Abstract
Background. Conducting research is expected from many clinicians' professional profile, yet many do not have advanced research degrees. Research training during residency is variable amongst institutions and research education needs of trainees are not well understood. Objective. To understand needs of critical care trainees regarding research education. Methods. Canadian critical care trainees, new critical care faculty, program directors, and research coordinators were surveyed regarding research training, research expectations, and support within their programs. Results. Critical care trainees and junior faculty members highlighted many gaps in research knowledge and skills. In contrast, critical care program directors felt that trainees were prepared to undertake research careers. Major differences in opinion amongst program directors and other respondent groups exist regarding preparation for designing a study, navigating research ethics board applications, and managing a research budget. Conclusion. We demonstrated that Canadian critical care trainees and junior faculty reported gaps in knowledge in all areas of research. There was disagreement amongst trainees, junior faculty, research coordinators, and program directors regarding learning needs. Results from this needs assessment will be used to help redesign the education program of the Canadian Critical Care Trials Group to complement local research training offered for critical care trainees.
Highlights
Research is a mandatory activity for all Royal College of Physician and Surgeons of Canada (RCPSC) training programs, including the field of critical care
We aim to identify and describe what the learning needs are for research education in critical care in Canada
Our study demonstrated that trainees and junior faculty members still felt inadequately trained in several researchrelated areas following their critical care fellowships
Summary
Research is a mandatory activity for all Royal College of Physician and Surgeons of Canada (RCPSC) training programs, including the field of critical care. . .under the direction of a scientist or Critical Care Medicine specialist” [1, 2] This has become an integral part of training programs since we know that a better understanding of reported studies is linked to improved patient care and improvement in the academic mind of the physician [3]. There was disagreement amongst trainees, junior faculty, research coordinators, and program directors regarding learning needs. Results from this needs assessment will be used to help redesign the education program of the Canadian Critical Care Trials Group to complement local research training offered for critical care trainees
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