Developing and improving residency research training

Bulkley, Christina F.; Miller, Michael J.; Draugalis, JoLaine R.

doi:10.2146/ajhp150797

Cited by 22 publications

(31 citation statements)

References 36 publications

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“…offer a wide variety of research and scholarship training opportunities. 7,8 Additionally, substantial variability in the quality and depth of research experiences for trainees and high rates of attrition before completing the research experience have been demonstrated within Pharm.D. programs.…”

Section: Schools Of Pharmacy and Pharmacy Residency Training Programsmentioning

confidence: 99%

How‐to guide for overcoming barriers of research and scholarship training in Pharm.D. and pharmacy residency programs

Morbitzer

McLaughlin

Devanathan

et al. 2021

J Am Coll Clin Pharm

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Accrediting bodies for Doctor of Pharmacy (Pharm.D.) and postgraduate residency training programs recognize the importance of research and scholarship training. However, specific guidance on how research and scholarship fundamentals should be delivered to trainees has not been provided. As a result, competing priorities often create barriers for trainees to develop research and scholarship skills and limit the trainees' ability to conduct and participate in high‐quality, meaningful research experiences. The purpose of this “how‐to” guide is to assist pharmacy school faculty and pharmacy residency program directors with strategies to overcome programmatic, trainee, and project barriers to providing a high‐quality training experience in research and scholarship. Programmatic topics addressed include institutional support and program oversight, expertise and number of research mentors, incentives for mentor engagement, and competing priorities that diminish time for research activities. Trainee topics include lack of trainee interest in the assigned project, trainee departure prior to project completion, lack of knowledge of the publication process, and time constraints to work on the project. Project topics addressed include time needed to initiate a project, training on methodology relevant to a project, selection of projects that lack rigor, depth, or feasibility, and resource constraints to disseminate project results. A summary of specific recommended actions is provided to effectively overcome these common barriers encountered in research and scholarship training programs.

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Section: Schools Of Pharmacy and Pharmacy Residency Training Programsmentioning

confidence: 99%

How‐to guide for overcoming barriers of research and scholarship training in Pharm.D. and pharmacy residency programs

Morbitzer

McLaughlin

Devanathan

et al. 2021

J Am Coll Clin Pharm

View full text Add to dashboard Cite

show abstract

“…3 Despite this promoted ideal, most ACGME programs provide limited opportunities for residents to participate in IP QI teams. [12][13][14][15][16][17] While numerous QI curricula for internal medicine (IM) residents, 10,[18][19][20][21][22][23][24][25][26][27][28] graduate nursing students, [29][30][31][32][33] and other health professional trainees [34][35][36] have been published, we identified only one longitudinal, project-based curriculum for IP trainees in a primary care setting. 37 Comparable to the IP QI curriculum depicted by Hunt and colleagues, we created an experiential QI curriculum for primary care trainees that drew on best practices from professionspecific QI curricula, 1,12,18,21,[37][38][39][40][41][42][43][44][45][46][47] and our experiences as QI and IP educators.…”

Section: Introductionmentioning

confidence: 99%

“…The Accreditation Council for Graduate Medical Education (ACGME) Clinical Learning Environment Review program noted that “IP, team-based quality improvement efforts… provide residents… with experiential learning that goes beyond basic QI methods to include developing skills and behaviors in shared leadership, communications, systems-based thinking, change management, and professionalism.” 3 Despite this promoted ideal, most ACGME programs provide limited opportunities for residents to participate in IP QI teams. 12 – 17 While numerous QI curricula for internal medicine (IM) residents, 10 , 18 – 28 graduate nursing students, 29 – 33 and other health professional trainees 34 – 36 have been published, we identified only one longitudinal, project-based curriculum for IP trainees in a primary care setting. 37 …”

