1158 Increasing Gastroenterology Related Scholarly Output in Internal Medicine Residents Using a Novel Individualized Curriculum

Abstract

INTRODUCTION: Scholarly work in residency can be challenging due to a busy clinical schedule, lack of prior research and biostatistical experience, and absence of a formal curriculum. Scholarly work is a mandatory requirement from the Accreditation Council for Graduate Medical Education (ACGME) for residents. Therefore, we designed and implemented a formal individualized research curriculum to enhance gastroenterology-related scholarly output in internal medicine residents. METHODS: We developed and instituted a research curriculum to enhance and increase scholarly activity and culture amongst internal medicine residents. The components of the curriculum were: i) Learner assessment, ii) identify needs of learner, iii) selection of the correct type of scholarly work, iv) Learner education [Referencing software (writing skills), IRB training, Institute for Healthcare Improvement modules (quality improvement projects), writing templates, statistical help / learning], finding mentorship, and dissemination of work. Our objectives were: i) foster and develop an interest in research and academic career paths, ii) meet ACGME requirements for research in residency, and iii) to increase knowledge regarding various types of scholarly work. RESULTS: This curriculum was applied to a total of 16 internal medicine residents and 7 medical students over a period of 30 months. A total of 30 peer-reviewed publications in PubMed indexed journals, and 50 presentations/abstracts at national meetings were presented as a result of this curriculum. In addition, a total of 7 national research awards including Presidential Poster Abstract Awards at the American College of Gastroenterology annual meeting, national American College of Physicians meeting presentation awards, and best Poster Presenter Awards were attained by these learners in recognition of their scholarly work. Also, 9 research awards were won at local/regional research meetings by the learners participating in the curriculum. CONCLUSION: In conclusion, a formal, systematic and individualized curriculum improved gastroenterology related scholarly output in internal medicine residents at our institution. The success of the program was largely due to the presence of identified mentors in the division who were interested in guiding enthusiastic learners. Further outcomes from the implementation of this curriculum by other departments and institutions are needed to validate the transferability and overall success of the curriculum.