Research skills training for child psychiatry residents

Dervic, Kanita; Lenz, Gerhard; Friedrich, Max

doi:10.1007/s00787-009-0078-8

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…However, if such institutional programs are not feasible, projects on smaller scale can help convey basic research knowledge to ECPs (Lewis, 1991) and help researchers gain more skills and motivation, such as via regular and short meetings (Ben-Tovim et al, 1987, Dervic, Lenz & Friedrich, 2010. Some authors offer suggestions to engage trainees in scholarly projects by launching regular scientific newsletters (Aftab, Lackamp & Cerny, 2017), journal clubs and research days (Collins, Meyer & Dawson, 1999).…”

Section: Comparison With the Literaturementioning

confidence: 99%

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

et al. 2019

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ObjectivesTo understand and identify factors that promote and prevent research participation among early career psychiatrists (ECPs), in order to understand what would encourage more ECPs to pursue a research career.MethodsWe conducted an electronic search of databases (PubMed and the Cochrane library) using the keywords ‘doctors’, ‘trainees’, ‘residents’, ‘physicians’ and ‘psychiatric trainees’ as well as ‘research’ (MeSH) and ‘publishing’ (MeSH). This search was complemented by a secondary hand search.ResultsWe identified 524 articles, of which 16 fulfilled inclusion criteria for this review. The main barriers included lack of dedicated time for research, lack of mentoring and lack of funding. The main facilitators were opportunities to receive mentorship and access to research funding.ConclusionsAction is needed to counteract the lack of ECPs interested in a career in research. Specific programs encouraging ECPs to pursue research careers and having access to mentors could help increase the current numbers of researching clinicians in the field.

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Section: Comparison With the Literaturementioning

confidence: 99%

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

et al. 2019

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“…47–56 The remaining 26 studies evaluated interventions designed to enhance research competencies or skills in specific techniques (Table 2). 57–82…”

Section: Resultsmentioning

confidence: 99%

“…84,85 In contrast to these formal programs, several locally developed research tracks offered more flexible, individualized, and innovative options to facilitate resident entry into research careers. 59,60,[62][63][64][65][66]71,72,74,76 For instance, shorter research training opportunities, such as intensive summer research institutes or symposia, targeted residents with less formal research interests, with attendants reporting high satisfaction. 58,61,[68][69][70]73,79 Similarly, 3-day NIMH-funded psychiatry research conferences, which included morning plenary sessions and afternoon small-group teaching sessions, appeared to consolidate knowledge and provide practical research skills for resident participants.…”

Section: Synthesis Of Findings From the Intervention Studiesmentioning

confidence: 99%

Assessing research competency development in Canadian psychiatry residency programs: A systematic review and future directions

Bahji,

Danilewitz,

Crockford

et al. 2023

SAGE Open Medicine

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Objective: We aimed to conduct a systematic review to identify curricular and educational interventions to build research competency among Canadian psychiatry residents and fellows transitioning to the competency-by-design framework. Methods: The PRISMA guidelines were followed, searching five databases from their inception to February 2023 for relevant evaluation-type studies exploring research competency among psychiatry residents and fellows. We appraised thestudy’s quality using the Joanna Briggs Institute’s risk of bias tool for observational designs. Results: Overall, 36 original articles met our inclusion criteria. Surveys ( n = 10) showed that participation in scholarly research, quality improvement, or educational projects relevant to psychiatry is needed in most residency programs. However, these vary significantly across programs; few need direct research experience for residency completion. The interventions spanned four categories: externally funded comprehensive research training programs ( n = 5); resident research tracks ( n = 11); workshops and seminars ( n = 7); and specific modules ( n = 3). Reported outcomes included overall program ratings, research output, and career trajectory. The quality of most studies was low because of the lack of controls or validated metrics for evaluating outcomes. Conclusions: While many studies have explored best practices in research curricula, the current literature does not inform competency-based models for Canadian psychiatry residency programs incorporating research training requirements. Further description is needed from Canadian psychiatric training bodies regarding appropriate curricula, milestones, and metrics for evaluating research competencies.

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Collaboration With Clinical and Translational Sciences to Improve Psychiatry Training in Research

Batson

Peters

et al. 2013

Acad Psychiatry

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Research skills training for child psychiatry residents

Abstract: International audienc

Cited by 4 publications

References 8 publications

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

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

Assessing research competency development in Canadian psychiatry residency programs: A systematic review and future directions

Collaboration With Clinical and Translational Sciences to Improve Psychiatry Training in Research

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