Abstract
BackgroundAccording to the Accreditation Council for Graduate Medical Education residents “should participate in scholarly activity.” The development of a sustainable, successful resident scholarship program is a difficult task faced by graduate medical education leadership.MethodsA medical librarian conducted a systematic literature search for English language articles published on scholarly activities initiatives in Graduate Medical Education (GME) between January 2003 and March 31 2017. Inclusion criteria included implementing a graduate medical education research curriculum or initiative designed to enhance intern, resident, or fellow scholarly activities using a control or comparison group. We defined major outcomes as increases in publications or presentations. Random effects meta-analysis was used to compare the rate of publications before and after implementation of curriculum or initiative.ResultsWe identified 32 relevant articles. Twenty-nine (91%) reported on resident publications, with 35% (10/29) reporting statistically significant increases. Fifteen articles (47%) reported on regional, national, or international presentations, with only 13% (2/15) reporting a statistically significant increase in productivity. Nineteen studies were eligible for inclusion in the meta-analysis; for these studies, the post-initiative publication rate was estimated to be 2.6 times the pre-intervention rate (95% CI: 1.6 to 4.3; p < 0.001).ConclusionsOur systematic review identified 32 articles describing curricula and initiatives used by GME programs to increase scholarly activity. The three most frequently reported initiatives were mentors (88%), curriculum (59%), and protected time (59%). Although no specific strategy was identified as paramount to improved productivity, meta-analysis revealed that the publication rate was significantly higher following the implementation of an initiative. Thus, we conclude that a culture of emphasis on resident scholarship is the most important step. We call for well-designed research studies with control or comparison groups and a power analysis focused on identifying best practices for future scholarly activities curricula and initiatives.
Highlights
According to the Accreditation Council for Graduate Medical Education residents “should participate in scholarly activity.” The development of a sustainable, successful resident scholarship program is a difficult task faced by graduate medical education leadership
Literature search A medical librarian (ILV), who has participated in multiple systematic reviews, conducted a comprehensive literature search for English language articles published on research curricula and scholarly activities initiatives in Graduate Medical Education (GME) between January 1, 2003 and March 31, 2017 in PubMed (National Library of Medicine), EMBASE (Elsevier), and Scopus (Elsevier) databases
A systematic review of research curricula published over a decade ago concluded that “successful educational interventions should incorporate needs assessment, clearly defined learning objectives, and evaluation methods” [8].,p61 Despite this call published in 2003, we found little progress made in the inclusion of needs assessment, objectives, and curricular evaluation
Summary
According to the Accreditation Council for Graduate Medical Education residents “should participate in scholarly activity.” The development of a sustainable, successful resident scholarship program is a difficult task faced by graduate medical education leadership. According to the Accreditation Council for Graduate Medical Education residents “should participate in scholarly activity.”. The Accreditation Council for Graduate Medical Education (ACGME) mandates that residents “should participate in scholarly activity” and that “[t]he sponsoring institution and program should allocate adequate educational resources to facilitate resident involvement in scholarly activities” [1]. Such broadly-defined requirements leave individual residencies to interpret and execute scholarly activities within their program in varying ways. This can lead to a wide diversity in residency curricula, programs, outcomes, and experiences between residency programs. Even residents who choose not to pursue academic careers will benefit from an improved ability to critically assess medical literature [4]
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