Career Interests of Canadian Psychiatry Residents: What Makes Residents Choose a Research Career?

Abstract

Exposing and engaging psychiatry residents in research as early as possible in residency training appears key to promoting future research interest. Psychiatry residency programs and research tracks could consider emphasizing research training initiatives and protected research time early in residency.

Cross-sectional survey evaluating Text4Mood: mobile health program to reduce psychological treatment gap in mental healthcare in Alberta through daily supportive text messages

“…However, the response rate for our survey was greater than those achieved by comparable online surveys [32–34]. Secondly, while the online survey tool was well researched to answer the objectives of the study, it was not a validated instrument, may not have accurately measured our objectives, and the findings are self-reported subscriber perceptions that have not been validated.…”

Barriers and facilitators to conducting research by early career psychiatrists: a literature review

“…Five studies report lack of funding for research projects (Bartels et al, 2010, Kuzman et al, 2009, Myint, MacLullich & Witham, 2006, Williams, Curran, 1998 or competition between researchers (Laliberte et al, 2016) for funds as a matter of concern. It was suggested that more research projects in psychiatry were focused on clinical topics than in other disciplines (Burke et al, 1986).…”

“…Seven studies identified a lack of uninterrupted time as a factor impacting research activity (Mitwalli, Al Ghamdi & Moussa, 2014, Williams, Curran, 1998, Torous, Padmanabhan, 2014, Laliberte et al, 2016. In a national study of psychiatric trainees in Portugal (n = 80), only 32% were involved in any type of research project and lack of time (15.4%) was among the top three reasons for non-involvement in research (Pinto da Costa et al, 2013).…”

“…Trainees can feel uncertain about their choice of projects and of finding a suitable research question (Torous, Padmanabhan, 2014, Balon, Singh, 2001, Myint et al, 2006, Williams, Curran, 1998. Having a competent and dedicated mentor has been identified as a significant moderator of research participation (Iversen, Eady & Wessely, 2014, Kuzman et al, 2009, Laliberte et al, 2016, Mitwalli et al, 2014, Williams, Curran, 1998, Pinto da Costa et al, 2013. A dedicated mentor facilitates education (Stein et al, 2013) and opens access to a broad range of research and skills (Pinto da Costa, Oliveira & Abdulmalik, 2018).…”

“…Only a minority of programs offer research-related topics as a fixed component of their curricula. Generally, lack of time for research was the obstacle most frequently indicated, as trainees are occupied with studying and clinical rotations (Williams, to promote future interest in academic careers (Laliberte et al, 2016). This might help to balance research time and clinical work due to the experience of the trainee researchers (Torous, Padmanabhan, 2014).…”