Ensuring Research Competency in Psychiatric Residency Training

Background The Accreditation Council for Graduate Medical Education requires scholarly activity for both faculty and residents in obstetrics and gynecology (Ob-Gyn). There is little evidence on the most effective method to train, recruit, and retain research faculty who can mentor resident researchers at small programs. Innovation To address this problem, we created the “Baby Steps” program for a small university-based Ob-Gyn program. Methods After a thorough assessment of existing resources, a postdoctoral researcher was recruited and coupled with an established researcher to raise the standards of resident research, facilitate and coordinate resident projects, and support clinical faculty participation in research activities. Grant submissions, grants awarded, publications submitted, presentations, and awards were tracked before and after the implementation of the Baby Steps program for faculty and residents. Results After 2 years the program has already begun to show an increase in scholarly activity. In a program of 12 residents, 8 made one or more presentations at regional or national meetings within the previous 24 months. Additionally, 8 of 12 clinical faculty members were engaged as mentors in resident research, compared with only 3 in past years. Further, abstract, paper, and grant submissions by faculty increased approximately 25%. Conclusion The addition of a mentored postdoctoral researcher was associated with improvements to both resident and faculty research activities. Based on this success, a sister residency program has incorporated the Baby Steps approach into its training.

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

An Incremental Approach to Improving Scholarly Activity

Penrose¹,

Yeomans²,

Praderio³

et al. 2012

“…1 To accomplish these goals, many programs have developed longitudinal research curricula [2][3][4][5][6][7] and/or research tracks. [8][9][10] Approaches described in the literature vary in the amount of devoted research time, ranging from protected research blocks [11][12][13] to a dedicated research year.…”

Section: Introductionmentioning

confidence: 99%

Teaching Lifelong Research Skills in Residency: Implementation and Outcome of a Systematic Review and Meta-Analysis Course

Himelhoch

Edwards

Ehrenreich

et al. 2015

“…1 Several programs that have successfully integrated scholarly activities, including research or quality improvement, for residents in different specialties have been described in the litearture. [2][3][4][5][6][7][8][9][10][11][12][13][14][15] However, few have included information about common measures of scholarly activity, such as academic presentations or publications, to determine success of such educational interventions.…”

Section: Introductionmentioning

confidence: 99%

Addressing the Scholarly Activity Requirements for Residents: One Program's Solution

Carek¹,

Dickerson²,

Díaz³

et al. 2011

Background Scholarly activity as a component of residency education is becoming increasingly emphasized by the Accreditation Council for Graduate Medical Education. “Limited or no evidence of resident or faculty scholarly activity” is a common citation given to family medicine residency programs by the Review Committee for Family Medicine. Objective The objective was to provide a model scholarly activity curriculum that has been successful in improving the quality of graduate medical education in a family medicine residency program, as evidenced by a record of resident academic presentations and publications. Methods We provide a description of the Clinical Scholars Program that has been implemented into the curriculum of the Trident/Medical University of South Carolina Family Medicine Residency Program. Results During the most recent 10-year academic period (2000–2010), a total of 111 residents completed training and participated in the Clinical Scholars Program. This program has produced more than 24 presentations during national and international meetings of medical societies and 15 publications in peer-reviewed medical journals. In addition, many of the projects have been presented during meetings of state and regional medical organizations. Conclusions This paper presents a model curriculum for teaching about scholarship to family medicine residents. The success of this program is evidenced by the numerous presentations and publications by participating residents.