Section: Introductionmentioning

confidence: 99%

Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum

et al. 2020

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Introduction: Health professionals must demonstrate competencies in quality improvement (QI) and interprofessional (IP) practice. Yet few curricula are designed to address these competencies in an integrated, longitudinal way. Our experiential IP QI curriculum addresses this gap. Methods: The IP QI curriculum was part of a San Francisco VA Health Care System training program for second-year internal medicine residents and adult gerontology primary care nurse practitioner students, pharmacy residents, and postdoctoral psychology fellows. Trainees worked in mentored IP teams to select, design, implement, evaluate, and present a project as part of a 9-month curriculum. Teaching methodologies included didactics and project-based skills application. Curriculum evaluation included trainees' QI knowledge and skills self-assessments, trainee satisfaction, mentor appraisals, and project results and impact assessments. Results: From 2011-2012 to 2017-2018, 242 trainees completed the curriculum and 41 QI projects. Trainees reported high satisfaction with the introductory sessions (M = 4.4, SD = 0.7). They also reported improvement in comfort with QI knowledge and skills by the curriculum's completion. QI mentors (n = 23) observed growth in trainees' QI knowledge and skills, felt confident in trainees' ability to orchestrate a QI initiative, and believed their mentored QI projects added value to the organization. Thirty-eight projects resulted in system modifications. Discussion: This IP QI curriculum offers team-based, workplace experiences for trainees to learn and apply QI knowledge and skills. Leading factors for successful implementation included attention to team-building and faculty development. Challenges included reliably collecting evaluation data, accurately measuring ongoing systems changes, and variable trainee engagement.

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“…Furthermore, primary project management experience is required by the American Society of Health‐System Pharmacists (ASHP) for residencies; however, this currently may be accomplished through completion of a quality improvement project rather than a research project 5 . Several efforts have been made to improve the outputs of residency research and scholarship by approaching team‐based research to improve experiences for residents 6,7 . While there is high heterogeneity of resident research development, a formalized training approach is essential for research skills development and can improve scholarly output from resident research projects 6,7 .…”

Section: Introductionmentioning

confidence: 99%

“…Several efforts have been made to improve the outputs of residency research and scholarship by approaching team‐based research to improve experiences for residents 6,7 . While there is high heterogeneity of resident research development, a formalized training approach is essential for research skills development and can improve scholarly output from resident research projects 6,7 . Though the required project management experience may encourage some residents to contribute to the medical literature throughout their careers, this training is often inadequate by itself.…”

Section: Introductionmentioning

confidence: 99%

Preparing pharmacy trainees for a future in research and contributing to the medical literature

Lichvar

Condeni

Pierce

2020

J Am Coll Clin Pharm

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Clinical research is a skill that can be honed and cultivated in the right educational environment. Creating experiences to maximize growth and interest in clinical research can occur both during pharmacy school and throughout postgraduate training. The purpose of this “how‐to” guide is to assist pharmacists, as well as their students and residents, with effectively structuring experiences and programs that instill and cultivate a lifelong desire to contribute to the medical literature. The overarching areas of focus are threefold: (1) identifying trainees and mentors, (2) crafting research training experiences, and (3) supporting continued interest and growth in research after completion of the initial experience. Early introduction of a positive research culture in the trainee experience through structured and thoughtful curricula and experiences can maximize learner potential. Several thoughtful steps and recommendations can maximize these experiences and opportunities for learners and new practitioners. Instilling and cultivating a lifelong desire to contribute to the medical literature in pharmacy trainees remains a challenge that is both worthy and necessary to pursue for the sakes of our profession, patients, and trainees.

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Developing and improving residency research training

Abstract: A review of the literature identified three strategies that can enhance residency research training: formalizing the process, engaging expertise and collaboration, and formatting the training for use across all pharmacy residency programs.

Cited by 22 publications

References 36 publications

How‐to guide for overcoming barriers of research and scholarship training in Pharm.D. and pharmacy residency programs

How‐to guide for overcoming barriers of research and scholarship training in Pharm.D. and pharmacy residency programs

Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum

Preparing pharmacy trainees for a future in research and contributing to the medical literature

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