can lead to achievement of professional objectives, such as acquiring new knowledge or skills, finding external mentorship, meeting topic experts, disseminating data, developing cross-institutional collaborations, and establishing a national reputation. [1][2][3][4][5][6][7][8][9] However, for trainees and junior faculty struggling to start a practice, define an academic niche, and balance myriad responsibilities, attending an academic meeting may seem unnecessary and even untenable. This Perspectives article offers a 3-phase framework describing strategies for optimizing the in-person or virtual academic conference experience:(1) preconference preparation; (2) active engagement during the meeting; and (3) post-meeting action steps (FIGURE).…”

mentioning

confidence: 99%

Maximizing the Academic Conference Experience: Tips for Your Career Toolkit

Fisher

Trautner

2022

Journal of Graduate Medical Education

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Why Go to an Academic Meeting?Career success can be launched via academic conferences. Effective conference participation can lead to achievement of professional objectives, such as acquiring new knowledge or skills, finding external mentorship, meeting topic experts, disseminating data, developing cross-institutional collaborations, and establishing a national reputation. [1][2][3][4][5][6][7][8][9] However, for trainees and junior faculty struggling to start a practice, define an academic niche, and balance myriad responsibilities, attending an academic meeting may seem unnecessary and even untenable. This Perspectives article offers a 3-phase framework describing strategies for optimizing the in-person or virtual academic conference experience:(1) preconference preparation; (2) active engagement during the meeting; and (3) post-meeting action steps (FIGURE).

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“…Current practices in rehabilitation research require interdisciplinary collaborations to tackle large questions 1–3 . Many collaborations like these originate from in-person, informal conversations at conferences 4 or think-tank like summits 5 . The COVID-19 pandemic has thwarted in-person participation in large research conferences, limiting the opportunity for collaborations to emerge from informal interactions 6,7 .…”

mentioning

confidence: 99%

Pivoting in Context

Gill

Shin²,

Ayoub³

et al. 2021

Am J Phys Med Rehabil

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With the onset of the COVID-19 pandemic, researchers have been faced with challenges in maintaining interdisciplinary research collaborations. The purpose of this article is to apply and expand a previously introduced model to sustaining new interdisciplinary research collaborations: Forging Alliances in Interdisciplinary Rehabilitation Research (FAIRR). FAIRR is a logic model that can be used as a guide to create interdisciplinary rehabilitation research teams. In this article, the authors propose expanding FAIRR by including strategies for sustaining interdisciplinary rehabilitation research collaborations: modifying inputs (resources needed to assemble a team and to conduct research activities), shifting activities (steps taken to move the interdisciplinary collaboration forward), and examining what impacts the fit between inputs and activities. Two examples are used to highlight the application of the FAIRR model to interdisciplinary collaborations during COVID-19.

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The Role of Regional Conferences in Research Resident Career Development: The California Psychiatry Research Resident Retreat

Cited by 5 publications

References 18 publications

Assessing research competency development in Canadian psychiatry residency programs: A systematic review and future directions

Assessing research competency development in Canadian psychiatry residency programs: A systematic review and future directions

Maximizing the Academic Conference Experience: Tips for Your Career Toolkit

Pivoting in Context

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