Online promotion of resident research and research training among postgraduate year 1 (PGY1) pharmacy residency programs

Abstract

Introduction: National pharmacy organizations advocate for training relating to the investigation and evaluation of scientific evidence. Accordingly, most postgraduate year 1 (PGY1) residents conduct longitudinal research. However, residents typically report low confidence in their research abilities and may benefit from structured training within the residency program. The purpose of this study was to assess how PGY1 programs promote research on their websites, including the proportion offering resident research training. Methods: PGY1 residency programs were identified using the American Society of Health-System Pharmacists residency directory. Community-based, managed care, or PGY1/postgraduate year 2 (PGY2) combined programs were excluded. Study data were extracted using the residency directory and program websites and included program characteristics, research requirements, dedicated research time, promotion of past research, research mentorship and support, and research training. Characteristics of the programs with and without research training were compared. Results: Of 1139 PGY1 residency program websites, 3.0% had a highly prominent research section, 19.7% had a clear paragraph relevant to research information, 63.4% had minimal information on research, and 14.0% offered no research information. Forty-one percent of PGY1 residency programs required dissemination of research findings via poster presentation, platform presentation, or completed manuscript. Fifty-one programs (4.5%) provided research development training through seminars, a development program, or a certificate program. Compared with programs without research training, these programs were more likely to be fully accredited (100% vs 92.2%, P = .028), offer five or more PGY1 positions (25.5% vs 14.0%, P = .037), and offer one or more PGY2 specialty residencies (60.8% vs 35.6%, P < .001). Conclusion: Most PGY1 program websites had minimal information related to resident research. Although the presentation and dissemination of research was a commonly listed residency requirement, less than 5% of programs indicated that they provide resident research development. Residency program directors should ensure that their program websites accurately reflect their residents' research experience, including development opportunities.

Best practices for supporting and improving pharmacy resident research and quality improvement projects

“…The residency website can serve as a useful tool for displaying research performed by residents, celebrating achievements, and communicating both program expectations and any support and training offered. 21 Longer-term benefits to highlight include skills development and instilling a lifelong desire to complete and publish original research. 22 Irrespective of publication success, training in research can serve as a conduit for obtaining broadly applicable skills, including project management, teamwork/collaboration, and critical thinking, which can, in turn, enhance the potential for future career opportunities.…”

“…These may serve as motivators to complete and submit projects. The residency website can serve as a useful tool for displaying research performed by residents, celebrating achievements, and communicating both program expectations and any support and training offered 21 …”

An aspirational research model and the difficulties of implementation in the current fiscal and training landscape

“…8,9 Furthermore, less than 5% of PGY-1 residency programs advertise on their program websites that they provide formal resident research development. 10 The likelihood for early-career nonfaculty clinical pharmacists to have a senior research mentor will only continue to diminish if this trajectory remains. While potentially seeking out nonpharmacist mentors may be an option, this may be again limited at organizations where research and scholarship are not a priority and/or where collaboration with affiliated medical schools is not already established.…”

“…Additionally, ASHP no longer requires a research project as part of its goals and objectives for either postgraduate year (PGY)‐1 or PGY‐2 residencies, with many residents now graduating having only completed a medication use evaluation in a PGY‐1 and a quality improvement project in PGY‐2 8,9 . Furthermore, less than 5% of PGY‐1 residency programs advertise on their program websites that they provide formal resident research development 10 . The likelihood for early‐career nonfaculty clinical pharmacists to have a senior research mentor will only continue to diminish if this trajectory remains.…”