Supporting Resident Research Learning in the Workplace: A Rapid Realist Review

Abstract

This review extends existing literature and informs workplace-based research engagement strategies for residents whilst demonstrating the applicability of workplace learning theory to improving residents' research engagement. The authors propose a learning model to support effective resident research engagement through clinical practice.

What influences allied health clinician participation in research in the public hospital setting: a qualitative theory-informed approach

“…While we employed implementation science theories in the present study, our findings support the results of a realist review which used workplace learning theory 40 to explore strategies that support research activities for medical doctors and may suggest a complementary relationship between workplace learning theory and implementation science. Indeed, many of the factors identified as contexts and mechanisms of the realist review overlapped with our findings.…”

“…Indeed, many of the factors identified as contexts and mechanisms of the realist review overlapped with our findings. 40 For example, Noble et al reported the context as having appropriate 'opportunities' to engage in practice-informed research and having protected time and funding. The value of clear practice curriculum with effective sequencing or a step-by-step approach to learning and practice pedagogies (including 'learning through doing') which support a health professional's 'capability' was also addressed in the review 40 in similarity with our study.…”

“…40 For example, Noble et al reported the context as having appropriate 'opportunities' to engage in practice-informed research and having protected time and funding. The value of clear practice curriculum with effective sequencing or a step-by-step approach to learning and practice pedagogies (including 'learning through doing') which support a health professional's 'capability' was also addressed in the review 40 in similarity with our study. Noble's review also highlighted the importance of a person's readiness to learn, being linked to 'motivation'; however, as few papers in the review addressed this area, the authors suggested this is an area requiring further research.…”

How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula

“…There is evidence that meaningful research learning experiences can enhance trainees’ enthusiasm and confidence for research especially if they successfully complete the research 33 34. This is most likely under the supervision of a trained researcher 8. We found that many colleges require that the supervisor is a college fellow, but this does not guarantee possession of the necessary research-related skills 29…”

“…Engaging trainees in these early specialist training years to improve research skills is difficult. A recent rapid realist review identified that effective training depends on a complex interplay between context, curriculum and pedagogic practices 8. It found that healthcare settings need to provide clinicians with the appropriate structure, guidance, support and mentorship from both college-set requirements and the healthcare institutions in which training occurs 8…”