Legitimate peripheral participation in a research education program for primary care residents: a case study of educational research

Abstract

This article was migrated. The article was not marked as recommended. Background and Objectives: The scholarly activity of primary care residents is important, but effectively teaching skills remains challenging. In Japan, few primary care residency programs provide a systematic research education program. The application of legitimate peripheral participation theory to research projects may enhance research education for residents. This pilot case study described the process of enrolling primary care residents in Japan in a research education program based on legitimate peripheral participation theory. Methods: In this case study, 4 faculty members of the University of Tsukuba primary care residency program conducted an educational research program from April 2017 to June 2018 that incorporated legitimate peripheral participation theory. Results: Five residents participated in the project. In phase 1, faculty members determined the research theme and prepared the plan. In phase 2, target residents were invited to participate and began to gather background knowledge about the theme. Faculty members created a mailing list and shared the research plan with the members. In phase 3, the overall project schedule was presented and faculty members and residents shared the work of data collection and input. Faculty members demonstrated the process of data analysis to residents and discussed the results with them. In phase 4, each resident, with faculty support, prepared an abstract and presentation. Residents completed their presentations at an annual primary care conference. Conclusions: Introduction of legitimate peripheral participation theory to a primary care resident research education program may have contributed to overcoming obstacles in research education.