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360 ENHANCING RESEARCH AND SCHOLARLY ACTIVITY DURING RESIDENCY TRAINING.
  1. E. E. Ezeanolue1,
  2. C. K. Schenauer1,
  3. H. Restrepo1,
  4. J. Lazerson1
  1. 1Department of Pediatrics, University of Nevada School of Medicine, Las Vegas, NV.

Abstract

Background Although research and other scholarly activities are not mandated during pediatric residency training, they have benefits that persist lifelong. In addition to influencing the career choices of residents, these activities equip them with skills relevant to clinical practice that can be passed to the next generation of clinicians.

Objectives (1) To develop a program to enhance pediatric residents' interest in research and scholarly activity and (2) to assess the effectiveness of such a program in increasing residents' participation and completion of scholarly activity.

Methods Starting July 2000, each resident completed a questionnaire on entering the program that assessed their research interest and career plans. A research and scholarly activity enhancement program was introduced with the following components: (1) interval research meeting with a faculty coordinator; (2) lecture series on conducting research with emphasis on literature searching, research design, and medical writing; and (3) monthly journal club and case presentations. Residents who indicated a specific research interest were matched to faculty with similar interests. Residents who presented an interesting case were encouraged to prepare a manuscript and paired with a faculty supervisor. An exit interview was conducted on completion of residency training to assess final career choice and participation and completion of scholarly activity. The program was assessed every 3 years by comparing the number of projects undertaken and completed.

Results One hundred percent (84 of 84) of residents admitted into the program from 2000 to 2006 completed the initial questionnaire. Ninety-five percent (80 of 84) of residents, who graduated from 2000 to 2006, completed the exit interview. Four did not complete the exit interview: one died during training, two transferred to a different program, and one was missed. From 1997 to 2000, 3% (1 of 36) of residents were involved in a scholarly activity and one publication was completed involving a resident. This increased to 17% (6 of 36) of residents with 3 publications from 2000 to 2003 and 39% (14 of 36) of residents with 4 publications, 6 accepted manuscripts, and 10 submitted manuscripts from 2003 to 2006. The number of residents who elected for subspecialty training remained steady at four to six residents per year.

Conclusion Our data showed that both the number of residents involved in a scholarly activity and those who completed such activity increased with the establishment of the enhancement program even without a significant change in residents' career choices. This formal program, after a short period of evaluation, is starting to yield favorable results in the residents' perspective toward involvement in research and scholarly activity.

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