Background: ACGME has put great emphasis on scholarly activity during residency, yet ACGME has not been able to identify gaps in achieving these goals. We possess longitudinal data for the last 10 years across our residency training programs. With this, we have identified missing gaps as well as propose interventions to address gaps. Methods: The research design employs utilizing a standardized research instrument (questionnaire), answered by every resident at the onset and completion of residency training. This questionnaire assesses resident's comfort level, knowledge to critically appraise research and literature and knowledge of biostatistics, epidemiology etc. It also covers questions related to career goals, opinions on research environment, and opinions regarding the effect of research on future practice, time constraints etc. Results: Less than half (44%) of the residents who took the pre-test passed the 11 basic statistical questions (e.g. null hypothesis, p-value). Preliminary analysis showed more than 8/10 residents wish to learn more about research and statistical methods at the onset of their residency training. This proportion drops to 7/10 at the end of residency. The mean overall score for basic concepts regarding epidemiology and biostatistics for pre and post-test was unchanged across different residency programs across years. Conclusion: Our study showed current training structure has minimal impact on helping residents to achieve research goals per ACGME standards. A more thorough evaluation helped us identify more specific trends as well as propose interventions to address it.