“Luck of the draw really”: A qualitative exploration of trainee doctors’ experiences of mandatory research in Australia and New Zealand

Abstract

Background Many medical trainees are required to complete a scholarly project to fulfil research curricula and achieve specialist status. The usefulness of this requirement has been the subject of debate. The aim of this study was to gain an in-depth understanding of trainees’ experiences and satisfaction of conducting mandatory scholarly projects in Australia and New Zealand. Methods A qualitative descriptive approach was used. Semi-structured interviews with trainees were undertaken between May 2021 and June 2022. Australian and New Zealand medical trainees who had completed a scholarly project as part of specialty training within the past five years were invited to participate. The purposive sample was drawn from participants in a survey on the same topic who had indicated interest in participating in an interview. Interviews explored trainees’ overall experience of and satisfaction with conducting scholarly projects, as well as their perceptions of research training, support, barriers, enablers, and perceived benefits. Interviews were transcribed verbatim and thematically analysed. Results Sixteen medical doctors from seven medical colleges were interviewed. Trainee experience and satisfaction was highly variable between participants and was shaped by four factors: 1) trainees entered their specialty training with their own perspectives on the value and purpose of the scholarly project, informed by their previous experiences with research and perceived importance of research in their planned career path; 2) in conducting the project, enablers including protected time, supervisor support and institutional structures, were vital to shaping their experience; 3) trainees’ access to these enablers was variable, mediated by a combination of luck, and the trainees’ own drive and research skill; and 4) project outcomes, in terms of scholarly success, learning, career benefits and impacts on patient care. Conclusions Trainee experiences were mixed, with positive experiences often attributed to chance rather than an intentionally structured learning experience. We believe alternatives to mandatory trainee research projects must be explored, including recognising other forms of research learning activities, and directing scarce resources to supporting the few trainees who plan to pursue clinician researcher careers.