Trainee‐led research collaboratives: a novel model for delivering multi‐centre studies

Abstract

Basic structure of a research collaborativeTrainees typically rotate through several hospitals in a geographical region and are required to undertake audit and research. Teams of trainees working simultaneously across several sites on a single project are more likely to deliver high-quality output compared to an individual trainee working on his/her own in a single centre. This equally applies to specialties based in tertiary centres, where trainees from different centres interact on a national level. For regional or national groups, central trainee-led committees, who disseminate, manage and organize projects, effectively coordinate activity in a hub-and-spoke model. Advantages to trainees and advising surgeonsA multi-centre approach to research limits bias and increases external validity of study results. With support from senior specialty academics and clinical trial units, trainees are then in a stronger position to apply for high-quality funding. Additional benefits include experience in protocol writing, funding applications, interaction with methodologists and the opportunity to gain peerreviewed publications.These models can help make surgical research more accessible to postgraduate and undergraduate trainees from an earlier stage in their career. Both academic and non-academic trainees with research interest can then be identified and nurtured, at potentially higher volumes than traditional models of the individual trainee seeking out mentorship. Similarly, more trainees can be mentored by fewer senior surgeons, increasing their time efficiency. In combination, these strategies aim to engrain a culture of research into routine clinical practice, as already engaged trainees will progress into consultant posts over the next decade. This additionally means that senior surgeons in full-time clinical posts can still partake in research and are mutually supported through collaborative networks.

Trends in publication of general surgical research in New Zealand, 1996–2015

“…Registrars may contribute to surgical research during protected time spent pursing a higher degree, or in the form of clinical, laboratory or other dedicated research . Trainee‐led research collaboratives have had marked success in the UK, wherein registrars are responsible for leading and recruiting for multicenter randomized trials, with guidance and support from senior academics . Adoption of a similar model in New Zealand and Australia may further enhance the generation of high‐quality research and contribute to the development of future academic surgeons.…”

Management and Outcomes Following Surgery for Gastrointestinal Typhoid: An International, Prospective, Multicentre Cohort Study

“…Two international, multicentre, prospective, observational cohort studies were conducted according to pre-specified, published protocols: GlobalSurg 1 between 1 July 2014 and 31 December 2014, and GlobalSurg 2 between 1 January 2016 and 31 July 2016 (NCT02662231 and NCT02179112) [ 11 , 12 ]. The GlobalSurg group collaborative network methodology has been previously described in detail elsewhere [ 13 ]. Local investigators were responsible for ethics or audit registration according to regional or institutional governance protocols.…”

Evidence‐based medicine: The significance of research literacy in emergency medicine training

“…Future years might yield the development of research collaboratives that address this issue by allowing teams of trainees working simultaneously across several sites to work effectively towards a single shared research project to deliver high‐quality outcomes. This could be achieved through trainee‐led committees that manage, organise and disseminate projects to effectively coordinate research initiatives in line with the hub‐and‐spoke model of EM training delivered at many institutions . In the coming years, there might also be ongoing increased numbers of ACEM‐accredited research terms that can allow future generations of EM trainees to develop their research acumen as a component of their non‐ED discretionary advanced training time.…”